Scheme SS 2 Classes - 123145

FEDERAL CAPITAL TERRITORY, ABUJA
S S TWO (2)
2014 Edition
EDUCATION RESOURCE CENTRE
Federal Capital Territory, Abuja
FCT SENIOR SECONDARY SCHOOL TEACHING SCHEMES
2014 Edition
Third Edition: 2014
Produced by ERC Mini Press

Table of Contents
Foreword----------------------------------------------
Acknowledgement---------------------------------- Arabic Language------------------------------------
Christian Religious Studies-----------------------
Civic Education-------------------------------------- Economics--------------------------------------------
English Language----------------------------------- French-------------------------------------------------
General Mathematics------------------------------- Geography-------------------------------------------
One Trade Subject---------------------------------- Government-----------------------------------------
Hausa Language-----------------------------------
History------------------------------------------------
Agricultural Science---------------------------------
Igbo Language-------------------------------------
Biology--------------------------------------------------
Islamic Studies-------------------------------------
Chemistry----------------------------------------------
Literature-in-English------------------------------
Computer Science-----------------------------------
Music-------------------------------------------------
Further Mathematics--------------------------------
Visual Arts-------------------------------------------
Health Education-------------------------------------
Yoruba Language---------------------------------
Physical Education----------------------------------
Physics-------------------------------------------------
Commerce-------------------------------------------
Financial Accounting------------------------------
Auto-Mechanics--------------------------------------
Insurance--------------------------------------------
Basic Electricity--------------------------------------
Office Practice--------------------------------------
Basic Electronics-------------------------------------
Store Management--------------------------------
Building Construction-------------------------------
Clothing and Textile---------------------------------
Foods and Nutrition--------------------------------- Block Laying, Brick laying and Concrete work
General Metal Work--------------------------------- Carpentry and Joinery-------------------------------
Home Management--------------------------------- Catering Craft------------------------------------------
Technical Drawing----------------------------------- Cosmetology-------------------------------------------
Wood Work-------------------------------------------- Electrical Installation------------------------------
Data Processing------------------------------------ Fishery------------------------------------------------
Dying and Bleaching------------------------------ Garment Making------------------------------------
Machine Wood Work------------------------------
Marketing--------------------------------------------
Photographic---------------------------------------
Salesmanship--------------------------------------
Tourism----------------------------------------------
Radio, TV and Electrical work------------------
Auto Mechanic Work------------------------------
Upholstery-------------------------------------------
Painting and Decoration-------------------------
Printing Craft---------------------------------------
GSM--------------------------------------------------
Refrigerator and Air Conditioning -----------
Animal Husbandry--------------------------------
Furniture Making----------------------------------
Book Keeping-------------------------------------
Forword
It is my utmost pleasure to introduce the 2014 edition of the FCT Senior
Secondary School Teaching Scheme. The previous edition was printed in
2004. Recent developments in Education Policy had necessitated the
provision of an entire new teaching scheme for the senior secondary
school. The NERDC has developed a new SSS Curriculum which took
effect from September, 2011.
In this new curriculum by NERDC, there are four compulsory subjects

which are English Language, Mathematics, Civic Education and a Trade
Subject. There are also 34 trade subjects from which schools can select
the ones they can adequately teach.
It is my hope that like the previous one, this edition will make teaching more
convenient, purposeful and result-oriented for our Teachers, Principals,
Monitors and Inspectors.
I wish to appreciate the effort of the FCT Education Resource Centre,

especially the Curriculum Development Division for the production of this
vital educational material.
Finally, I recommend the 2014 new Senior Secondary School Teaching

Schemes to all our Public and Private Senior Secondary Schools.
Kabir Usman
Secretary for Education
FCTA, Abuja
2014
Acknowledgement
The review of the 2004 edition of FCT Senior Secondary School Teaching
Scheme was prompted by the approval of the new National Senior
Secondary School Curriculum developed by the Nigeria Educational
Research and Development Council (NERDC) by the National Council on
Education in 2011.
Consequently, some staff of the FCT Education Resource Centre (ERC) in

partnership with selected subject teachers had to develop new Teaching
Schemes for Senior Secondary School subjects which are grouped into
Compulsory Cross-Cutting Subjects, Senior Secondary Science, Senior
Secondary Business, Senior Secondary Humanities, Senior Secondary
Technology and the 34 Trade Subjects.
In this regard, I wish to register my unreserved gratitude to the Director,

FCT Secondary Education Board and all the teachers who participated in
the exercise. I also wish to acknowledge the following ERC staff especially
of the Curriculum Development Division who facilitated the success of 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 Opera 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 others who contributed in various ways to the

successful completion of the exercise. We are very 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
CROSS CUTTING SUBJECTS
ENGLISH LANGUAGE
SS II 1st TERM
WEEK TOPIC CONTENT ACTIVITIES
1 Speech Listening comprehension: The teacher presents an

listening to answer questions on interesting passage to
a given passage or recorded students and asks the
tapes on HIV/AID, drug abuse or students to listen and identify
real life situation main points/ideas discusses
the passage with students
while they respond
appropriately.
Vocabulary Words associated with the The students should be able

human internal body system and to mention the human
function internal body systems and
list their functions.
Structure Noun phrases: position and Identify features or functions

functions of noun phrases and use
noun phrases in sentences.
2 Speech Listening comprehension: Students should listen

Listening to recorded attentively to the speeches
speeches/teachers model for comprehension and also
speech for comprehension plan their speeches before
delivery.
Vocabulary Words associated with health; Mention words association

sickly, well, condition, diagnoses, with health and use these
casualty, emergency etc words freely.
Structure Pronouns: relative and Identify relative and

demonstrative pronouns: demonstrative pronouns and
functions and position use them freely in
sentences.
Continuous Expository essay: eg Discuss the style/format of

writing a. Controlling HIV/AIDS in expository essay and write
Nigeria expository essay
b. Managing population
explosion in Nigeria
3 Speech Making a toast: Define a toast, prepare a
a. Meaning of a toast toast and deliver a toast
b. Occasions for a toast appropriate to a given
occasion
Reading Reading for implied meaning Read to grasp the main

Comprehensi points, extract points from
on the passage and write the
difference between stated
and implied meaning.
Structure Nominalization Identify words that are

nominalized in passages,
turn adjectives and verbs to
nouns and use them in
sentences appropriately.
Continuous Writing speeches for specific Discuss the various

writing purposes. Introduction, purposes purposes of speech, features
and features of speeches and write a speech on a
given topic.
4 Speech Unstressed vowel sounds e.g /a/ Identify the unstressed

vowels sounds, pronounce
them and use them
appropriately.
Structure Pronouns: Other types of Identify the other types of

pronouns pronouns, give examples
and use them in sentences.
Reading Reading for critical evaluation Read a passage carefully

Comprehensi and detect in various reading
on materials evidence of
illogicality, inconsistency,
faulty reasoning etc.
Continuous Argumentative essay: Define argumentation essay

writing Introduction; definition and and explain the features
features
5. Speech Consonant clusters: two Pronunciation drills, give

consonants in initial position e.g examples of two consonant
slice, troupe, scalp, cloud, crush clusters at the initial position
etc and use them in sentences.
Vocabulary Modifiers [word modifiers] Explain how a modifier adds
adjectives of colour and small, more meaning to a word,
adverbs of manner, rate of identify the modifiers and
occurrence and degree use them in sentences
Summary Reading to summarize longer Read the passage identify

writing sentences into a specified topic sentences and write out
number of sentences the sentences using their
own words
Continuous Argumentative essay Write a well composed

writing a. Should female circumcision argumentative essay
be abolished
b. Military rule in better than
certain rule
6 Speech Three consonants in initial Pronounce correctly the

position E.G Sprint, splash three consonants Chester at
strong, shrike, spray e.t.c initial position and use them
in sentences.
Reading Reading for main gist in a prose Indentify the main ideas,
comprehensi passage keys sentences and answer
on question on the given
passage.
Structure Adjectival phrases and their Identify adjectival phrases,

grammatical function in a say their function and use
sentence. them in sentence
Continuous Creative writing {i} features of a Discuss the features of a

writing short story e.g plot, characters, short story, poem and be
action, style, setting, theme etc. able to write a short story
[2] features of a person eg high, and poem
concise language,
7 Speech Listening comprehension: Listen attentively to a

listening for details/examples recorded passage or read,
identify the main points and
give details of what they
have listened to
Vocabulary Spelling of words: Explain meaning of words

1. Treatment of commonly learnt, appreciate the
miss pelt words importance of use of
2. Dictation exercise and dictionary, make a list of
corrections. commonly miss pelt words,
b. Use of dictionary write the dictated words
correctly.
Summary Reading to summarize longer Read materials, identify topic

writing selections into a specific number sentences and write the topic
of sentences sentences using their own
words
Continuous Narrative essay Discuss the features of a

writing narrative essay and write a
well composed narrative
essay.
8 Speech Vowels: /e/ and /ɜ:/ Identify the vowels, /e/ and
E.g /e/ - set, bread /ɜ:/, pronounce them in
/ ɜ:/ - first, learn words where they occur, give
their own examples of words
where they occur and use
them in sentences correctly.
Structure Adverbial phrases and their Identify the vowels,/e/ and

Adverbial grammatical functions /z:/, pronounce them in
phrases words where they occur, give
their own examples of words
where they occur and use
them in sentence correctly.
Reading Reading chapters of books and {1} Explain note making

Comprehensi making notes {2} explain the
on interrelatedness of listening
and reading as receptive
language skills.
{3} make reference to
previous passage relevant to
this task.
{4} Explain the purpose and
approach of note making.
{5} Engage in extensive work
and practice in within and out
side the classroom on note
making
{6} Explain clearly the
difference between note
making and reading books.
Continuous Letter of complaint feature of a Differentiate between a
writing: formal letter, letter of complaint. formal letter and an informal
Formal letter letter. Discuss the features of
a formal letter with reference
to letter of complaints.
Discuss similar WAES,
SSCE and NECO past
questions and write a well
composed letter of
complaint.
9. Speech Diphthongs; /i/, /ai/, /au/, /ei/, /e/, Identify the eight diphthongs
etc. correctly, pronounce them,
list of words associated with
the diphthongs and use them
in sentences.
Reading Words substitution in passages Read passage carefully,

comprehensi {connotation and denotation} Explain meaning of word in
on context and substitute words
according to the contexts of
usage answers question on
the passages.
Summary Reading to summarize in a Read the passage carefully,

writing specific number of sentences identify the topic sentences
and rewrite using their own
words.
Continuous Formal letter: Letter of request Discuss extensively past

writing with particular reference to questions from
a. Features of a formal letter NECO/WAEC examinations.
b. Language Identify features of a formal
letter. Write a well composed
formal letter of request.
10 Speech Vowels /i/ and /i:/ Pronounce the vowels

e.g bit and beat, bid and bead correcting, differentiate
between the vowels /i/ and
/i:/, list words associated with
the vowels and use them in
sentences
Structure Determiners e.g few, many, Explain determiner, identify

some, a little etc them and give examples.
Use them correctly in
sentences.
Reading Reading for critical evaluation Read a passage carefully

comprehensi and defect in various reading
on materials evidence of
illogicality, inconsistency,
faulty reasoning etc.
Continuous Formal letter [other types] e.g Identify features of a formal

writing application, apology, order, etc letter, discuss the features of
formal letters, discuss a
model formal letter of
application apology etc and
write a well composed letter
of application, apology etc.
11 Speech Vowels /u/ and /u:/ Identify the two vowels,

e.g /u/ - full and would pronounce the vowel /u/
/u:/ - fool and coup and /u:/ correctly,
differentiate between the two
vowels, list words associated
with the vowels, portray
many examples and use
them correctly in sentences.
Reading Word substitution in passages Read the passage carefully,

comprehensi explain the meaning of
on words, substitute the
underlined words with other
words according to the
context of usage. Answer
question on the passage.
Continuous Revision [formal letter: Identify features of a formal

writing Complaints, request, application letter, discuss the features,
apology etc] write a formal letter.
12 Speech Revision of vowels taught [pure Pronunciation drills. Practice

vowels and diphthongs] on exercises.
Reading Revision {guidelines on

comprehensi answering comprehension
on passage using a passage}
Vocabulary Revision: Exercises on lexis.

Contin And narrative Expository and narrative assays. Discuss and write expositing
uous essays and narrative essays.
writing.
13 General General renewal General renewal

renewal
Examination Examination and closing. Examination and closing.
and closing.
ENGLISH LANGUAGE
SS II SECOND TERM
WEEK TOPIC CONTENT ACTIVITY
1 Reading Reading for main gist. Read the passage carefully

comprehension identify points and their inter
relationship with each other.
Answer questions on the
passage.
Structure Prefixes as word extension Explain how prefixes can

making for new meaning e.g generate new word and
‘un’ ‘nus’ ‘il’ ‘in’ ‘im’ etc healthy meanings from basic root
– unhealthy, belief – unbelief words. Use prefixes to
spell – misspell understand – create antonyms and draw
misunderstand etc up a list of words to give
antonyms of the words using
prefixes.
Vocabulary Words associated with Explain meaning of

development environment: Meaning, environment, mention types
environmental problem e.g; of environmental problems,
environmental pollution, pest list the importance of a clean
control, bush burning, disposal environment and write the
of refuse, sewage system, environmental problems.
smoking, drainages,
environmental degradation etc.
2. Speech Listening to poetry for Read the poems while

comprehension/pleasure e.g students listen. Discuss
1. Type dirge, epic, lyric content of the poem, identify
2. language {a} concise different types of poetry,
{b} unique {c} high identify the different types of
language of poetry, compose
a poem of their own.
Vocabulary Words associated with building Define meaning of building,
Development with building and building mention types of building, list
construction {meaning of words associated with
building, types of words building and explain their
associated with building e.g meanings, use these words
foundation, walls, land, in sentences, engage
documents etc. students in spelling drills in
words associated with
building.
Structure Preservative prefixes e.g. ‘re’ Explains the meaning of

as in, work – rework preserve, pronounce the
Examine - reexamine words formed from the suffix,
Affirm – reaffirm discuss the use of these
Elect – reelect words and use the words in
Form – reform etc. sentences
Continuous Free writing: (1) A short write –

writing up such as a story, poem, play
on anything of interest or a
personal experience
(2) Short stories dealing with
daily events
(3) features of short stories,
plays, poems with attention to
literacy devices: rhythm, simile,
metaphor etc.
3 Speech Listening comprehension: - Listen attentively,

listening to summarise identify the main
speeches, lectures and note point, write down key
making point or main points
from the speech or
lecture .
Structure Figures of speech e.g: Simile, - Explains figures of

metaphor, personification, speech, mention the
hyper-bole, etc different figures of
speech and explain
them with numerous
examples, use them
in sentences.
Reading Reading for specific structural - Read passage

comprehension pattern (selected passages carefully, discuss the
from the main textbook or issues in the passage,
magazine on topics such as; identify main ideas in
gender issues, deregulation, the passage, identify
religious and ethnic conflicts, the major phrase style
human right issues, youth and answer questions
unemployment and restivenss) on the passage.
-
Continuous Speech writing: An address - Discuss the features
writing given on a prize given day. of a speech, discuss
Features of a speech model speeches and
a. Opening greetings write a well composed
b. General introduction address on a prize
c. The main body given day. Teachers
d. Conclusion should make available
sample of speeches
presented on a prize
given day.
4 Speech Oral: argument/debate: debates - Students should listen

on the following topics: attentively to their
1. Capitalism is better than class mates during
communism debate. Students
2. We need health should be selected
education and inspectors based in the following:
not doctors a. Persuasiveness
3. University education b. Grammatical
should be compulsory structures and choice
of words/vocabulary
c. Correctness of
pronunciation
including word stress
pattern and
d. Fluency students
must be encouraged
to be observe all
these criteria
Structure Suffixes e.g –able, age, arian, - for all Explain the
cide, ify etc meaning of suffixes,
identify suffixes for
creation of relevant
words, from basic root
words, list words with
suffixes and explain
their meaning. Make
use of these words in
sentences
Vocabulary Words associated with law and - Explain laws and
development order e.g. order in court, legal order, list/mention
actions, police turture, judge, words associated with
defence lawyer, etc. law and order and
explain their
meanings. Use the
words in sentences.
Continuous Argumentative essay: - Explain argumentative

writing a. Present a view point essay. Discuss any
b. Prove a point (argue for argumentative essay,
or against a particular bringing out the
view point) validity of their view
c. Conclude the point in a logical way.
presentation. Example; Discuss the features
a. Military rule is better of argumentative
than civilian rule essay, opening
b. Should female vocatives,
circumcision be introduction, main
abolished or other body, conclusion and
topics also adequate source
of information
Summary Reading to pick out topic - Read the passage

writing sentences in paragraphs and carefully, discuss the
longer sentences main ideas in the
passage, identify the
topic sentences in the
paragraphs of the
passage and re-write
them using their own
words.
5. Speech Words stress (monosyllabic - Explain word stress.

and polysyllabic words) Identify monosyllabic
words and
polysyllabic words.
Give example of
words and pronounce
the words correctly.
Vocabulary Words associated with - Explain meaning of

development medicine, diagnoses, hospital, medicine, list/mention
nurses, doctors, clinics, words associated with
treatment, etc medicine and explain
their meanings. Use
these words in
sentences.
Structure Verb forms (participation) active - Identify the subject

and passive forms of verb and the predicate in a
sentence, change
active sentences to
passive and vice
versa. Construct more
sentences in the
active and passive
form
Reading Reading for specific structural - Read the passage

comprehension pattern: passage on scientific carefully, discuss the
report or medicine main ideas in the
passage explain
meaning of key words
, answer questions on
the passage. Explain
and discuss the
format for writing a
report, identify main
and supporting ideas
e.g.
a. Introduction; date
of the experiment
b. Purpose, outcome
and results of the
experiment
c. Conclusion, write
a report arranging
ideas in a logical
order
6 Speech Words of five syllables stressed - Identify words of five
in the first, second, third and syllables, recognize
forth syllables e.g. and articulate
correctly stress timing
in sentences and
modulate their voice.
Students should be
encouraged to use
their dictionaries look
up stress placement
in long words. Cuve
more examples of
their own correctly.
Structure Adjectives: (i) types of - Explain what an
adjectives (ii) order of adjective is. List and
adjectives mention the different
types of adjectives.
Explain the order of
adjectives. Use the
adjectives in a
sentence.
-
Reading Reading to para-phrase poems - Read the dramatic
comprehension and dramatic works. work carefully,
i. Drama; (a) theme (b) discuss the content of
features the dramatic work,
ii. Costume identify the different
iii. Props types of drama,
iv. Performance identify the language
v. Audience features, discuss the
vi. Play director story effectively and
answer questions on
the passage.
-
Vocabulary Words associated with - Explain the meaning
development government e.g. democracy, of government,
electoral commission, list/mention words
legislative, executives, etc. associated with
government and
explain their
meanings. Use the
words correctly in
sentences.
-
7 Speech Words with six syllables - Identify words with six
stressed on the fifth syllable e.g syllables, recognize
and pronounce the
words correctly
indicating the
stressed syllable.
Give more examples
of their own and use
the words in
sentences correctly.
-
Structure Adverbs (comparison) and - Explain what an
functions e.g. much, more, adverb is, give
most examples of adverb of
comparison, explain
their functions and
use them in
sentences.
-
Summary Reading to summarize a given - Read the passage
writing passage carefully, identify main
points in the passage,
summarise the
passage in a given
number of sentences.
-
Continuous Semi – formal letters: (1) - Explain what a semi-
writing features (2) language formal letter is.
Explain the features
of a semi-formal
letter, discuss the
language of semi-
formal letters, discuss
model semi-formal
letter and write a well
composed semi –
formal letter. The
teacher should
discuss WAEC and
NECO past questions
extensively.
-
8 Speech Intonation pattern: expressing - Act out a dialogue
surprise/disbelief (exclamation) simi- to the examples
example: (Ade is a witch) given
reality?! (Musa is a millionaire)
you must be joking! (Rechard is
a spy) I don’t believe it (Ibrahim
is dead) is he?
Vocabulary Words associated with traveling - Explain travelling. List

development e.g. car park, air port, journey, and mention words
adventure, etc associated with
travelling and explain
their meanings. Use
the words correctly in
sentences. The
teacher should also
engage the students
in spelling drills on
words associated with
travelling.
-
Reading Reading to para-phrase a poem - Read the poem
comprehension (1) types: e.g. dirge, epic, lyric carefully, discuss the
etc. (2) language; concise, content of the
unique and high selected poem,
identify the different
types of poetry,
identify the language
of the selected poem
and answer questions
on the passage using
their own words
-
Summary Reading to summarize an - Read passage
writing argumentative passage carefully, identify the
main point raised and
the line of argument,
discuss. The issues
raised in the given
passage and
summarize the
passage in a given
number of sentences
9 Speech Rising tune. E.g. - Point out where there

1. Will you come home should be a rise in
tonight? tone in a sentence,
2. Can David do this, for provide enough
me exercise in drills and
3. Help me with this, please encourage vocal class
4. Do this for me, will you? participation
-
Structure Sequence of tense - Explain tenses and
sequence of tenses.
Give examples in
Take note of the
existing rules with
regards to sequence
of tenses
-
Reading Reading to answer questions - Read a prose
comprehension passages that identify
different sentence
structure that reflect
intonation pattern.
Discuss the passage,
identify main points
and answer questions
on the passage.
-
Continuous Informal letters (1) features (2) - Explain what an
writing language informal letter is.
Explain the features
of an informal letter,
discuss the language
of informal letter,
discuss past
questions (WAEC and
NECO) as many as
possible. Read a
model informal letter
and discuss it. Write a
well composed
informal letter.
-
10 Speech Intonation pattern (falling tone: - Point out to the
statement and other types of students where there
surfaces) e.g. should be a fall in
1. There will be a match at tone in a sentence
the National Stadium and provide enough
tomorrow exercise in drills and
2. There will be a class encourage vocal class
quiz tomorrow evening participation
3. Where are you going?
Structure Phrasal verbs with more than - Explain what phrase

one particles e.g. cut down on, verbs ar. Identify them
get away with, stay away from, in sentences, give
etc examples and explain
their meaning. Use
the phrasal verbs in
sentences.
Vocabulary Words related to sports - List different kinds of

development 1. Names of major national games played in the
games e.g. handball, country, read
netball, polio, cricket, passages in sports
football, etc. from national dailies
2. Words for sporting or other articles, listen
activities: tournament, to a live broad cast of
cantest, championship, a major national
round, head bont etc. football match or
3. Venues of sports: other tournament at
stadium, arena, tennis home, make a list of
court, boxing ring, descriptive match
football field, race used by the sports
course, track lane etc. commentator, explain
4. Sports official: umpire, meaning of words
coach, referee etc related to sports and
5. Games result: losers, use them in
winning side, state mate, sentences correctly
championship etc
6. Performance: an exciting
match, an uphill task, hat
trick, terrible
performance, brilliant
performance etc
11 General -
revision
12 Examination/ -
closing
ENGLISH LANGUAGE SCHEME OF WORK FOR

SS II THIRD TERM
WEEK TOPIC CONTENT ACTIVITY
1 speech Listening comprehension: Explain what is required of

comprehension listen to speeches and other critical evaluation in speeches,
oral presentations for critical listen to practice critical
evaluation evaluation of the speeches
1. Listen carefully to a through extensive discussion
given speech either in groups or as a whole
2. Meaning of critical class. Different facts from
evaluation opinions in the speeches
3. Aspect of critical
evaluation
4. Essence of critical
evaluation
5. Listen to selected
passages on critical
work
6. Highlighting
a. Facts
b. Opinions
c. deductions
Structure Introduction to clauses Explain what a clause is. List

1. features of a clause and explain the features of a
2. types of clauses clause. Explain the types and
i. dependent give examples of clauses
ii. independent
clauses
Vocabulary Words associated with agric Explain agriculture and

development and horticulture e.g. livestock horticulture. Mention and write
and domestic animals, dairy words associated with
products, land, flowers, plants, agriculture and horticulture.
farming animal disease, types Explain their meanings and use
of food produce, vetenary them correctly in sentences.
medicine farm manager Teachers should encourage
students to mention as many
words as possible, and use
them to make correct
sentences and engage
students in spelling drills.
2. Speech Listening comprehension: Explain what a phrase is and

listening to debates for main what a clause is. Differentiate
points and passing judgment between a phrase and a clause
1. Tape – recorded using examples. Identify
debates phrases and clauses in
2. Radio broadcast sentence
3. Short debates between
two selected members
of the class as selected
topics such as; rejection
of fraud, cheating,
bribery and corruption,
economy etc.
Reading Reading to answer question Read the passage carefully,

comprehension on a given passage identify difficult words, explain
their meanings and answer
questions on the passage.
Vocabulary Words associated with Explain commerce. Mention

development commerce e.g. good/services, words associated with
price index, market, buyer, commerce. Explain their
seller, industry etc. meaning, engage students in
spelling drills. Use the words in
3 Speech (oral) giving clear, concise and Explain what road sign boards
correct directions. Relevant are. Read posters and charts.
textbooks and passages that Listen attentively to discussion
have to do with new locations in class and exchange views on
e.g. travelling to a new town, the signs. Use these signs to
village, market, ways to cities give clear, concise and correct
directions in sentences. Put
these directions down in
writing.
Structure Noun clause: types and Explain Noun clause. Cite

functions. E.g. many examples. Mention and
1. Noun clause explain the different types of
a. Noun clause as Noun clauses. Explain their
subject functions and identify them in
b. Noun clause object sentences and passages in
etc reading comprehension. The
2. Grammatical function teacher is advised to expose
students to as many exercises
as possible on noun phrases to
make them conversant with
the grammatical structure.
Summary writing Reading to summarize in a Read the passage carefully.

specific number of sentences Identify topic sentences and
main ideas. Summarize in a
given number of sentences.
Continuous Expository essay. E.g. Explain expository essay. Read

writing 1. Explain a process and discuss model expository
2. An idea essay. Identify features of an
3. Give directions expository essay. Write a well
a. Features; topics composed expository essay
such as
b. How to prepare a
favourite meal,
societal ills and
diseases
4 Speech Sentence stress: emphatic Explain what emphatic stress

stress. E.g. is. Answer exercises on
JAMES borrowed the novel emphatic stress. Make
(James and not anybody else sentences using emphatic
borrowed the novel) stress
Structure Adjectival clauses: Explain what an Adjectival

1. Position in sentences clause is. Cite many examples
and grammatical using sentences. Engage in as
functions many exercises as possible
2. Relative pronouns used and state the functions. Identify
to introduce Adjectival Adjectival clauses in sentences
clauses. E.g. who, and passages in reading
which, whom etc comprehension. Make use of
Adjectival clauses in
sentences.
Reading Reading for implied meaning Read carefully to grasp main

comprehension points extract main points from
the passage and write the
difference between stated and
implied meaning. Answer
Continuous Article writing (introduction, Discuss the format for writing

writing illustration and practice) articles, expose students many
illustrations read and discuss a
mode. Discuss past questions
(WAEC and NECO) on article
writing. Write a well composed
article
5 Speech Consonant sounds: plosives; Identify the sounds pronounce
b/and/pl, it/and /d/, /k/ and /g/ the sounds correctly, mention
words with the Consonant
sounds. Expose students to
letters represented by these
sounds, use the words where
they occur in sentences.
Students should be
encouraged to mention as
many words as possible, words
with these Consonant sounds .
Structure adverbial clauses: types and Explain what an adverbial

functions clause is. Mention different
types of adverbial clauses.
Identify the adverbial clauses in
sentences and passage in
reading comprehension. State
the functions of adverbial
clauses. Use the adverbial
clauses in sentences correctly.
Reading Reading for meaning in Read the passage carefully,

comprehension context bring out difficult words or key
words, explain their meaning
according to context of usage
in passage substitute the words
with another suitable words.
Answer questions on the
passage read.
Continuous Informal letter: features and Explain what an Informal letter

writing language is. Explain the features and
language of an Informal letter.
Read and discuss a model
Informal letter. Discuss past
questions (WAEC and NECO)
an Informal letters and write
well composed Informal letter.
6 Speech Speaking to persuade, Listen attentively to any of the
convince and sway opinion on topics discussed by the
topics like; teacher. List key words in the
a. Cultism discussion, identify sentences
b. Population/family life types used for persuasion and
education give their opinions and any of
c. Environmental issues the treated topics.
Structure Auxiliary verbs e.g. modal Explain what Auxiliary verb is.
Auxiliary and primary Auxiliary Mention and explain the types
verbs of Auxiliary verbs. Identify them
in sentences and use them to
construct correct sentences.
Vocabulary Words associated with Explain plumbing’ mention

development plumbing e.g. pipes, plumber, words associated with
connect, plumb line, sink, tap plumbing. Spelling drills on
etc. words associated with
plumbing. Explain the meaning
of the words and use them in
sentences.
Continuous Semi – formal letter Explain what a Semi – formal

writing 1. Features letter is. Explain the features of
2. Language a Semi – formal letter. Read a
3. Difference between comprehension Semi – formal
Semi – formal letter and letter and discuss the features
informal letter and context in relation to
language. Differentiate
between a Semi – formal letter
and informal letter. Discuss
WAEC and NECO past
questions on Semi – formal
letters. Write a well composed
Semi – formal letter.
7 Speech Consonant sound; nasal: Identify the sounds in words.

/n/, /m/ and /g/ Pronounce the words correctly.
Mention words with the nasal
sounds. Identify the letters
represented by the nasal
sounds, give more examples of
words and use the words in
sentences.
Structure Concord (agreement between Explain Concord between

subject and verb) subject and verb in a
sentences. Give examples in
sentences and explain the
various ways of showing
Concord between subject and
verb
Summary writing Summarizing a given passage Read the passage carefully.

in a specific number of Mention and discuss the main
sentences ideas in summarise the
passage in a specific number of
sentences.
Continuous Formal letter Explain what a Formal letter is.

writing 1. Types Mention the various types and
2. Features of Formal discuss them. List and explain
letters the features of a Formal letter.
3. Language Read a sample of a Formal
letter in class. Discuss the
content, features and language
of a Formal letter with regards
to the letter read. Discuss more
past questions on Formal
letters and write a well
composed Formal letter.
Students should be exposed to
the differences between the
different types of letters (formal,
semi-formal, informal letter)
8 Speech Rhymes e.g. obtain – detain Explain rhymes, give examples

of rhyming words. Engage
students in pronunciation drills .
Structure Adjuncts Identify Adjuncts. Explain what
Adjuncts are. Give examples of
Adjuncts and use them in
sentences
Continuous Exposition on scientific facts Explain Exposition and

writing scientific facts. List and explain
the features of Expository
essay. Read and discuss a
model Expository essay on
scientific facts. Write a well
composed expository essay.
Reading Reading to answer questions Read passage carefully.

comprehension on a given passage Mention and discuss main
ideas. Identify and explain
meaning of key words. Answer
Speech Consonants /s/and /z/, /s/ Pronounce the Consonants.

and /z/, /ts/ and /dz/ Identify the Consonants in
words. Identify their differences
and give examples of letters
represented by the sounds.
Give examples of words with
the Consonants and use them
in sentences
Structure Tag questions. e.g. this is your Identify Tag questions in

book. Isn’t it? sentence structures. Explain
what they are. Give examples
of Tag questions in sentences
Summary writing Using simple sentences in Read passage carefully,
summary writing identify the main points in the
passage. Write out the main
points using simple sentences.
Continuous Argumentative essay (debate) Explain features of debate in

writing writing with reference to
opening vocatives, body and
conclusion. Discuss debate
topics and write a well
composed debate.
10 Speech Sibilants and the ‘s’/’es’ Identify these Sibilants.

suffixes Pronounce them correctly and
identify the changes in
pronunciation as these suffixes
are added to the root words.
Structure Complex, compound, Explain the different sentence

compound complex sentences structure and give examples of
each.
Reading Reading to answer questions Read the passage carefully,

comprehension on a given passage bring out the main points and
answer questions on the
passage.
11 Speech Revision of consonants Identify the twenty-four

consonants. Engage students
in pronunciation drills. Give
examples associated with the
sounds.
Structure Idiomatic expressions e.g. Explain the meaning. Give

under a cloud, take heart, hold examples of Idioms and explain
your head high, etc. their meanings and use them in
Reading Revision on guide lines to Practice on reading

comprehension answering comprehension comprehension exercise
exercises
Summary writing Guidelines to answering Practice on summary writing

summary writing exercise. exercise
12 General revision General revision General revision

13 Examination Examination Examination
GENERAL MATHEMATICS
GENERAL MATHEMATICS
FIRST TERM SS TWO
WEEK TOPIC / CONTENT ACTIVITIES

1 LOGARITHMS Teacher:
i. Revision of logarithm of Guides students to:-
numbers greater than one. -Revises laws of logarithm
ii. Characteristics of logarithm of -Reads logarithm table and does calculation
numbers greater than one and involving multiplication, division, power and
less than one and standard form roots of numbers greater than 1.
of numbers. -Shows the relationship between the
iii. Logarithm of numbers less characteristics of logarithms and standard
than one, multiplication, division, form of numbers.
power and roots. -Calculation involving multiplication, roots of
iv. Solution of simple logarithmic number less than 1 and less than 1.
equations Students:
v. Accuracy of results of Study the solution chart of logarithm.
logarithm table and calculator. State laws of logarithm, read logarithm table
and use logarithm table in calculation
involving multiplication, division powers and
roots of numbers greater than 1.
Given a set of number, write them in
standard forms and compare the
characteristics of such numbers with the
standard forms.
Solve simple equations involving logarithms.
Instructional Resources:
Logarithm table, booklet, solution chart of
logarithm etc flex banner showing logarithms
and antilogarithm of numbers).
2 APPROXIMATION Teacher:
gi. Rounding up and down of Guides the students to
numbers to significant figures, -approximate given data to hundred,
decimal places and nearest thousand, billion and trillions.
whole numbers. -solution using logarithm tables and
ii. Application of approximation to calculator
everyday life. -make comparison between results obtained
iii. Percentage error. from solution with logarithm table and
calculator.
-calculate percentage error.
-solve examples of approximation in schools,
health sector and social environment etc.
Students:
Approximate to hundred, thousand, million,
billion and trillion.
Solve problems in approximation solve
problems using logarithm table and
calculators.
-compare the result obtained from the two
calculations. Calculate percentage error of a
given instrument.
Financial reports and budget population
figures logarithm table, calculators data from
school records, health sector, economy etc.
3 ALGEBRAIC FRACTIONS (I) Teacher:

i. Simplification of fractions Guides students to:
ii. Addition, subtraction, -determining the L.C.M. of the denominators
multiplication and division of of the fraction and simplify the fractions.
algebraic fractions. -perform addition, subtraction, division and
multiplication on the fractions.
Students:
Simplify a given algebraic fraction using the
LCM
Perform addition, subtraction, division and
multiplication on algebraic fractions.
Chart showing LCM, addition, subtraction,
multiplication and division etc.
4 ALGEBRAIC FRACTIONS (II) Teacher:

i. Equation involving fractions Guides students to:
ii. Substitution in fractions -solve equation involving fraction
iii. Simultaneous equations -substitute for a given value in a fraction.
involving fractions. -solve simultaneous equation involving
iv. Finding the value of unknown fractions
to make a fraction undefined. -guides students to determine undefined
value of a fractions.
Students:
Follow the procedures for solving equations
involving fraction.
Perform substitution in a given fraction.
Solve simultaneous equation, involving
fraction.
Determine undefined value of a fraction.
Oranges, apple, rule, sticks etc.
5 SEQUENCE AND SERIES 1 Teacher:
Arithmetic Progression (AP) Guides students to:
i. Meaning of sequences -discover the meaning and types of
indicating first term (a) common sequences.
difference (d) and the nth term of -identify examples of Arithmetic Progression
an Arithmetic Progression (A.P) (A.P.)
and calculating the nth term of an -derive the formula for the nth term of an A.P.
A.P. -define and use the formula for the sum of an
ii. Arithmetic mean and sum of an A.P.
A.P. Gives exercises on A.P.
iii. Practical problem solving Students:
involving real life situation on State the rule that gives a sequence.
arithmetic mean of an A.P. Define and give an arithmetic progression.
iv. Practical problem solving Participate in deriving the formula for the nth
involving real life situation on term.
sum of A.P.` Calculate the nth term and sum of an A.P.
Solve problems on arithmetic progression.
Ages of students, poles and pillars of
different height, other objects of different
sizes, numbers, etc.
6 SEQUENCE AND SERIES (II) Teacher:

Geometrical Progression (G.P) Guides students to:
i. Meaning of Geometry -define and give examples of geometric
Progression (G.P.) indicating first progression.
term (a), common ratio (r) and -leads students to derive and use the formula
nth term of a G.P and calculation for the nth term of a G.P, calculate the sum of
of nth term of G.P. G.P.
ii. Geometric mean and sum of Students:
terms of G.P. Define and give examples of geometric
iii. Sum of infinity of G.P. progression, participate in deriving the
iv. Practical problem involving formula for the nth term.
real life situation on G.P. Calculate the sum of G.P when n>1and n<1
Solve problems on geometric progression,
including practical problems.
As in week 5 above.
7 QUADRATIC EQUATION (I) Teacher:

i. Revision of factorization Revise factorization of perfect squares i.e.
ii. Finding what should be added x2+2ax+a2 as (x+a)(x+a)
to an algebraic expression to Leads students to realize that all perfect
make it a perfect square. squares are factorizeable.
iii. Quadratic equation using Guides students in the steps involved in
completing the square method. solving quadratic equation using completing
iv. Deducing the quadratic the square method.
formula from completing the Leads students’ to deduce the completing
square and its application to the square method and solve some
solving problems. problems.
Students:
Expands and factorize perfect squares such
as (x+3)2.
Use quadratic box to expand quadratic
equations.
Follow the teacher’s examples to find
constant k that makes quadratic expression a
perfect square.
Participate in solving quadratic equations by
completing the square.
Deduce quadratic formula from the method
of completing squares.
Quadratic equation box, completing the
squares sheet..
8 QUADRATIC EQUATION (II) Teacher:

1. Word problem leading to Guide students in steps involved in the
quadratic equation formation of quadratic equation using sum
2. Application of quadratic and product of roots.
equation to real life situation. Transforms a word problem into quadratic
equation.
Obtains quadratic equation given roots of the
equation using sum and product of the given
roots.
Transform a word problem into quadratic
equation.
Solve students’ activities; quadratic equation
formed from word problem. Attempt the
exercises given with the roots supplied.
As in week 7 above.
9 SIMULTANEOUS LINEAR AND Teacher:

QUADRATIC EQUATION (I) Guides students to solve simultaneous linear
i. Revision of simultaneous equations using elimination, substitution,
linear equations graphical methods.
ii. Simultaneous linear and -Solves linear and quadratic equation using
quadratic equation by elimination substitution method, to construct tables of
method. values of y given the values of x.
iii. Simultaneous linear and -finds the solution of other related equation.
quadratic equations by Students:
substitution method. Solve problem in simultaneous linear
iv. Graphical method equation using elimination, substitution and
v. Word problem leading to graphical method.
simultaneous linear and Solve simultaneous linear and quadratic
quadratic equation. equation.
Construct tables of value.
Graph, chart showing how to find roots of
graph y=ax2+bx+c.
Graph board, graph book, mathematical sets.
10 SIMULTANEOUS LINEAR AND Teacher:

QUADRATIC EQUATION (II) As in week 9 above
1. Revision of linear and Students:
quadratic graph As in week 9 above
2. Simultaneous linear and Instructional Resources:
quadratic equations by graphical As in week 9 above.
method.
11 GRADIENT OF A CURVE Teacher:

1. Revision of a straight line Identifies x- intercept and y- intercept of
graph linear graph.
2. Gradient of a straight line. Draw the graph
3. Drawing tangent to curve Guides students to:
4. Determination of gradient of a - discover the meaning of gradient of a line
curve. - find the gradient of a straight line.
- form straight line equation
-draw tangents to a curve at a given point.
Students:
Draw a straight graph of a given function,
determine the gradient, determine gradient of
a straight line give -2points on the line
– A point and the gradient of the line.
-draw tangents to a curve at a given point.
Graph board, graph book, ruler. (Mandatory)
12 Revisions Revisions
13 Examinations Examinations
GENERAL MATHEMATICS
SS 2 SECOND TERM

1 LOGICAL REASONING: Teacher:
1. Simple and compound Gives collection of simple and compound
statement statement and guides students to distinguish
2. Logical operation and truth them.
tables -Leads students to construct truth table chart
3. Conditional statements and for each of the given logical operations.
indirect proofs. -Guides students to state the converse,
inverse and contra positive operation of a
given conditional statement.
Students:
Write examples of simple and compound
statements:
-construct truth table chart for each of the
five logical operations
-prove the converse, inverse and contra
positive of a given conditional statement.
Truth tables.
2 LINEAR INEQUALITIES Teacher:
1. Linear inequalities in one - Uses scale balance to introduce inequality,
variable and illustrate further using number line.
2. Linear inequalities in two -leads students to solve problem on
variables inequalities in one variable and two
3. Range of values of combined variables.
inequalities -guides students to combine the solution of
4. Graph of linear inequalities in two inequalities
two variables. -guides students to construct the table of
5. Maximum and minimum values, plot the values and highlight the
values of simultaneous linear region that satisfies the inequality.
inequalities and application of -locates the highest value and the lowest
linear inequalities in real life value.
situation. Students
Follow teacher illustration and find what
should be added or subtracted to make the
scale balance.
-combine the solutions of two inequalities
-construct the table of values, plot the values,
highlight the region that satisfies inequalities
and locate the maximum and minimum
values.
Scale balance, number line chart, graph
board, mathematical sets.
3 CHORD PROPERTIES Teacher:

1. Angles suspended by a chord - Leads students in constructing models to
in a circle. show angles subtended at the centre,
2. Angles subtended by chord at perpendicular bisectors of chord and angles
the centre. alternate segments.
3. Perpendicular bisectors of -leads students in carrying out the formal
chords. proof of each one.
4. Angles in alternate segment -leads students in solving practical problems
5. Cyclic quadrilaterals using the models.
Students:
Participate in constructing models using
cardboard paper
-draw diagrams of models and write down
their observations against each model
-follow the teacher in deductive proof
-solve problems using the models.
Card board, cardboard showing chords and
segments of a circle.
4 CIRCLE THEOREMS Teacher:
1. Proof of the theorem: the Leads students to review the format for
angle which an arc suspend at proving Euclidean Geometry such as: Given:
centre is twice the angle Required to prove: Construction, Proof, and
subtended at the circumference. Conclusion.
2. Proof of the theorem: the -leads students to prove the theorem by
angles in same segment are asking them to suggest reasons why certain
equal. conclusions should hold.
3. Proof of the theorem: the -demonstrates the solution of practical
angles in a semi-circle is one problems leading to the theorem.
right angle. Students:
4. Proof of the theorem: the Participate in the revision by mentioning the
opposite angles of a cyclic format along with the teacher.
quadrilateral are supplementary. -suggest reason for the conclusions arrived
5. Proof of the theorem: the at each point in the process.
tangent to a circle is -solve problems given by the teacher.
perpendicular to the radius. Instructional Resources:
Models of circle theorem.
5 CALCULATION ON CIRCLE Teacher:
THEOREM Leads students to construct model showing
1. Angle at centre is twice angle two triangles circumscribed in a circle with
at the circumference of circle their base on the same segment.
2. Angles in the same segments -leads the students to measure the angles on
are equal. the circumference and draw the diagram that
3. Angles in a semi-circle is 90o represents their model.
4. Opposite angles of a cyclic -leads students to carry out the formal proof
quadrilateral are supplementary using the model to explain the steps
(i.e. when the opposite angles involved.
are added, they give 1800) Students:
5. Tangent to a circle (i.e. Radius Construct the models, measure, the angles
of a circle is perpendicular to the on the circumference, draw the diagram and
tangent of a circle). participate in the formal proof using inference
from the drawing.
Cardboard.
6 TRIGONOMETRY (I) Teacher:
1. Derivation of sine rule and its Shows the chart of acute and obtuse angle
application -leads students to use the charts to explain
2. Derivation of cosine rule and conventional methods of denoting vertices of
its applications. triangles
-guides students to match corresponding
sides to the corresponding angle of the
triangle.
-leads students to identify angle 900 and
proves the sine rule to arrive at the
expression a = b= c
SinA SinB SinC
-applies the sine rule in solving problems
-shows students cosine rule chart
-guides students to derive the expression for
the cosine rule and apply the rule in solving
problems. E.g. (c2=a2+b2-2abCosC) and the
likes
Students:
Study the two charts and follow teacher’s
explanation on deriving the sine and the
cosine rule.
-apply the rules in solving problem.
Acute angle chart and obtuse-angled triangle
chart.
7 THE RIGHT- ANGLE Teacher:
TRIANGLE Guides students on how to draw angles of
Angles of elevation and elevation and depression.
depression. Leads students to apply trigonometric ratio,
sine and cosine rules to solve problems on
angles of elevation and depression.
Students:
Draw the diagrams.
Solve problem on angles of elevation and
depression.
Tree in the school compound, a student
standing on a desk.
8 BEARING Teacher:
1. Definition and drawing of 4 Leads students to define bearing and draw 4,
cardinal, 8 cardinal points and 16 8 and 16 cardinal points.
cardinal points -leads students to mention the two types of
2. Notation for bearings cardinal bearing notation giving examples of each.
notations N30oE, S45oN, 3 digits -leads students to do exercise on writing
notations e.g. 075o, 350o etc. bearings.
3. Making sketches involving -guides students to represent problems on
lengths and angles/bearing bearing with diagram.
4. Problem solving on lengths, -leads students to use Pythagoras theorem,
angles and bearing. trigonometric ratios, sine and cosine rules etc
to solve problems on bearing.
Students:
Mention the two types of notations and state
their own examples
-draw diagram on word problem on bearing
-use the Pythagoras theorem, trigonometric
ratios, sine and cosine rules to solve the
problem.
Charts illustrating cardinal points, ruler,
pencil, protractor, computer assisted
instructional resources.
9 PROBABILITY (I) Teacher:
1. Throwing of dice, tossing of Leads students to examine the coin, die and
coin and pack of playing cards pack of cards, identify the number of faces of
2. Theoretical and experimental the coin, die and number of cards. Ask
probability. students to throw or toss the coin/die and
3. Mutually exclusive events. note the outcome.
-Leads students to identify the die, the card
and coin, pack of card as instruments of
chance.
-Teacher explains theoretical and
experimental probabilities and mutually
exclusive events.
Students:
- Examine the coin, die and pack of cards.
-identify the number of faces of the coin and
die and number of cards.
-throw or toss die/coin and record outcome
and consequently define theoretical,
experimental probabilities and mutually
exclusive events.
Ludo, die, park of playing cards.
10 PROBABILITY (II) Teacher:

i. Independent events Leads students to define mutually exclusive
ii. Complementary events independent and complementary events.
iii. Outcome tables -Asks students to derive other examples on
iv. Tree diagram/practical those types each.
application of probabilities in -leads them to evolve the rules using the
health, business and population. chart.
-to use the rule to solve problems on
independent events and complementary
events.
-to draw questions on probability etc.
Students:
Solve problems on selection with or without
replacement
-study and copy the derived questions and
approaches relevant to probabilities in
practical situations.
-students solve the derived questions.
Cut a newspaper of stock market reports.
Annual reports of shares, published statistics
on capital market.
GENERAL MATHEMATICS
SS 2 THIRD TERM

1 STATISTICS I Teacher:
1. Meaning and computation of Revises mean, median, mode of set of
mean, median and mode of numbers with students.
ungrouped /discrete data -leads students to calculate mean, mode of
2. Explain meaning of dispersion ungrouped frequency tables manually and
and define-range, variance and with calculator.
standard deviation for ungrouped -On computation of these measures
data. -determine class boundaries, class interval,
3. Presentation of grouped mid-value etc.
figures Students:
4. Class interval Revise measures of central tendency
5. Determination of class calculate mean, median, mode under
boundaries from class interval supervision of teacher.
and class mark. -write scores of 50 students
-appreciate need for grouping
-calculate class boundaries, class interval
and class mark.
Ages of students, poles of different height,
different objects, and score chart showing
grouped frequency table.
2 STATISTICS (II) Teacher:
Grouped data (drawing and Asks students to suggest and write possible
reading of histogram) scores of 50 students in mathematics
-leads students to see need for grouping
-constructs grouped frequency table using
specified intervals.
- Teaches the steps for calculating class
boundaries, class interval and class mark.
Students:
- Suggest and write scores of 50 students
and record the scores.
-appreciate need for grouping
-calculate class boundaries, class internal
and class marks.
Poles of different heights, ages of large
number of students, prices of goods in the
market, objects etc.
3 STATISTICS (III) Measure of Teacher:
Central Tendency Shows score charts that will lead to grouped
1. Mean of grouped data frequency distribution to the students.
2. Median of grouped data -guides students to identify the highest and
3. Mode of grouped data lowest marks and construct class interval
-constructs grouped frequency table by using
class interval.
- calculates the mean, median, mode of
grouped data.
Students:
Study the score charts,
-identify the highest and lowest score
-follow the teacher’s guide to calculate the
grouped frequency table.
Score chart containing marks of 50 students
in a class ranging from 5 to 92, computer will
be relevant software.
4 STATISTCIS (IV) Measures of Teacher:
dispersion Explains concept of variability or dispersion
1. Mean deviation of grouped to the students.
data -leads students on computation of these
2. Standard deviation of grouped measures.
data. -solves problems
3. Variance of grouped data and -explains terms including secondary market
range transaction.
4. Calculation of standard Note: (The Secondary market also known as
deviation by using assumed or the aftermarket, is the financial market where
working mean (A). previously issued securities and financial
instruments such as stock, bonds,
debentures are bought and sold)
Students:
Solve problems with the help of the teacher
in groups, identify areas of application.
Posters containing some data from published
statistics.
Posters showing areas of application of
measure of dispersion.
5 CUMULATIVE FREQUENCY I Teacher:
i. Construction of cumulative Suggests 30 quantitative values less than
frequency table to include class 100. Writes down the values on board, leads
intervals, tally, frequencies, class students to construct cumulative frequency
boundaries. tables.
ii. Drawing of histogram and -constructs class boundaries of the
frequency polygon cumulative frequency curve.
iii. Deduce frequency polygon -draws the cumulative frequency curve using
from histogram the upper class boundaries and the
iv. Drawing of frequency polygon cumulative frequencies
using mid-value and the -draws histogram and read from the graph.
frequency. Students:
v. Review of (i-iv) by engaging Suggests values to teacher
the students with various class -copy suggested values
work. -construct grouped frequency table
-construct cumulative frequency under
teacher’s supervision
Cumulative frequency curve chart, graph
board, graph book, pencil etc. (graph board
is mandatory)
6 CUMULATIVE FREQUENCY II Teacher:

1. Cumulative frequency Guides students to plot the points of class
curve (ogive) or of graph boundaries and cumulative frequency on the
2. Plotting of cumulative graph.
frequency curve/graph -Uses free hands to join the points.
(ogive) -shows students various ways of locating the
3. Definition of median, points
quartiles, percentiles -guides students to read quartiles,
4. Using the curved to find percentiles, deciles from the ogive
median, quartiles Students:
interquartile range -plot points o the graph with teacher’s
(quarter) and semi- supervision.
interquartile range -join points together to have the graph,
(quartile deviation). determine, median, deciles, quartiles and
percentiles from the graph (ogive)
Graph board, graph book, pencil etc.
7 CUMULATIVE FREQUENCY III Teacher:
i. Meaning of deciles Guides students to calculate deciles,
ii. Examples showing median quartiles by formula.
and quartiles from graph -reads the values from the graph by writing
iii. More examples on the y – axis and x-axis.
interquartiles, range (quarter -writes down the values.
deviation) by using formula. Students:
Calculate deciles, quartiles, percentiles,
decile etc.
Graph board, graph book.
8 CUMULATIVE FREQUENCY IV Teacher:
1. Explain the meaning of Leads students to define median from
median on a cumulative cumulative frequency curve, deciles,
frequency curve, percentiles, quartiles and percentiles.
quartiles, deciles. -guides students to draw Ogives of data and
2. Determination of median, make interpretation
deciles, quartiles and percentiles, -calculates the mean, median and the mode
by formula method. of the grouped frequency table manually.
Students:
Calculate class boundaries
-plot cumulative frequency curves in graph
paper, follow steps for estimated median,
quartiles and percentiles from the graph
under teacher’s supervision.
Graph board, graph book, ruler, pencil,
published charts of cumulative frequency
curve. Data from capital market, stock
market used in previous lessons.
9 SURDS I Teacher:
i. Rational and irrational numbers Guides students to:
revision showing examples of -differentiate between rational and irrational
surd. numbers.
ii. Simplification of surds -defines surds
iii. Addition and subtraction of -performs the operations of addition and
surds (stating the rule that guides subtraction on surds
addition and subtraction of -conjugates binomial surds using the idea of
similar surds) difference of two squares.
iv. Multiplication and division of Students:
surds to include rationalization. Differentiate between rational and irrational
numbers leading to the definition of surds
-perform and solve problems on addition,
subtraction, multiplication and division of
surds.
-verify the rules of the operation of
mathematical operations
-apply the principles.
Charts showing addition, subtraction,
multiplication, division and conjugate.
10 SURDS II Teacher:
i. Conjugate of binomial surds. Guides students to conjugate binomial surds
ii. Simplification of surds using the idea of difference of two squares.
including difference of two Leads students to appreciate the application
squares in the denominator. of surds to trigonometric ratios e.g.
iii. Application to solving triangles sin 600 = 3/2
involving trigonometric ratio of sin 450 = 1/2 etc.
special angles 30o, 60o and 45o. Students:
iv. Evaluation of expression Apply the principles of difference of two
involving surds. squares to the conjugate of surds
expressions.
-relate surds to trigonometric ratios.
As in week 9 above.
CIVIC EDUCATION
SS 2 FIRST TERM
WEE TOPIC/ CONTENT ACTIVITIES

K
1 CITIZENSHIP EDUCATION Teacher: Define citizenship education.
i. Meaning/definition of Mention the duties and obligation of citizens
citizenship to their communities.
Education, duties and Students: Dramatize their duties and
obligations of citizens obligations as citizens to the communities.
ii. Identify and describe
duties and
obligations of citizens
to their communities.
2 CITIZENSHIP EDUCATION Teacher: Demonstrate skills necessary for
(CONT.) preservation of traditions, customs, beliefs
i. List the skills required etc. list and explain what promotes national
for the promotion of consciousness, integrity and unity.
our tradition, beliefs
etc.
ii. National
consciousness,
national integrity and
unity
3 CAPITALIST DEMOCRACY Teacher: Explain the meaning of capitalist
- Meaning and definition democracy and its characteristics. Lead the
of capitalist democracy students in seeing how political parties
- Characteristics of compete for power.
capitalist democracy
- Competition for power
among political parties.
4 CAPITALIST DEMOCRACY Teacher: Explain to the students how
CNTINUED employment can alleviate poverty. Explain
- Importance of the importance of responsible governance
employment in and popular participation in promoting
alleviating poverty as guaranteed employment etc.
factors in capitalist
democracy
- Factors which promote
and guarantee
employment e.g. free
education, medical care,
and popular
participation.
5 APATHY Teacher: Define meaning of apathy and
i. Meaning of political explain its forms. Explain reasons for
apathy and forms of political apathy.
political apathy
ii. Reasons for political
apathy e.g. bad
governance,
unfulfilled political
promises, rigging etc.
6 REASONS AND EFFECTS OF Teacher: Explain why leaders fail to protect
LEADERSHIP FAILURE TO their followers’ interest
THEIR FOLLOWERS
i. Reasons for
leadership failures
ii. Effects of leadership
failure
7 POPULAR PARTICIPATION Teacher: Define the meaning of popular
i. Meaning/definition of popular participation. Give reasons why people do
participation not participate. Demonstrate how popular
ii. Reasons why people do not organizations are formed.
participate in politics –
economics, obstacles,
discriminations, illiteracy etc.
iii. Describe how
popular organisations
are formed.
8 HUMAN RIGHTS Teacher: Explain the meaning and

i. Meaning/definition of characteristics of human rights. Give some
human rights examples of human rights limitation.
ii. Characteristics and Describe what happens during emergency.
categories of human
rights
iii. Limitations of human
rights
iv. Limitation of
movement and lack
of freedom of
speech.
9 HUMAN TRAFFICKING Teacher: Explain the meaning of human
- Meaning/definition of trafficking. Mention the causes of human
human trafficking trafficking
- Causes of human
trafficking.
10 HUMAN TRAFFICKING Teacher: Identify the effects and
CONTINUED consequences of human trafficking.
- Effects and Mention the efforts of government in
consequences of human stopping trafficking.
trafficking
- Roles of government
efforts to stop Human
trafficking – enactment
of laws etc
11 HUMAN TRAFFICKING a. Arrange a visit to some social

CONTINUED organisation centres or rehabilitation
i. Roles of social centres.
organisations efforts
to stop Human
trafficking e.g.
NAPTIP, WATCLEF
etc
ii. Roles of
organisations and
individuals to stop
trafficking.
12 Revision Revision
13 Examination Examination
CIVIC EDUCATION
SS 2 SECOND TERM
WEEK TOPIC/ CONTENT ACTIVITIES

1 INTERPERSONAL Teacher:
RELATIONS i. Explain the meaning of
i. Meaning/definition of interpersonal relationships.
interpersonal ii. Mention types of interpersonal
relationships, relationship e.g. relationship
individuals, state and between man and woman
international
relationships.
2 INTERPERSONAL Teacher:
RELATIONS i. Identify the relationships that
i. Types of exist.
interpersonal ii. State skills that promote
relationship interpersonal relationships
ii. Skills that promote
interpersonal
relationship
3 INTER-COMMUNAL Teacher:
RELATIONSHIP i. Define inter-communal
i. Meaning/definition of relationship
inter-communal ii. Lead students to state the
relationships importance inter-communal
ii. Importance of inter- relationship
communal iii. Resource person to explain the
relationship e.g. different skills in resolving inter-
promote communal conflicts.
development
iii. Skills for resolving
inter-communal
conflicts – e.g.
dialogue, mediation.
4 DRUG ABUSE Teacher:
i. Meaning and types of i. Explain Meaning and types of
drug abuse drug abuse
ii. Symptoms of drug ii. Identify symptoms of drug abuse
abuse e.g. violence, iii. Show pictures of symptoms of
depression etc. drug abuse
iii. Prevention of drug iv. Illustrate ways of preventing drug
abuse abuse
5 DRUG ABUSE CONTINUED Teacher: Bring resource person from drug
i. Government enforcement agency e.g. NDLEA. Explain
agencies that are the law against drug abuse.
working to prevent
drug abuse e.g.
NDLEA, NAFDAC etc
ii. Activities of drug
enforcement
agencies e.g. burning
of fake drugs or
expired drugs.
6 PUBLIC SERVICE Teacher: Explain the meaning of public
i. Meaning and service. Mention and explain the
definition of public characteristics of public service.
service
ii. Characteristics of
public service.
7 PUBLIC SERVICE Teacher: Identify reasons for the short

CONTINUED coming in the public service. Mention ways
i. Reasons for the short of improving the public service n Nigeria.
coming in the public
service e.g. colonial
influence etc.
8 RESPONSIBLE Teacher: Explain and define parenthood.

PARENTHOOD Explain the roles of responsible parents
i. Meaning and e.g. providing for household needs, caring,
definition of education, good home training etc.
parenthood
ii. Roles of responsible
parenthood
9 RESPONSIBLE Teacher: Lead the students in enumerating

PARENTHOOD the importance of responsible parenthood
- Importance of
responsible parenthood.
E.g. responsible
citizenry, reduction in
crime rate, healthy
nation etc.
10 TRAFFIC REGULATION Teacher: Explain the meaning of traffic
i. Meaning of traffic regulations. Identify some traffic regulations
regulation to the students.
ii. Traffic regulations
e.g. obeying traffic
officials and signs,
avoiding over
speeding.
11 TRAFFIC REGULATION Teacher: Invite a resource person to

CONTINUED explain the roles of individuals and
Roles of individuals and government in maintaining traffic
government in maintaining regulations.
traffic regulation e.g. FRSC.
CIVIC EDUCATION
SS 2 THIRD TERM

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

Meaning/definition of popular popular participation.
participation
SENIOR SECONDARY SCIENCES
BIOLOGY
SS 2 FIRST TERM

1. DIGESTIVE i). Modification of the feeding i) Use the specimens and
SYSTEM habits; filter feeders;- fluid charts of the digestive
feeders,- insects feeders;- system of housefly,
parasitic and saprophytic butterfly, cockroach,
feeders ii) feeding in protozoa tapeworm sheep or dog to
and hydra etc. illustrate different types of
iii). feeding in mammals; feeding mechanism
iv). modification of pests to ii) students should observe
effect digestive function of provided specimens noting
man, dog, rabbits etc. the various modification
found in the animals
2. TRANSPORT Definition of transport system; i)set up an experiment on
SYSTEM importance of diffusion rate of diffusion of a
osmosis to transport system; colored liquid. ii)students
transport system in large to observe and record the
organisms (plants and time taken by the
animals); importance of colored
transport system; materials for
transport structures of arteries,
veins, vascular bundles
3. TRANSPORT i)media of transportation e.g i)instruct students to
SYSTEM blood, latex, cell, sap, detach, the leaves of
CONTINUES cytoplasm e.t.c ii) components pawpaw, cassava,
and structure of blood;- white allemande or robber
blood, red blood cells, platelets ii)observe and make
and plasma inference on the materials
the plants detached above
4. TRANSPORT Mechanism of transport in i)explain the structure of
SYSTEM i)simple organism; multi- artery vein using well
CONTINUES cellular, organism ; higher drawn diagrams
plants and animals; higher;
asopthon and transportation of
waters and mineral salts
5. RESPIRATORY i) Types of respiratory system; i) Display the Gills remove
SYSTEM body surface respiration, Gill from a dead tilapia for
system; trached system; lungs students to observe the
various structures.
ii)students to observe the
gill flakes, gill arch and gill
filaments
6. RESPIRATORY i) Mechanism of respiration in i). Mouth prepared slides
SYSTEM higher animals (inhalation and showing respiratory
CONTINUES exhalation) ii) mechanism of organs of the earthworm,
respiration in lower animals tilapia, toad, grasshopper
and rats.
ii).Observe that respiratory
organs of various animals
7. EXCRETORY i). Contractive vacuoles, flame i). ask students to observe
SYSTEM cell, malpighian tubules, malpighian tubules in a
kidneys, stomata and lenticels dissected cockroach and
rat
ii). Students to observe
and saw malpighian tubule
and the excretory system
in rat and record their
observations.
8. NUTRIENT i). Definition of nutrient cycling Lead students to perform
CYCLING IN e.g. carbon cycle, oxygen and experiment to show
NATURE water cycle absorption of carbon
ii). Representation and dioxide and release of
processes of each of the oxygen during
nutrient cycle listed above photosynthesis ii) draw the
iii). Importance of nutrient cycle carbon cycle and water
to plants, animals and man cycle
iv).Carbon-oxygen balance
9. DECOMPOSITI i). Micro and macro i). The teacher shall mount
ON IN NATURE decomposers ii).Importance experiment to show that
and roles of decomposers to carbon dioxide, ammonia
ECOLOGICAL man are released during
MANAGEMENT: iii). Concept of minimum and decomposition
TOLERANCE maximum of tolerance. ii).Show through
iv). Geographic range-graph experiment that heat is
illustrating maximum and released during
minimum range tolerance. decomposition
iii).The students should
identify the gases released
during decomposition
iv).To guide the student to
perform experiment
showing limit to tolerance
v).The students shall
subject the tilapia fish to
different level of salt
concentration and record
the observation on the
opercula movements
10. ECOLOGICAL i)types of association; i).Ask students to collect
MANAGEMENT symbiosis (mutualism), ticks from cows and dogs
CONTINUES parasitism, commensalism ii) and were possible the
features of biological hermit crab .ii)students
importance possessed by collect ticks from cow and
(B)ADAPTATIO organisms to an association dogs
N
i). Places chameleon
i).In form and functions; due to against different back
environmental conduction ground
ii).Effect of water availability to ii).Ask students to observe
adaptive modification and record color change
iii).Structural adaptation of
tadpole and fish to life in water
iv).Structural adaptation in
birds
11. POLLUTION i). Atmospheric pollution – i). Lead students to an
nature, names, and sources of industrial estate
air pollution ii). Students observe the
ii). Effect of air and noise effect of industrial waste
pollutants on the environment.
iii).Water and soil pollution –
types, composition and side
effects
12 Revision Revision Revision
BIOLOGY
SS 2 SECOND TERM
1. CONSERVATION i). Definition i). Pass round the Law

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

SYSTEM IN egg of vertebrates specimen from rat
BIRD AND ii). Tabulation and comparison of under a microscope.
MAMMALS reproduction in fish, reptiles, Students to observe,
CONTINUES birds and mammals. draw and label the
spasm cell
(B) REPRODUCTIVE i). Structure and function of the i). Ask students to
SYSTEM IN floral parts examine the various
PLAITS ii). Arrangement of the major parts of a flower
reproductive parts (whorls) provided
7. REPRODUCTIVE i). Types of flower (ii) types of ii).Students to point out

SYSTEM IN ovaries (iii) important terms often the essential and non
PLANTS used to study flowers e.g. essential parts of a
CONTINUE Bisexuals, mono-sexual, flower.
inflorescence, Regular
incomplete etc.
8. POLLINATION IN i). Definition and types, i). Teacher to ask
PLANTS ii). Features of self pollinated students to relate the
flower position of stigma and
iii). Features of cross pollinated stamens to the type of
flowers; pollination students
iv). Agents of pollination – Water, also to examine the
wind, insect animals. nature of the pollen
grain.
9. REGULATION i). Definition of homeostasis i). Show students
OF INTERNAL ii).Organs and processes photographs of normal
ENVIRONMENT involved in homeostasis and diseased liver and
iii). The structure, function and kidney.
disease of kidney. Effects of
kidney diseases and their
possible remedies
10. THE LIVER i)The structure, function and i). Make labelled
diseases of liver diagram of the liver and
ii). Effects of liver diseases and the organs around it.
remedies
iii). Processes and metabolism of
deamination, and metabolism of
carbohydrate and lepids.
11. PLANT i). Definition and types i). Tabulate the list of
HORMONES ii). Functions of the plant plant hormones and
hormones their application
iii). Effects axin on lateral
development, leaf fall and
initiation of adventious roots
iv). Modern application of axin
and other hormones, and with
reference to early flowing, crop
harvest and weed control etc.
12. Revision Revision Revision
13. Examination Examination Examination
BIOLOGY
SS 2 THIRD TERM

1 REGULATION i). The endocrine glands and i). Observe the
OF INTERNAL its hormones distribution of endocrine
ENVIRONMENT ii).Functions of the endocrine glands on charts and
CONTINUES glands photographs
ENDOCRINE iii).Effect of under-secretion
GLANDS or over-secretion of
endocrine hormones
2. THE SKIN i). Structure of mammalian i). The teacher shall
skin mount the skin of a
ii). Functions of the mammal on the
mammalian skin microscope and students
iii).Care of the mammalian should observe and
skin identify the different
parts
3. NERVOUS i). Organization of the i). The students shall be
COORDINATIO nervous system asked to draw the dorsal
N ii). The central nervous part of the brain of rabbit
system (CNS) and the diagram of a
iii). Peripheral nervous neurone
system (PNS)
4. THE CENTRAL i) Position, structure and i) The students shall be
NERVOUS function of the brain asked to draw and label
SYSTEM (CNS) ii) The position, structure and the diagram of a simple
function of the spinal cord reflex act
5. THE i) The flow chart i) The differences
PERIPHERAL representing the different between sympathetic
NERVOUS part of the P.N.S and parasympathetic
SYSTEM (PNS) ii) The somatic NS N.S in tabular form
(iii) Autonomic NS
iv) Sympathetic N.S and
parasympathetic N.S
6. STRUCTURE i). Types of neuron (motor, i). Guides students to
AND FUNCTION sensory and relay) perform experiment
OF A NEURONE ii). Structure of a neuron. show reflex action:
iii). Transportation of nerve flicked a hand kerchief
impulse across the student eyes.
iv). Reflex actions voluntary
actions (examples)
v). Pavlov experiment on
dog, food and bell
7. SENSE A) Organ of smell (ii) i) Smell a released
ORGANS Mechanism of smelling with cooking gas
the help of olfactory ii) Note the area of
chemorecptor tongue, which are
(iii) adaptation for survival sensitive to sweetness
e.g. animals (dog) sniff and bitterness etc
during hunting
Presence of chemoreceptors
in insects (butterflies).
Antenna for sensing the
environment.
Taste buds on tongue and
part played in testing.
Sensory nerve
ending/receptors associated
with skin touch, deep
pressure, heart and pain
Structure of the ear and past
played by the various parts.
8. SENSE i) Organs of sight (eye) and i) Using model, students
ORGANS its parts are made to identify the
CONTINUES ii) Functions of the different various part of the eye.
parts of the eyes
iii) The role of the eyes in
image formation and
accommodation
iv) Eye defects: Myopia,
hypermetropia, presbyopia,
astigmatism
Eye problem/diseases:
Cataract, night blindness,
colour blindness etc.
9. ECOLOGY OF (a) Succession i) Take a the students to
POPULATION i). meaning of succession a nearby pond to
ii).Structural change in observe colonizers
species composition, variety
and increase in number ii) Ask students from
iii).Primary succession in an other classes to join your
aquatic habitat class and find out the
iv).Secondary succession : effect of the increased
meaning and examples population on students.
v) characteristics of a stable
community
(b) Overcrowding
i). Population density
studies and available
resources
ii).Importance of factors
affecting population space
10. ECOLOGY OF i) Relationship between i) Observe the activities
POPULATION competition and succession of grasshopper in two
CONTINUES ii) Factors that cause boxes
overcrowding
iii).Ways of avoiding
overcrowding .
Effect of food shortage:
competition, reproduction,
emigration rate
11. BALANCE IN i) Factors affecting i) Map out an area in the

NATURE population school
- biotic - Abiotic ii) Plant seedling to show
ii) Dynamic equilibrium in inter-specific and intra-
nature specific competition
iii) Factors that maintain iii) Display a chart
dynamic equilibrium such as showing the family
availability of food planning methods
Natural disaster
iii) Family planning
- Natural and artificial
methods of population
control (sex education)
12. Revision Revision Revision
CHEMISTRY
SS 2 FIRST TERM

1 ALKANOLS Teacher
1. Types and properties 1. Perform experiment to show oxidation
2. Preparation and properties of an alkanols with KMnO4
of alkanols 2. Show action of sodium on methanol
3. Industrial production of 3. Show that methanol and ethanol are
alkanols by fermentation soluble in water
4. Etherification 4. Explains the chemical reactions of
5. Uses of alkanols alkanols:
-dehydration
-oxidation to:
a. alkanol
b. alkanoic acids.
1. Ethanol
2. KMnO4
3. Water
4. H2SO4
5. Test tubes, test-tube racks, etc.
2 PERIODIC TABLE Teacher:

1. Periodic law Use the periodic table template and the
2. Blocks of elements:- atomic structure of common elements to
Metals, non-metals, metalloids guide students to deduce the periodic law
and transition metals. and group elements into families based on
3. Families: s-p-d-f (according to shared characteristics.
group I-VIII, i.e. group IA-Alkali
metals, Group IIA – Alkali Earth Instructional Resource:
and other family names). 1. Periodic table chart of elements
2. Blank periodic table template.
3 PERIODIC TABLE Teacher:
4. Properties: Initiates and guide class discussions on:
-changes in sizes and changes -Atomic and ionic sizes
down the group and across -Ionization energy and electron affinity
periods and accompanying -Gradation in properties of elements down
changes in properties. the groups and across periods.
5. Diagonal relationships -Diagonal relationships.
6. Ionization energy and electron
affinity; changes down the group Instructional Resources:
and across the period 1. Sodium metal
2. Magnesium ribbon
3. Aluminium metal
4. Heat source
5. Water
6. Glass trough
7. Beakers.
4 CHEMICAL REACTIONS Teacher:
1. Basic concepts: -Guide the students to identify reactants and
Reactants, products, reaction products of chemical reaction
time and reaction rate. -Use simple experiments to illustrate:-the
2. Introduction to collusion concept of reaction rates.
theory.
1. Common reagents like HCl, CuSO4,
NaCl, NH4OH, NH4Cl, etc.
2. Source of heat, water, test tubes and
beakers.
3. Factors affecting the rate of 1. Effects of the nature of substances,
chemical reactions: concentration/pressure, temperature and
- Nature of substance catalyst on reaction rates, using simple
-Concentration experiments to illustrate.
-Pressure 2. Use simple experiments also to illustrate
-Temperature endothermic and exothermic reactions.
-Catalyst 3. Initiate class discussion of the energy
4. Types of chemical reactions: relationships in endothermic and exothermic
-Endothermic reaction reactions i.e. ΔG=ΔH-TΔS (graphical
-Exothermic reaction representations only).
1. Common reagents like HCl, CuSO4,
NH4Cl, NaCl, NH4OH, etc.
2. Heat source, water, test-tubes and
beakers.

5. Chemical equilibrium: 1. Explain Le chatellier’s principle
Introduction using simple 2. Demonstrates the effects of changes in
equations; Le chatellier’s temperature, concentration and pressure on
principles. chemical reactions.
6. Factors affecting equilibrium 3. Guides students to write and balance
of chemical reactions: equations for chemical reactions on
-concentration equilibrium.
-temperature
-pressure. Instructional Resources:
Common chemical equations.
7 MASS VOLUME Teacher:
RELATIONSHIPS 1. Explain the concept of mole, molar, s.t.p.
1. Basic concepts: relative densities and relative molecular
-Mole, molar quantities, molality. mass etc and their units.
-Standard temperature and 2. Guide students to calculate:
pressure (s.t.p). -masses of reactants and products
-Relative densities and relative -number of moles of reacting substances and
molar mass. products.
1. Students’ textbooks and workbooks.
2. HCl, NaOH, magnesium ribbons, copper,
copper oxide, etc.
8 MASS VOLUME Teacher:

RELATIONSHIPS 1. Relative densities of substance:
2. Calculations involving mass -molarity
and volume -molality
3. SI units of quantities i.e. -volumes of gas in chemical reactions
length, mass, volume etc. 2. Give students practice questions
3. Mark and review students assignment
4. guide students to deduce the SI units of
quantities.
Students’ textbooks and workbooks.
9 ACID, BASE REACTIONS Teacher:
1. Common indicators and their 1. Guides students to:
pH ranges -prepare standard solutions
2. Simple acid-base titrations. -identify appropriate indicators for acid-base
titrations.
2. Display and explain the apparatus
necessary for carrying out simple titrations.
3. Demonstrates the process of acid-base
titration according to instructions.
4. Guide students to carry out the acid-base
titration according to instructions.
5. Ensures students record properly and
perform relevant calculations.
Instructional Resource:
1. Distilled water or deionized water
2. Titration apparatus. Retort stand, beaker,
burettle conical falsk, pipette, white tile, etc.
3.Indicator.
4. Weighing balance
5. Acids, Bases
6. Petri-dish
7. Practical notebooks
8. Measuring cylinder and funnel.

3. Simple acid-base titration Same as above.
continued. Instructional Resources:
Same as above.
4. Heat of neutralization Make arrangement for students to visit the
(introductory) introductory technology workshop to
5. Construction of wooden retort construct wooden retort stands.
stand.
CHEMISTRY
SS 2 SECOND TERM

1 WATER Teacher:
1. Structure of water -Perform experiment to help students to
2. Solubility (Basic concepts: determine the solubility of substances (use
solute, solvent, solution) sodium chloride in water at room
3. Solubility of different temperature).
substances -Demonstrates the application of solubility
4. Factors that affect (removal of stains from cloth using
solubility/uses of solubility kerosene).
curves. -Demonstrate the removal of hardness in
water: using washing soda, boiling.
1. Samples of hard water
2. washing soda
3. source of heat
4. sodium chloride
5. kerosene
2 WATER Teacher:
5. Hardness of water and -Explains the various stages in water
removal of hardness treatment for consumption
6. Purification of water - Leads students on excursion to water works
7. Municipal water supply (observe water distillation process)
8. Production of distilled water -Demonstrates the laboratory distillation of
water.
1. Weighing balance
2. Evaporating dish
3. Water bath
4. Distillation apparatus
5. Bath water
3 AIR Teacher:
1. Air: Teacher should perform experiments to
- constituents show:
- percentage composition -composition of air
2. Properties of air - properties of air
3. Flame -lights the Bunsen burner, regulate the flame
so as to produce the different zones of flame.
-guides students to draw and label the flame
correctly.
-Bunsen burner
-Sources of gas
-Match stick/box
-Candle stick
-magnesium ribbon
-alkaline pyrogallol.
4 HYDROGEN Teacher:
1. Hydrogen: -Should guide students to write and draw the
-configuration and possible electronic configuration of hydrogen.
oxidation numbers -should guide students to:
-isotopes of hydrogen Name isotopes of hydrogen and write their
-unique position of hydrogen in electronic configuration.
the periodic table -Explain the unique position of hydrogen on
2. Laboratory preparation of the periodic table.
hydrogen -Sets up apparatus for the laboratory
3. Industrial preparation of preparation of hydrogen using an active
hydrogen metal (e.g. zinc) and an acid (e.g. H2SO4)
4. Physical and chemical -Performs simple experiments to show the
properties of hydrogen physical and chemical properties of hydrogen
5. Uses of hydrogen. -Guides class discussion of the uses of
hydrogen.
Instructional Resource:
-periodic table
-charts (hydrogen ballon, welders at work,
etc.)
-laboratory apparatus for the preparation of
hydrogen.
5 OXYGEN Teacher:
1. General properties of oxygen 1. Explain the general properties of oxygen
group group in the periodic table
2. The electronic structure and 2. Guides students to:
bonding capacity of oxygen -write and draw the electronic configuration
3. Laboratory and industrial of oxygen.
preparation of oxygen 3. Set up apparatus and demonstrate the
4. Physical and chemical laboratory preparation of oxygen using
properties of oxygen hydrogen peroxide and manganese (iv) oxide
5. Reaction of oxygen as catalyst.
(oxidation) 4. Demonstrate the test for oxygen using a
6. Compounds of oxygen glowing splint.
7. Uses of oxygen. 5. Performs simple experiments to
demonstrate the physical and chemical
properties of oxygen.
1. Periodic table
2. Picture showing a welder at work
3. Laboratory apparatus and reagents for
the preparation of oxygen.
4. Matches
5. Splint.
6 HALOGENS Teacher:
1. Electronic configuration of 1. Guides the students to write and draw the
halogens electronic configuration of some halogens
2. Physical properties of 2. Set up the apparatus and demonstrate
halogens and gradation down the the laboratory preparation of chlorine
group. 3. Performs simple experiments to illustrate
3. Chemical properties of the physical and chemical properties of
halogens and gradation down the halogens.
group.
1. Periodic table
2. Table showing physical properties of
halogens and similarities among halogens
3. Litmus paper (red and blue).
7 HALOGENS Teacher:
4. Compounds of halogens 1. Explains the gradation of these properties
5. Uses of halogens (Cl2, Br2, I2) down the group
6. Preparation of chlorine. 2. Illustrate the bleaching action of chlorine.
3. Leads class discussion on the uses of
halogens.
1. Water
2. Apparatus and reagents for the
preparation of chlorine gas.
3. Bromine
4. Iodine.
8 NITROGEN Teacher:
1. General properties of 1. Explains the general properties of the
nitrogen family group V elements nitrogen family
2. Laboratory preparation of 2. Demonstrates the laboratory preparation
nitrogen. of nitrogen.
1. Charts tabulating the properties of
nitrogen group, laboratory preparation of
nitrogen, nitrogen cycle
2. Periodic table.
9 NITROGEN Teacher:
1. Industrial preparation of 1. Guides students to record, observe and
nitrogen from liquid air draw appropriate diagrams on the laboratory
2. Properties of nitrogen preparation of nitrogen.
2. Explains the industrial preparation of
nitrogen from liquid air.
Instructional Materials: Same as above wk.
10 NITROGEN Teacher:
1. Uses of nitrogen 1. Guides the students to:
2. Nitrogen cycle -find out the uses of nitrogen and their
gradation down the group.
-find out the use of nitrogen from text book,
internet etc.
Books, virtual libraries (internet).
11 NITROGEN Teacher:
1. Compounds of nitrogen: 1. Guides the students to:
a. oxides of nitrogen -identify and name other compounds of
b. ammonia nitrogen
2. Test for ammonia. 2. Demonstrates the test for ammonia gas
using:
a. a damp red litmus paper
b. conc. HCl
3. Demonstrates removal of stains on wood
work using liquid ammonia.
-Glass with grease
-Painted wood work
-Samples of fertilizer
-Chemicals containing nitrogen e.g. HNO3,
conc. HCl etc.
CHEMISTRY
SS 2 THIRD TERM

1 SULPHUR Teacher:
1. General properties of group 1. Explain the general properties of group VIA
VI A elements elements.
2. Electronic structure of 2. Guide students to write the electronic
sulphur configuration of sulphur.
3. Allotropes of sulphur 3. Explain the meaning of allotropy and guides
4. Uses of sulphur students to identify allotropes of sulphur and
their uses.
1. Chart showing the allotropes of sulphur
2. Sulphur ointment
3. Sulphur pellets or flower of sulphur
2 SULPHUR Teacher:
1. Compounds of sulphur 1. Guides the students to draw correctly and
2. Industrial preparation of explain the contact process for the manufacture
H2SO4 of H2SO4
3. Uses of H2SO4 2. Lead students on excursion to a tyre
manufacturing industry.
i. chart on the contact process for the
preparation of H2SO4
ii. H2SO4 (car battery acid).
iii. Matches
3 OXIDATION-REDUCTION Teacher:
(REDOX) REACTIONS i. Guides students to define oxidation and
1. Oxidation: definition reduction
2. Reduction: definition ii. Calculate oxidation numbers, using the rules
3. Redox Reactions set under objectives (e.g. to calculate oxidation
4. Oxidation numbers of number of central atom in H2SO4, HNO3, KClO3)
central elements in some and hence give their IUPAC names.
compounds.
i. Students textbooks
ii. chalk board
iii. flip-charts
4 OXIDATION-REDUCTION Teacher:
(REDOX) REACTIONS i. Name inorganic compounds x e.g. Pb(NO3)2,
1. Connection of oxidation FeSO4, 7H2O, [Cu(NH3)4]2+ etc.
numbers with IUPAC name ii. Identify the process of oxidation and
2. Oxidizing and Reducing reduction in a given redox reaction e.g. –X4+Y-
agents >X2++Y2+
3. Redox equation iii. Write the formula of a compound giving its
IUPAC name e.g. iron(II) trioxosulphate (iv).
-identify reductants and oxidants in a redox
reaction.
-Write equations for half reactions and overall
reactions using IUPAC system.
-Balance redox equations.
i. Iron(ii) oxide
ii. KMnO4, etc.
5 IONIC THEORY Teacher:
1. Electrovalent and covalent i. Guides students to distinguish between:
compounds. -electrovalent and covalent compounds.
2. Electrolytes and non- -electrolytes and non-electrolytes
electrolytes ii. Demonstrates experiments on:
3. Weak and strong -movement of ions in solution
electrolytes -strong and weak electrolytes
4. Electrochemical series iii. Guide students in the discussion of the
5. Factors affecting the relationship between the nature of ions and
preferential discharge of ions. their ranking in the electrochemical series.
iv. Explain the factors affecting the preferential
discharge of ions in solution.
1. Samples of electrovalent and covalent
compounds.
2. Apparatus for electrolytes
3. Sample of weak and strong electrolytes.
6 ELECTROLYSIS Teacher:
1. Meaning of electrolysis 1. Guide students to:
2. Terminologies: -define electrolysis
-electrodes -distinguish between strong and weak
-electrolyte electrolytes.
-electrolytic cell -construct electrolytic and electrochemical cells.
-electrochemical cells, etc. 2. Demonstrates electrolytes of:
3. Electrolysis of acidified -acidified water using Hoffmans’ voltammeter
water, copper (ii) sulphates -brine
(CUSO4) and brine. -copper sulphate.
1. An electrolytic cell apparatus
2. Hoffman’s voltammeter
3. An electrochemical cells apparatus.
4. Copper sulphate solution
5. Dilute H2SO4
6. Brine
7 ELECTROLYSIS Teacher:
1. Faraday’s laws of 1. Explain the Faraday’s first and second laws
electrolysis and the of electrolysis
calculations 2. Demonstrate the uses of electrolysis
2. Uses of electrolysis: 3. Guide students to calculate amount of
purification, extraction and substances librated or deposited at electrodes
electroplating of metals. during electrolysis.
i. Student textbooks
ii. Students workbook
iii. Copper sulphate solution
8 QUANTITATIVE AND Teacher:
QUALITATIVE ANALYSIS 1. Carryout titrations to determine:
1. Acid-base titrations -percentage purity
(neutralization) continued. -heat of neutralization
2. Redox titrations involving -water of crystallization, etc.
KMnO4, Fe2+, C2O4, I2, KI,
S2O32- Instructional Resources:
i. Indicator extract from flowers.
ii. Bomb calorimeter
iii. Relevant acids and base.
QUALITATIVE ANALYSIS i. Analyze substances and test for:
Test for oxidants reductions. -cations and anions (e.g. Fe2+, Cu2+, NH4+,
SO42-, SO32-, etc.
ii. Guides students to:
-test for oxidants in redox reactions
Relevant salts.
QUALITATIVE ANALYSIS Guide students to identify ions (cations and
1. Identification of ions (Fe2+, anions)
NH4+, Fe3+, Cu2+, Pb2+, etc)
chlorides nitrates, sulphates, Instructional Resources:
sulphide, bicarbonates, Relevant salts.
carbonates, sulphite, etc.
QUALITATIVE ANALYSIS Guide students to:
1. Test for hydrogen, NH3, -test for oxidants and reductants in redox
HCl, NO3, Oxygen, CO2, Cl reactions
(bleaching action) -test for simple sugars. fats and oils, proteins,
2. Identification of fats and starch etc.
oils, simple sugar, proteins,
starch. Instructional Resources:
-Relevant salts.
-Starch, fats and oils, proteins etc.
PHYSICS
SS 2 FIRST TERM

1 HEAT ENERGY Project: Teacher to guide students on
-Temperature and its measurement calibration of a thermometer in
-Types of thermometer Celsius scale.
-Absolute scale of temperature
2 HEAT ENERGY MEASUREMENT The teacher leads the students on
-Concept of specific heat capacity how to determine the specific heat
i) Its measurement capacity of
ii) Its significance -A solid
-Liquid, using method of mixture
3 HEAT ENERGY MEASUREMENT The teacher guides the students on
-Latent heat the determination of the specific
-Evaporation, boiling and latent heat of fusion of ice/specific
sublimation latent heat of vaporization of steam
-Relative humidity and due point by method of mixtures
4 GAS LAWS The teacher to demonstrate Boyle’s
-Measurement of gas pressure law using Boyle’s law apparatus.
-Barometers in practical use
-Boyle’s Law and its application
-Charles Law and its application
-The pressure law
-The general gas law
5 PRODUCTION AND -Students to generate mechanical
PROPAGATION OF WAVES waves using ropes and springs.
-Production of mechanical waves -The teacher to set up the ripple tank
-Pulsating system and demonstrate how it is used to
i) Energy transmitted with definite generate various waves
speed, frequency and wave length
-Wave form
i) Description and graphical
representation
-Mathematical relationships among:
f, λ, T and V
6 TYPES AND PROPERTIES OF The teacher to use the ripple tank to
WAVES demonstrate the interference of water
-Longitudinal waves waves.
-Transverse waves
-Wave equation:
Y= Asin(wt-2πx/λ)
-Properties of waves:
Reflection, Refraction, Diffraction,
Interference, Polarization
7 LIGHT WAVES Project: Students to be guided on
-Sources of light how to construct a pinhole camera
-Light and matter
-Transmission of light shadows,
Eclipse, the pinhole camera
8 LIGHT WAVES Project: Students to construct a
-Reflection of light at plane and simple periscope.
curved surfaces Teacher to guide the students on the
-Laws of Reflection determination of the focal length of a
-Formation of images by plane and concave mirror.
curved mirrors
-Application of plane and curved
mirrors
9 LIGHT WAVES Teacher to lead the students to verify
-Refraction of light through Snell’s law using a rectangular glass
rectangular glass block block
-Laws of refraction
-Real and apparent depth
-Total internal reflection
-Critical angle
10 LIGHT WAVES Teacher to guide the students to
-Refraction of light through verify Snell’s law using triangular
triangular glass block glass block
-Angle of minimum deviation
-Totally reflecting prisms
11 LIGHT WAVES The teacher to demonstrate the
-Dispersion of white light dispersion of light by a triangular
-Refraction of light through glass prism
converging and diverging lenses The teacher to lead the students to
-Images formed by lenses verify the lens formula using
illuminated object
12 APPLICATION OF LIGHT WAVES Project: Teacher to guide the
-Simple camera and film projector students to construct a simple box
-The human eye camera
-The simple microscope and
compound microscope
-Telescope
-Prism binoculars
13 REVISION
14 EXAMINATION
PHYSICS
SS 2 SECOND TERM

1 SOUND WAVES The teacher guides students to
-Sources of sound demonstrate that sound does not
-Transmission of sound travel in a vacuum by using the
-Speed of sound in solid, liquid, electric bell enclosed in a bell jar
and gas
-Characteristics of sound
2 SOUND WAVES The teacher guides students to
-Noise and music demonstrate forced vibration with the
-Forced vibration-Resonance, resonance tubes and sonometer.
harmonics and overtones
-Stationary waves
3 APPLICATION OF SOUND Project: Teacher to guide the students
WAVES on how to construct any local musical
-Vibrations in strings and pipes instrument of their choice
-Wind instruments
-String instruments
-Percussion instruments
-Echoes and their application
-Hearing aids
4 MOLECULAR THEORY OF Using a small open can, teacher
MATTER should demonstrate increase of
-Pressure in fluids pressure with depth
i) Concept of pressure
ii) Pressure in liquids Project: Teacher to guide the students
iii) Atmospheric pressure to construct a hydraulic press
-Applications of atmospheric and
gas pressure
-Pascal’s Principle
5 ELECTROMAGNETIC WAVES The teacher leads the students on
-Electromagnetic spectrum different types of radiation in
electromagnetic spectrum
6 GRAVITATIONAL FIELD The teacher discuss the movement of
-Gravitational force between two the planets in the solar system using
masses (Newton’s law of a chart
universal gravitation)
-“G” as a universal constant
-Gravitational potential
-Escape velocity
7 GRAVITATIONAL FIELD The teacher to show films on the
-Solar system launching of satellite
-Kepler’s laws
-Natural and artificial satellites
8 ELECTRIC FIELDS The teacher leads the students on
-Production of continuous how to arrange cells in series and in
charges: primary cells, secondary parallel and determine the resultant
cells e.m.f
-Electric Circuit: series and
parallel arrangement of cells and
resistors
9 ELECTRIC FIELDS The teacher to guide the students on
-E.m.f of a cell the use of potentiometer wire to:
-Internal resistance of a cell i) Measure e.m.f
-Standard resistors and rheostats ii) Compare the values of two e.m.f
-Resistivity and conductivity
10 ELECTRIC FIELD The teacher guides the student on
-Shunts and multipliers how to set up potentiometer circuit
(Galvanometer conversions) and calibrate it.
-Principle of the potentiometer
-Wheatstone bridge
-Meter bridge
PHYSICS
SS 2 THIRD TERM

1 ELECTRIC FIELD The teacher leads the students
-Electrical conduction through to identify solutions that conduct
liquids(Electrolysis) electricity and those that do not
i) Electrolytes and non-electrolytes
ii) Dynamics of charged particles(ions) in
electrolytes
iii) Voltameter
iv) Examples of electrolysis
-Faraday’s law of electrolysis
-Applications of electrolysis
2 ELECTRIC FIELD The teacher to lead discussion
-Conduction of electricity through gases on how the reduction in
-Hot cathode, thermionic emission pressure of a gas in a suitable
-The diode valve container is applied in the
-Application of hot cathode(thermionic) fluorescent tube and cathode
emission ray oscilloscope
i) Cathode-ray oscilloscope
3 ELECTRIC FIELD The teacher guides the students
-Electric force between point on how to calculate the electric
charges(coulomb’s law) force between two points
-Concept of electric field charges in free space and to
i) Electric field intensity compare this force with the
ii) Electric potential gravitational force between two
protons
4 ELECTRIC FIELD The teacher leads the students
-Capacitors and Capacitances to determine the equivalent
i) Definition capacitance for; series and
ii) Arrangement of capacitors parallel arrangement of
-Energy stored in a capacitor capacitors
-Application of capacitors
5 MAGNETIC FIELD The teacher demonstrate how to

-Concept of magnetic field distinguish between magnetic
i) Properties of magnet and non-magnetic materials
ii) Magnetic flux and flux density
-Magnetic field around:
i) A bar magnet
ii) A straight conductor carrying current
iii) A solenoid
-Methods of making magnets
-Methods of demagnetization
6 MAGNETIC FIELD The teacher guides the students

-Magnetic properties of iron and steel on how to investigate the field
-Magnetic screening or shielding around a conductor by using a
-Electromagnets and application of compass needle and iron fillings
electromagnet
-Temporary magnet
i) The electric bell
ii) Telephone earpiece, etc
7 MAGNETIC FIELD The teacher leads the students
-The earth’s magnetic field on how to suspend a bar
i) Magnetic elements of a place magnet horizontally and locate
*Angle of declination the earth’s N-S direction
*Angle of dip
*Horizontal component of the earth’s
magnetic field
-Bar magnet in earth’s field: Neutral point
-Mariner’s compass
8 ELECTROMAGNETIC FIELD The teacher guide the students
-Magnetic force on a charge moving in a to investigate the effect of
magnetic field passing current through a
-Concept of electromagnetic field solenoid in a magnetic field
-Interaction between magnetic field and
currents in:
i) A current –carrying wire in a magnetic
field;
ii) A current-carrying solenoid in a
magnetic field
-Applications of electromagnetic field:
i) Electric motor
ii) Moving coil galvanometer
9 ELECTROMAGNETIC FIELD The teacher guide the students
-Electromagnetic induction to investigate the effect of
-Faraday’s law rotating wire in magnetic field
-Lenz’s law
-Motor generator effect
-Eddy currents
10 ELECTROMAGNETIC FIELD The teacher guides the students
-The transformer to investigate the effect of
-Power transmission moving a magnet in a solenoid
-The induction coil or coil carrying current near a
solenoid
FURTHER MATHS
SS 2 FIRST TERM

1 ROOTS OF QUADRATIC Teacher: leads students to find sum and
EQUATION products of roots of quadratic equation
i. Sum and product of roots Students: use formular to find sum and
ii. forming quadratic equation product of roots of quadratic equation
given sum and product of root Instructional Resource: charts showing a
iii. condition for quadratic quadratic equation
equation to have:
- Equal roots (b2=4ac)
- Real roots (b2>4ac)
- No roots (b2<4ac) (complex)
2 ROOTS OF QUADRATIC Teacher: states condition for quadratic
EQUATION II equation to have equal roots, real roots and
i. Conditions for given line to no roots(complex roots).
intersect a curve, be tangent to Students: solve various problems on root of
curve, not intersect a curve. quadratic equation
ii. Solution of problems on roots Instructional Resource: charts showing
of quadratic equation condition for lines to intersect curve and not
to intersect.
3 POLYNOMIALS Teacher: gives definition and examples of
i. Definition of polynomial polynomials
a. addition Students: state definition and examples of
b. subtraction polynomial
c. multiplication Instructional Resource: charts giving
ii. Division of polynomials by a examples of polynomials of various degrees.
polynomial of lesser degree
4 POLYNOMIALS Teacher: demonstrates how to find
i. Reminder theorem remainder when a polynomial is divided by
ii. Factor theorem another polynomial of lesser degree.
iii. Factorization of polynomials Students: solve problems on remainder
theorem and factor theorem
Instructional Resource: charts showing
sum of root and product.
5 POLYNOMIALS Teacher: leads students to solve problem on
i. Roots of cubic equation roots of cubic equation
a. Sum of roots α+ᵝ+ᵟ = -b/a Students: solve problems on roots of cubic
b. sum products of two roots equation.
α ᵝ + αᵟ + ᵝᵟ = c/a Instructional Resource: charts showing
c. product of roots αᵝᵟ = -d/a sum of roots, sum of product of two roots and
where ax3+bx2+cx+d=0 products of three roots of a cubic equation.
6 PROBABILITY Teacher: leads students to evolve concepts
i. Classical, frequential and of classical and frequential approaches using
axiomative approaches to ludo dice.
probability Students: identify the classical, frequential
ii. Sample space and event and axiomatic definition of probability
space Instructional Resource: ludo dice, coin,
iii. Mutually exclusive, pack of cards.
independent and conditional
events.
7 PROBABILITY Teacher: solves conditional probability
i. Conditional probability Students: solve problems on conditional
ii. Probability trees probability
Instructional Resource: ludo dice, coin,
pack of cards.
8 VECTORS IN THREE Teacher: gives examples of vectors in three
DIMENSIONS dimensions
i. Scalar product of vector in Students: write out more examples of three
three dimensions dimensional vectors
ii. Application of scalar product Instructional Resource: charts depicting
example of three dimensional vectors.
9 VECTORS IN THREE Teacher: guides students to find cross
DIMENSIONS product of two vectors and leads them to
i. Vector or cross product in solve problems on application
three dimensions Students: solve problem on cross product of
ii. Application of cross product two vector and practical application of dot
product.
short cut method of finding dot product.
10 LOGICAL REASONING Teacher: guides students to identify
i. Fundamental issues in fundamental issues in intelligent system
intelligent system Students: Identify fundamental issue in
ii. Fundamental definition intelligent system
iii. Modelling the world. Instructional Resource: charts showing
critical issues in intelligent system.
11 LOGICAL REASONING Teacher: introduces propositional and
i. Introduction to propositional predicate logical resolution
and predicate logical resolution Students: explain propositional and
ii. Introduction to theorem proving predicate resolution
points to note in proving of theorem.
FURTHER MATHS
SS 2 SECOND TERM

1 DIFFERENTIATION Teacher: guides students on how to find
i. Limits of a function limits of a function and differentiate from first
ii. Differentiation from first principle.
principle Students: Evaluate limits of a function at a
iii. Differentiation of polynomials given value and differentiate from first
principle.
rules of differentiation.
2 DIFFERENTIATION Teacher: leads students to differentiate
Differentiation of transcendental transcendental functions
function such as sin x, eax, log 3x Students: Differentiate transcendental
functions.
Instructional Resource: chart showing
areas of application
3 DIFFERENTIATION Teacher: guides students to use rules of
i. Rules of differentiation differentiation
ii. Product rule Students: use rules of differentiation
iii. Quotient rule Instructional Resource: charts showing
iv. Function of function rules of differentiation
4. DIFFERENTIATION Teacher: leads students to use
i. Application of differentiation to differentiation in finding: rate of change,
a. rate of change gradient of a function and optimization
b. gradient involving maximum and minimum values.
c. maximum and minimum values Students: use differentiation in finding: rate
d. equation of motion of change, gradient of a function and
optimization involving maximum and
minimum values.
Instructional Resources: chart showing
areas of application.
5 DIFFERENTIATION Teacher: guides students to higher
i. Higher derivatives derivative and differentiation of implicit
ii. Differentiation of implicit functions
functions. Instructional Resource: chart showing
areas of application.
6 BINOMIAL EXPANSION Teacher: guides students to demonstrate the
i. Pascal triangle Pascal triangle and write out the binomial
ii. Binomial expression of (a+b)n expansion.
where n is +ve integer, -ve Students: construct the Pascal triangle and
integer or fractional value write our binomial expansion.
Pascal triangle
7 BINOMIAL EXPANSION Teacher: leads students to extend the power

i. Finding nth term of negative integer and fractional values.
ii. Application of binomial Students: use the knowledge of expansion
expansion of positive expansion to negative and
fractional powers.
Instructional Resources: charts showing
nth term of a given binomial expansion.
8 CONIC SECTION: THE CIRCLE Teacher: leads students to define circle and
i. Definition of circle explain concept of a circle as conic section .
ii. Equation of circle given centre Students: solve various types of problems
and radius on circles.
Instructional Resources: chart depicting
circle as section of a cone.
9 CONIC SECTION: THE CIRLCE Teacher: guides students to solve various
i. General equation of a circle types of problems on circles.
a. finding centre and radius of a Students: solve various types of problems
given circle on circle.
b. finding equation of a circle Instructional Resources: chart showing
given the end point of the equation of circle passing through 3 points.
diameter
c. equation of a circle passing
through three points.
10 CONIC SECTION: THE CIRCLE Teacher: leads students to find the equation
i. Equation of tangent to a circle of a tangent to circle
ii. Length of tangent to a circle Students: learn technique of finding
equation of tangent to circle
Instructional Resources: chart showing
tangent of circle and length of tangent.
FURTHER MATHS
SS 2 THIRD TERM

1 TRIGONOMETRIC FUNCTION Teacher: leads students to identify and find
i. Knowledge of six trigonometric trigonometric function of angles
functions of angles of any Students: identify angles of the six
magnitude (since, cosine, trigonometric ratios.
tangent, secant, cosecant, Instructional Resources: charts showing
cotangent). relationship between the six trigonometric
ii. Range and domain of specified ratios.
trigonometric functions
iii. Graphs of trigonometric ratios
with emphasis on their amplitude
and periodicity.
2 TRIGONOMETRIC FUNCTION Teacher: leads students to identify
i. Relationship between graphs relationship between graphs of trigonometric
of trig ratios e.g. sin x and sin 2x ratios.
graphs of y = a sin (bx) + c Students: identify relationship between the
y = a cos (bx) + c graphs of trigonometric ratios e.g. sinx and
y = a tan (bx) + c sin2x.
ii. Graphs of inverse by ratio Instructional Resource: charts showing
sketches of inverse of sinx, cosx and tanx.
3 TRIGONOMETRIC FUNCTION Teacher: guides them to solve simple
i. solution of simple equation equations involving trigonometric ratios.
involving the six trigonometric Students: solve simple trigonometric
functions equation.
ii. proofs of simple trigonometric Instructional Resources: charts showing
identities e.g. sin 2x + cos2x = 1 sketches of inverse of sin x, cosx and tanx.
sec2x = 1+tan 2x
4 PERMUTATIONS AND Teacher: guides students to solve problem
COMBINATIONS on cyclic permutation and other types of
i. Permutation on arrangement permutation.
ii. Cyclic permutation Students: solve various problems on
iii. Arrangement of identical permutation
object. Instructional Resources: charts showing :
- Functional notation
- npr
- ncr
5 PERMUTATIONS AND Teacher: demonstrates application of
COMBINATIONS combination in probability.
i. Arrangements in which Students: use concept of combination to
repetitions are allowed solve problem on probability.
ii. Introduction to combination on Instructional Resources: charts showing
selection. functional notation.
a). Conditional arrangements and
selection
b). Probability arrangement
problem involving arrangement
and selection.
6 DYNAMICS Teacher: explains Newton’s law of motion
i. Newton laws of motion and states the three laws of motion.
ii. Motion along inclined plane Students: write down the laws of motion and
solve problems on Newton’s laws of motion.
Instructional Resources: Ball and heavy
block placed on table to demonstrate 3rd law.
7 DYNAMICS Teacher: guides students to solve problem
i. Motion of connected particles involving application of Newton’s law of
ii. Work, Energy and Power motion.
iii. Impulse and Momentum Students: solve problem on motion along
inclined plane.
Instructional Resources: An inclined plane
with object on it.
8 DYNAMICS Teacher: guide students to solve various
i. Projectiles problem on projectiles.
ii. Trajectory of projectiles Students: solves various problems on
iii. Projection along inclined projectile
plane. Instructional Resources: Light smooth
pulley with two blocks connected by string.
9. INVENTORY MODEL Teacher: guide students to give practical
i. Concept of inventory examples on inventory.
ii. Definitions of important terms Students: define various terms on inventory
in inventory. Instructional Resources: charts depicting
iii. Holding list items on inventory.
iv. Ordering list etc. computation
of optimal quantity [EOQ model].
10 REPLACEMENT MODEL Teacher: explains the concept of
i. Concept of replacement replacement
ii. Individual replacement of Students: gives practical examples of item
sudden failure item that wear out suddenly and gradually.
iii. Replacement of items that Instructional Resources: charts showing
wear out gradually. diagrams of items such as plugs, bulbs,
generators, grinding machines etc.
AGRICULTURAL SCIENCE
SS 2 FIRST TERM

1 Agricultural Laws and Reforms State the different land tenure systems in
Land ownership and tenure systems Nigeria.
in Nigeria
2 Land Use Act of Nigeria State and explain the different laws on
Land use Act of 1978: land with emphasis on land use Act of
i. Features of the Act 1978
ii. The need for government
to enforce the law etc.
3 Role of Government in Agricultural Class discussion
Production
Role of government in Agricultural
production e.g.
- Making of agricultural
policies
- Drawing of agricultural
programmes
- Provision of loan and
subsidies
- Provision of agricultural
education etc.
4 Forest Management Students should visit forest reserves
Forest management techniques:
- Forest regulation
- Selective exploration
- Deforestation
- Regeneration
- Afforestation
- Taungya system
5 Diseases of crops i. Diseased crop items should be
Diseases of major crops: e.g. observed to identify some crop diseases
i. Cereals-smut, rice blast, ii. field observation and identification of
leaf rust different types of crop diseases and
ii. Legume-cercosporal leaf mouldy grains in storage.
spot, rosette
iii. Beverages-cocoa
blackpod, coffee leaf rust
iv. Tuber – cassava mosaic
virus, bacterial blight. etc.
6 Symptoms and economic Describe the disease symptoms and
importance of crop diseases damage done to crops
i. Symptoms of diseases: e.g.
spots, yellowing, rots,
wilting, stuntedness etc.
ii. Economic importance: e.g.
increase cost of production,
reduces quality of crops,
reduces farmers income
etc.
7 Preventive and Control Measures i. State the control measures
of diseases
Preventive and control measures: ii. Identify some chemicals used
- Cultural methods
- Biological methods
- Chemical methods
8 Pests of crops i. Students should collect and preserve
Important insect pests of major crops: some insect pests
i. Cereal – System borer,
army-worm, ear-worm ii. Definition of pest
ii. Legume – pod borer,
aphids, sucki bugs, leaf
beetle
iii. Beverage – cocoa myrids
(capsids)
9 Other important pests Observe some damaged crops by
Other important pests e.g. rodents and monkey
- Birds
- Rodents
- Man
- Monkey
iv. Nature of damages done
- Destruction of leaves
- Destruction of tender
stems
- Destruction of
root/tubers
10 Economic importance of selected Use sprayers and insecticides to control
pests pests in the field.
i. Economic importance of pests e.g.
- reduction in quality of crops
- reduction in quantity of crops
- makes vegetables unattractive and
unmarketable etc.
ii. Preventive and control measures:
- cultural methods
- biological methods
- chemical methods
iii. Side effects of the various
preventive and control methods:
- chemical pollution, poisoning etc.
11 Pasture and forage crops Each student to collect a pasture and
Morphology of the common grass legume crop (a grass and a legume)
and legume species of Nigerian
pastures
12 Types of Pastures Prepare a pasture/forage album.
i. Types of pastures: permanent
pasture, rotational pasture, temporary
pasture, irrigated pasture.
ii. Factors affecting pasture:
- Establishment
- Distribution
- Productivity
iii. Management practices of a
pasture land.
SS 2 SECONDTERM

1 Range Management and Improvement State importance of rangeland to
i. Definition of rangeland livestock production.
ii. Importance of rangeland
iii. Characteristics of rangeland
2 Rangeland Improvement Describe the methods of
Methods of rangeland improvement: improvement
- Controlled stocking
- Rotational grazing
- Use fertilizers
- Reseeding etc.
3 Animal Nutrition Collect and identify samples of
i. Definition and meaning of feeding stuff.
nutrition
ii. Sources and functions of
nutrients e.g. carbohydrates,
fats, minerals, vitamins, water
and proteins.
4 Rations Students should feed animals on the
i. Types of ration: balanced farm using various feeds.
ration etc.
ii. Malnutrition
iii. Effects of malnutrition
5 Environmental factors affecting Grow plants under different
Agricultural Production conditions of moisture and light, for
Climatic factors: rainfall, temperature, comparison purpose.
light, and wind.
6 Biotic factors affecting agricultural Grow plants under different
production conditions of moisture and light, for
Biotic factors: predator, parasites, soil comparison purpose.
micro organisms, pests and disease
organisms etc.
7 Edaphic Factors affecting agricultural Grow plants under different
production conditions of moisture and light, for
Edaphic facrors: soil types, soil PH, soil comparison purpose.
texture etc.
8 Plant nutrients Prepare water/sand culture to
i. Definition of micro and macro demonstrate deficiency of various
nutrients, functions and elements in different crops.
deficiency symptoms.
9 Factors influencing availability of
nutrients
Factors: soil PH, excess of other
nutrients, leaching, crop removal,
oxidation etc.
10 Methods of replenishing plant Apply fertilizers to field crops.
nutrients in the soil
Methods of replenishing plant nutrients:
- Rotational cropping,
organic manuring,
inorganic manuring,
fallowing, liming, cover
cropping etc.
11 Nutrients cycles Prepare charts of the nutrient cycles
i. Nitrogen cycle
ii. Carbon cycle
iii. Water cycle
12 Effects of farming practices on the
soil
Farming practices and the soil effects:
bush burning, over-grazing, clean
clearing, stumping, fertilizer application,
inorganic manuring etc.
SS 2 THIRDTERM

1 Farm Machinery Visit agro-service centres or mechanized
Farm machinery: farms and identify these farm machinery and
i. Tractor implements.
ii. Bulldozer
2 Farm machinery continues Visit agro-service centres or mechanized
iii. Shellers farms and identify these farm machinery and
iv. Dryers implements.
v. Incubators
vi. Milling machines etc.
3 Tractor – coupled implements Name the major parts of tractor-coupled
Tractor-coupled implements: implements and their functions.
Ploughs, harrows, ridgers,
planters, harvesters, sprayers.
4 Surveying and planning of Carry out the layout of the school farm.
farmstead
i. Definition of surveying
and planning
ii. Importance of farm
surveying and
planning.
5 Surveying equipment Identify simple survey equipment
Common surveying equipment
e.g. ranging pole, measuring
tape, peg, gunters chain,
theodolite etc.
6 Planning of farmstead Class discussion
i. Definition of planning
ii. Importance of farm
stead planning
iii. Principles of farmstead
planning.
7 Basic Economic Principles Use graphs to show response of prices to
i. Law of diminishing supply and demand.
returns
ii. Principles of demand
and supply.
8 Demand and Supply
Inter-relationship of demand and
supply as it affects prices and
profits
9 Farm Accounts Prepare entries of sales and purchases
Entries of sales and purchases.
10 Farm Accounts Prepare profit and loss account
Profit and loss accounts
11 Practicals Collect pests, soil samples, rocks and
i. Identification of pests identify them.
ii. Identification of soils
iii. Identification of rocks
iv. Identification of farm
machines and their
parts.
PHYICAL EDUCATION
SS 2 FIRST TERM

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

1 Nutrition -The teacher defines nutrition
-Definition -Enumerates the types of food
-Types of food -Classifies the various types of food
-Classes of food -Displays specimens of various types of food
-The students listen to the teacher and group
food into different classes
-Instructional Resources
-Charts, posters, textbooks, food samples etc
2 Nutrition Continues -The teacher explains food nutrients and their
-Food nutrients and their functions
functions -Discusses balanced diet
-Balanced diet -Mentions pre-games nutrition
-Pre-games nutrition -Students participate in the classroom
discussions and take note
-Instructional Resources:- chart, posters food
samples, textbooks
3 Drugs In Sports -The teacher define drug
-Meaning of drug -Mentions the types of drug
-Types of drug -Explains drug use and misuse
-Drug use and misuse -States the effects of drug on sports
-The effect of drugs on sports performance
-Performance -Ask and answer questions on the differences
between drug misuse
-Participate in class discussion on the effect of
drugs on sport performance
-Specimens, posters, textbooks, handbills,
charts and video chips
4 First Aid -The teacher define first aid

-Definition of first Aid -States the objectives of first aid
-Objectives -Explains the principles of first aid
-Principles of first aid -Enumerates the qualities of a good first aids
-Qualities of a good first aider -Students listen, ask question and take notes
-Instructional Resources :- Charts, First Aid
box, and content, textbooks, CD-ROMs
5 Sports Injuries -The teacher defines sports injuries
-Definition -Enumerates the common sports injuries
-Common sports injuries- -Explains the various common sports in
bleeding, sprain, strains injuries and take note
-Instructional Resources- First Aid box and
content, textbooks, charts
6 Sports Injuries Continue -The teacher lists the common sports injuries
-Common sports injuries -Enumerates the causes, treatment and
fracture bruises, and cramps prevention of sports injuries
-Causes, Treatment and -The students participate in class discussions
prevention of sports injuries and treatment of sports injuries
-Instructional Resources:- first Aid box,
textbooks, charts, CD-ROMs etc.
7 Swimming -The teacher narrates the origin of swimming
-The origin of swimming -Explains the nature of swimming
-Nature of swimming -Mention the techniques in swimming
-Techniques in swimming -Describes the leg and arm actions in relation
-Leg action and arm action, to body alignment in water
breathing, timing (Body -The students practice the leg and arm action
alignment) -Instructional Resources :- swimming pool,
floaters swimming trunk, swimming cap,
goggles, life guard
8 Swimming Continue -The teacher explains safety education in
-Safety education swimming swimming
-Sanitary education in -Describes the sanitary education in swimming
swimming -States and explains the swimming strokes
-Swimming strokes -Students practice in any of the swimming
-Front crawl, breast stroke, strokes
butterfly and back stroke, side -Instructional Resources:- Swimming pool,
-Swimming trunk, cap, life guard, goggles etc
9 Life Saving -The teacher defines life saving
-Definition of life saving -Enumerates the causes of drowning
-Causes of drowning -Lists skills in saving a drowning person
-Skills for saving a drowning -Explains artificial respiration
person -Mentions the duties of life guard and the
-Artificial resuscitation equipments used in life saving
-Duties of life guard -Students listen and participate in class
-Equipment used in life saving discussion
- Practice artificial respiration
-Instructional Resources :- life guards, clean
land kerchief, swimming trunk and cap etc
10 Practical In Swimming Practical in swimming
Instructional Resources –as listed above
12 Examination Examinations
PHYICAL EDUCATION
SS 2 THIRD TERM

1 Athletic Track And Field -The teacher explains safety precaution during
--Safety precaution during athletics and the equipment used in various
jumping events
-Equipment and facilities -The students participate in class discussions
-Rules and Regulations ask question and take down notes,
-Instructional, charts, handball, video clips,
textbooks, documentaries
2 Track And Field Event -The teacher explains discuss and
Throwing demonstrates the skills of discuss to the
Event Discus students
-Basic skill and techniques in -He also list the equipment and facilities used
discus in discuss and enumerate the various rules
-Equipment and facilities and regulation in discuss
-Rules and Regulation - The students listen to teachers explanations
and practice the skills in discuss
- Instructional Resources:- the discuss the
meaning sector materials, rules, book discuss
sector, etc
3 Track And Field Event -The teacher explains hammer to the students
(Hammer) and demonstrate the skills in hammer
-Basic skill and technique in -He mention the equipment and facilities used
hammer in hammer and enumerated the rules and
-Equipment and facilities regulations in hammer students listen to
-Rules and regulations teacher’s explanations and practices the skills
in hammer
-Instructional Resources:- the hammer
meaning tape, writing, material text book etc
4 Basket Ball -The teacher explains the brief history of
-Brief history of basketball basketball
-Nature of the game -Explains the nature of the game &
/Dimension demonstrate
-Equipment & facilities -Lists the skills in basketball
-Rules and regulation -State the equipment of facilities
-Officials in basketball -Enumerates the rules & regulations officials &
functions
-The students demonstrate the various skills of
basketball
-Practice the various skills in basketball
-Instructional Resources :- basketball, whistle,
score sheet & board, hand ball etc
5 Ball Games –Volleyball -Teacher explains the history o0f volleyball
-History of volleyball and the nature of the game with court
-Nature of the game dimensions
-Dimensions of the court -States the skills the volley ball
-Equipment & facilities -Explains the functions of the officials in
-Rules and regulations volleyball game
-Officials in volleyball -Students listen & demonstrate the skills in
volleyball
-Practice the various skills
-Participate in discussion of the officials in
volleyball
-Instructional Resources:- ball the count,
whistle, etc.
6 Ball Games (Handball) -The teacher explains the history of handball
-History of hand ball -Explains the nature of the game and the court
-Nature of the game & court dimensions
dimensions -List the rules and regulations
-Skills in handball -Mention the officials in handball and their
-Equipment & facilities duties
-Rules & regulations -The students listen, draw the court,
-Officials in handball -Participate in class discussion of hand ball
-Practice the skills
-Instructional Resources handball, post net,
whistle, the court
7 Racket Games (Badminton) -The teacher explains badminton and the
-History of badminton nature of the game to the students while he
-Nature of the game demonstrated the various skills in badminton,
-Basic skills in badminton list the equipment the rules and regulations
-Equipment and facilities -The students listen and ask question which
-Rules and regulations they also practice the various skills in
badminton
-Draws and label the badminton court
-The badminton racket
-Shuttle corks
-Badminton net /court
8 Racket Games (Squash) -The teacher explains squash and nature of

-History of squash squash while he enumerates the basic skills,
-Nature of squash equipment, facilities, rules and regulations of
-Basic skills in squash squash
-Equipment & facilities -The students listen, ask question and practice
-Rules and regulation the various skills in squash
-The squash racket, balls the squash court etc
-
9 Gymnastics Floor/ Mat -The teacher defines gymnastics and the
Actions explains the two branches of gymnastics to the
Definition students
-Bandelier of gymnastic -While the students participates in close
-Mat activities in gymnastic discussion and engage in practical
e.g. forward roll, backward roll, demonstration of forward roll, backward roll,
court wheel etc cartwheel etc
-Instructional Resources;- gymnastic mats of
mattress
10 Practical -The teacher demonstrates the skills in each of
-Floor activities without the activities
apparatus forward roll, -The students practices
Backward roll, cart wheel etc -Instructional Resources:- mat/ mattress,
pictures, posters, CD-ROMs
HEALTH EDUCATION
SS 2 FIRST TERM

1 PHYLOSOPHY, AIM AND Students collect information on
OBJECTIVES OF HEALTH philosophy of health education and
EDUCATION discuss.
a) Philosophy of health Instructional resource: charts and
education posters showing aims of health education
b) Aims and objective of health etc.
education
2 SYSTEM OF THE BODY: Students draw and label the heart, artery
CIRCULATORY SYSTEM. and circulatory system.
a) Structure and function of the Instructional resources: chart showing
heart, blood vessels, lymph the heart, artery and process of
and lymph vessels, process circulation etc.
of blood circulation.
3 CIRCULATORY SYSTEM CONT’D Teacher guides students to make
Blood group rhesus factor, chart/table on blood compatibility.
haemoglobin, genotype, anti-bodies Instructional resources: charts on
of antigens, disease of circulatory agglutination, blood compatibility etc.
system and remedies. (anemia,
sickle cell, leukemia etc)
4 EXCRETORY SYSTEM. Students draw and label the kidney,
a) Structure and functions of excretory system and discuss the
kidney. process of ultra filtration.
b) Process of excretion Instructional resources: charts of the
including filtration and excretory system, kidney etc.
reabsorbtion. Disease of
excretory system and
remedies.
c) Differences between
circulatory and excretory
system.
5 DIGESTIVE SYSTEM Students draw and label the liver and
a) Organs of the digestive also discuss the process of digestion.
system and their functions Instructional resources: charts showing
b) Teeth and functions organs of digestive system, fin chips on
c) Disease of the digestive the process of digestion etc.
system
6 RESPIRATRORY SYSTEM Students label the structure of respiratory
a) Structures and functions of system
organs of the respiratory Teacher guide students to tabulate
system. disease associated with the system
b) Process of respiration : Instructional resource: charts and CDS
mechanism of breathing , showing respiratory system etc.
tissue and cell respiration
c) Disease of the respiratory
system and remedies.
7 NERVOUS SYSTEM Students demonstrate response to
a) Structure and functions of the different examples of stimulus
parts of the nervous system. Teacher guide students to draw a reflect
b) Process of transmission of arc
nerve impulse Instructional resources: charts showing
c) Diseases of the nervous parts of nervous system; pin, needle etc.
system
d) Differences between
respiratory and nervous
system.
8 MAINTENANCE OF HEALTH Teacher guides students to state the
a) Factors affecting importance of factors that affect
maintenance of health maintenance of health
b) The role of each factor. Instructional resources: weighing
scale, ruler, well equipped first aid box
etc.
9 FAMILY HEALTH Teacher guides students to demonstrate
a) meaning of family health the skill-based approach in maternal and
b) aspects of family health: i) child health as listed in content.
maternal child health e.g. Instructional resources: materials for
a) antenatal care ORT e g sugar, salt, water bottle, charts,
b) immunization posters etc on maternal health care.
c) Oral rehydration (ORT).
d) Breast feeding
e) Safe motherhood
Functions of the above
aspects.
10 FAMILY HEALTH CONT. Teacher leads the students to draw a
a) Meaning of family planning. simple budget for a family of five (5)
b) Importance of family planning Instructional resources: charts showing
c) Family seize and finance different family seize etc.
(budgeting).
11 AGEING AND DEATH Teacher guides students to discuss on
EDUCATION ways of relating with the elderly.
a) Definition of elderly Instructional resources: posters of
b) Features of elderly elderly person using walking sticks,
c) Ways of relating with elderly charts of old person telling stories to
d) Management of grief during children.
death of a loved one.
HEALTH EDUCATION
SS 2 THIRD TERM

1 ACCIDENTS: TYPES AND -Students watch video chips on
PREVENTION accident
-Meaning of accident -Teacher and students tell stories
-Types of accidents: about accidents
i) Road/traffic vehicle accident INSTRUCTIONAL RESOURCES:
ii) Home Pictures of accident scene, bucket of
iii)Industrial sand, fire extinguisher, etc
iv) School
-Causes of accidents at different
settings
-Prevention of each type of
accident
2 BEHAVIOUR ALTERING Teacher discusses with students the
CHEMICALS effects of alcohol and tobacco on
-Chemical substances that alter human body.
behavior:
i) Tobacco INSTRUCTIONAL RESOURCES:
ii) Alcohol Posters and charts showing examples
iii) Drugs of drugs, alcohol and tobacco.
-Reasons for smoking or drinking
alcohol and their effects on human
body.
-Classify the following: alcohol,
wine, heroine, sleeping pills,
cocaine, marijuana and beer
3 NON COMMUNICABLE Teacher guides students to list types of
DISEASES non-communicable diseases, giving
-Definition of non-communicable examples in each case.
diseases
-Differences between INSTRUCTIONAL MATERIAL:
communicable and non- Charts and posters showing non-
communicable diseases communicable diseases
-Types of non-communicable
diseases:
i) Deficiency diseases(scurvy,
pellagra, rickets, kwashiorkor,
anemia, beri-beri, marasmus,
exophthalmia
ii) Diseases due to growth in cells,
hereditary and hormonal
disorders(Cancer, diabetes,
epilepsy, hemophilia, heart
disease, ulcer, hypertension,
infertility, asthma, albinism, etc)
4 NON COMMUNICABLE Teacher guides students to identify
DISEASES CONT. signs and symptoms of non-
-Signs and symptoms of non- communicable diseases and also to
communicable diseases discuss management and prevention of
-Causes of non-communicable non-communicable diseases.
diseases
-Management of non- INSTRUCTIONAL RESOURCES:
communicable diseases Posters and charts showing non-
-Prevention of non-communicable communicable diseases, etc
diseases
5 FAMILY LIFE CHALLENGES Teacher leads students in discussion
-Challenges facing the family in on problems of widowhood and single
Nigeria(e.g. widowhood, parents in Nigeria
acceptance of PLWHA, single
parent, pre-marital and extra- INSTRUCTIONAL RESOURCES:
marital sex, in-laws, etc) CDs showing family life challenges, etc.
-Agencies promoting healthy family
living(school, community, religious
group, NGOs, social welfare etc)
6 FAMILY PLANNING AND SAFE Students dramatize benefits of small
MOTHERHOOD family size
-Meaning and advantages of
i) family planning INSTRUCTIONAL MATERIAL:
ii) birth control methods Charts and posters on family planning
iii) safe motherhood methods, etc.
-Differences between family
planning and safe motherhood
7 MENTAL HEALTH Teacher and students discuss types,
-Definition of mental health causes, prevention and importance of
-Promotion of mental health mental illness.
-Types and prevention of mental
illness INSTRUCTIONAL RESOURCES:
-Importance of mental and social Posters, charts showing types of mental
health illnesses, etc.
8 FACTORS INFLUENCING -A visit to stores and services providing
CHOICE OF CONSUMER centers
PRODUCTS AND SERVICES -Mention reasons why students and/or
-Factors influencing choice of their parents, guardians, friends prefer
products and services: particular items of the same type
i) Authenticity against others.
ii) Cost
iii) Availability INSTRUCTIONAL RESOURCES:
iv) Accessibility Real, objects, posters, showing
v) Avoidability consumer goods.
vi) Advertisement
9 CONSUMER HEALTH CARE -Teacher guide students to identify
SERVICES available health care services in
-Types of health care services: Nigeria.
i) Traditional medicine -Field trip to health care facilities in their
ii) Orthodox medicine locality.
iii) Alternative methods of
healing(acupuncture, yoya, faith INSTRUCTIONAL RESOURCES:
health) CDs, posters and charts showing
different types of health care facilities.
10 QUACKS AND QUACKERY Students collect products of quackery
-Define the term and bring to class; and discuss the
i) quack different types of quackery with their
ii) quackery teacher.
-Types of quackery
i) mechanical quackery INSTRUCTIONAL RESOURCES:
ii) electrical quackery Real objects, charts, posters, showing
iii) drug and cosmetics quackery products of quackery.
iv) medical quackery
COMPUTER STUDIES
SS 2 FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 CENTRAL PROCESSING UNIT(CPU) -Teacher leads students to list

-Arithmetic and logic unit and control unit CPU components e.g. ALU,
-Function of ALU and Control unit Control unit, etc.
-States functions of ALU and
control unit e.g. explains ALU-
accept and executes any
arithmetic and logic operations
while control unit controls all
operations inputted to the system.
2 MEMORY UNIT - Teacher leads students to list

-Types of memory types of memory e.g.
-Description of: i) Primary memory(main memory)
i) Primary memory ii) Secondary memory(auxiliary)
ii) Secondary memory -Description of: primary memory
i) Random access memory(RAM)
ii) Read only memory(ROM)
Secondary memory:
Flash drive, hard disk, compact
disk(CD), digital video disk (DVD)
3 MEMORY UNIT - Teacher leads students to display

-Differences between primary and auxiliary storage devices as
secondary memory secondary storage e.g. floppy disk,
flash drive, compact disk, etc.
-Units of storage:
Bits, nibble, bytes, kilobytes(KB),
megabytes(MB), gigabytes,(GB),
terabytes(TB)
4 MEMORY UNIT - Teacher leads students to

i) Conversion from one unit to the other compare presently available
ii) Comparison of auxiliary storage storage devices(size, memory
devices. capacity) e.g. size, speed,
technology(optical, magnetic and
semiconductor)
- Teacher leads students to carry
one simple arithmetic on
conversion from one unit to
another. E.g. 1Kilobyte(KB)=1000
bytes etc.
5 LOGIC CIRCUITS - Teacher leads students to define

-Definition of logic gate logic gate
-Types of logic gates -Guides students to list types of
logic gates e.g. AND, NOT, OR, by
the use of drawing charts.
6 LOGIC CIRCUITS -Displays symbols of logic gates on

-Symbols of each logic gate a chart
-Input and output signals for AND, NOT, - Teacher guides students to
OR gates. identify the signals in each gate
symbol.
7 LOGIC CIRCUITS - Teacher guides students to

-Truth table construction for AND, NOT, construct truth table for gate
OR -Write logic equations, etc
-Equation for: AND, NOT,OR gates.
8 LOGIC CIRCUITS - Teacher leads students to state

-Uses of logic gates the differences among the three
-Logic circuits II(AL)Alternative logic gates
gates) -As building blocks for
hardware/electronic components.
-Description of alternative logic
gates.
9 ALTERNATIVE LOGIC GATES II - Teacher leads students to list

-Types of alternative logic gates types of alternative logic gates,
-Symbols of each logic gate e.g. NAND, NOR, etc.
-Input/output signals -Displays symbols of alternative
logic gates on a chart
-Guides students to identify the
signals in each gate symbol, i.e.
NAND, NOR.
1O ALTERNATIVE LOGIC GATE II - Teacher guides students to

-Truth table construction construct truth table for each gate:
-Equation for: NAND, NOR gates i.e. NAND, NOR
-Uses of logic gates -Write a logic equation for each
-Uses of logic gates: As building
blocks for hardware or electronic
components etc
-Construction of simple
comparators using NOR/NAND,
XOR gates
11 COMPUTER DATA CONVERSION - Teacher leads students to define:

-Definition i) Register
-Types of registers ii) Address
-Function of each register and main iii) Business
memory - Teacher guides students to list
types of MDR, CIR, and SQR.
-State the functions of each
register and main memory.
12 COMPUTER DATA CONVERSION - Teacher guides students to

-Differences between register and main identify differences between
memory register and main memory
-Outline steps -Outline steps in data conversion
-Factors affecting speed data transfer e.g. ‘data-fetch-execute’ cycle in a
simple form.
-States factors affecting data
transfer: BUS-Speed, BUS-Width,
etc.
COMPUTER STUDIES
SS 2 SECOND TERM
1 CONCEPT OF COMPUTER - Teacher leads students to define each

FILES term
-Definition i) Computer
-Types of data items ii) Record
-File structure organization iii) Field
iv) Data item
-Guides students to list the types of data
item: numeric, alphabetic, alpha-numeric
-File structure organization(from data
item)
2 CONCEPT OF COMPUTER - Teacher leads students to list types of

FILES file organization
-Type of file organization i) Serial
-Methods of accessing files ii) Sequential
-Classification of file iii) Indexed
iv) Random
-Methods of accessing of files, e.g. as
above
-Classification of:
i) Master file
ii) Transaction file
iii) Reference file
-Criteria for classifying files: Nature of
content.
-Organization method
-Storage medium
3 HANDLING COMPUTER FILE: - Teacher guides students to list basic

-Basic operation on computer files operations on computer files, e.g.
-Steps involved in creating creation, deletion, copy, retrieval, view,
sequential file update, open, close.
-Steps involved in accessing -Outlines steps involved in file creation
sequential file above using basic using BASIC processing statements e.g.
file Exam file with math and English and
hands-on-experience(H-O-E)
-Outline steps involved in file accessing
using BASIC processing statements.
4 HANDLING COMPUTER FILES -Describes file insecurity and its effects
-Basic file processing i) Data loss and is causes
-Effect of file insecurity ii) Over writing
-Methods of file security -Leads students to mention file security
methods:
i) Use of back ups
ii) Use of antivirus
iii) Password
iv) Proper label of storage devices, etc.
5 HANDLING COMPUTER FILES - Teacher lead the discussion to identify

-Difference between computer differences between computer files and
files and manual files manual filing system
-Advantages of computerized files -Advantages are: more secured, fast to
-Limitations access, less laborious, more reliable,
neatly modified
-States limitation of computerized file e.g.
Expensive to set it up
-Irregular power supply, etc.
6 LOGIC CIRCUITS -Displays symbols of logic gates on a

-Symbols of each logic gate chart
-Input and output signals for AND, -Guides students to identify the signals in
NOT, OR gates. each gate symbol.
7 LOGIC CIRCUITS - Teacher guides students to construct

-Truth table construction for AND, truth table for gate
NOT, OR -Write logic equations, etc
-Equation for: AND, NOT,OR
gates.
8 LOGIC CIRCUITS - Teacher leads students to state the

-Uses of logic gates differences among the three gates
-Logic circuits II(AL)Alternative -As building blocks for
logic gates) hardware/electronic components.
-Description of alternative logic gates.
9 ALTERNATIVE LOGIC GATES II - Teacher leads students to list types of

-Types of alternative logic gates alternative logic gates, e.g. NAND, NOR,
-Symbols of each logic gate etc.
-Input/output signals -Displays symbols of alternative logic
gates on a chart
-Guides students to identify the signals in
each gate symbol, i.e. NAND, NOR.
1O ALTERNATIVE LOGIC GATE II - Teacher guides students to construct

-Truth table construction truth table for each gate: i.e. NAND, NOR
-Equation for: NAND, NOR gates -Write a logic equation for each
-Uses of logic gates -Uses of logic gates: As building blocks
for hardware or electronic components
etc
-Construction of simple comparators
using NOR/NAND, XOR gates
11 COMPUTER DATA -Leads students to define:

CONVERSION i) Register
-Definition ii) Address
-Types of registers iii) Business
-Function of each register and -Guides students to list types of MDR,
main memory CIR, and SQR.
-State the functions of each register and
main memory.
12 COMPUTER DATA -Guides students to identify differences

CONVERSION between register and main memory
-Differences between register and -Outline steps in data conversion e.g.
main memory ‘data-fetch-execute’ cycle in a simple
-Outline steps form.
-Factors affecting speed data -States factors affecting data transfer:
transfer BUS-Speed, BUS-Width, etc
COMPUTER STUDIES
SS 2 THIRD TERM
1 ALGORITHMS AND FLOW CHART - Teacher leads students to define

-Definition algorithm and flow chart
-Characteristics of Algorithms -List the functions of algorithm
-Functions of Algorithm - Teacher guides students to list
characteristics of algorithm, e.g. finite,
effective and unambiguous, etc
2 ALGORITHM AND FLOW CHART Teacher guides students to write a

-Writing algorithm for solving a given simple algorithm for:
problem. -Computing average of a given set of
numbers
-Evaluation of equation:
Y=a (b-c)2/d+2.
-Printing out the first ten odd numbers
etc.
3 ALGORITHMS AND FLOW CHART -Demonstrate flow chart symbols: I/O,

-Flow chart symbols process, decision, etc
-Use of each flow chart symbol -States what each symbol represent
-Guides students to draw appropriate
flow chart to solve a given problem.
4 BASIC PROGRAMING II Teacher leads students to identify

-Build in functions build-in functions:
-Basic notations i) SQR ii) INT(X) iii) SIN(X) iv) ABS(X)
v)RND(X) vi) COS(X) vii) TAN(X) viii)
LOG(X) ix) EXP(X)
5 BASIC PROGRAMMING II -Basic notation of algebraic

-Basic notation expressions
i) √ b2−4 ac /2a
ii) (x-y) (x+y)
iii) (a+b)+c/sin d
iv) b=1/4ac
v) ex+y-Sin(x+ny), etc.
6 BASIC PROGRAMING II Teacher leads students to write

Write a basic program to compute BASIC programming using built in
algebraic equations functions:
i) Find square root, S, round up to an
integer
ii) Find square root of numbers with a
given range.
iii) Find the cosine of known values
iv) Find the tangent of a given angle
v) Plot sine wave curve, plot cosine
curve.
7A INTERNET -Teacher leads students to define:

Definition and some computer i) Internet
internet terms ii Some basic terms:
Browse, browser, chart room, cyber
café, cyber space, download.
7B INTERNET - Teacher guides students to define

Definition of internet and some basic some basic terms:
terms Home page, HTML, HTTP, Intranet,
Internet service provider, upload,
protocol, web browser, web page, web
site.
8 INTERNET - Teacher leads students to list the

Main browsers: main browsers:
- Features in main browsers i) Internet explorer
ii) Netscape navigation
iii) Opera
iv) Firefox
-Leads students to list the features in
main browser, window, title bar, menu
bar, tool bar, address bar, etc.
9 INTERNET -ITeacher instructs students to visit

Internet services some websites
-Write notes on the board on what
they learnt on their visit website, e-
mail.
-Email discussion group
-Telnet
-Usenet
-FTP
-WWW, etc
10 ELECTRONIC MAIL(E-MAIL - Teacher leads students to define:

SERVICES) i) Electronic mail
-Definitions ii) E-mail; services
a. Sending/receiving e-mail
b. Charting
iii) Steps involved in operating mail
box
iv) Steps involved in creating e-mail
account.
11 ELECTRONIC MAIL(E-MAIL - Teacher guides students to write e-

SERVICES) mail and website addresses and
-Features in an e-mail address identify the differences in their
-Definition of charting features e.g.
i) finemail@finegoving.org
e-mail address
ii) www.finegoving.org
website
-Definition of chatting
-Steps involved in chatting.
SENIOR SECONDARY BUSINESS

FINANCIAL ACCOUNTING
SS2 FIRST TERM
1 MANUFACTURING ACCOUNT Teacher discusses the items that make

up manufacturing account, uses a flash
- Meaning/definition and demonstrates the different
- Purpose of manufacturing
terminologies used in manufacturing
account
- Terminologies used. account - prepares manufacturing
- Computation of; account, trading, profit and loss
a. Cost of raw materials account and balance sheet format.
available for use.
b. Cost of raw materials Students participate in the discussion
consumed or used. by listing out the manufacturing items,
c. Prime cost of production. prepare manufacturing account
format.
Resources; chart, format of

manufacturing account, trading, profit
and loss account.

up manufacturing account and trading
- Layout/format of account uses a flash to demonstrate,
manufacturing account.
prepares manufacturing account
- Preparation of
manufacturing and andtrading account together.
trading account together.
Students participate in the discussion
by listing out the manufacturing items
for trading account. Prepares
manufacturing trading account.

manufacturing and trading account.
- Preparation of profit and to demonstrate the different
loss account.
terminologies used in preparing
- Preparation of
manufacturing, trading manufacturing, trading, profit and loss
profit and loss account. account.
Students participate in the discussion

by listing out the manufacturing items,
prepares manufacturing, trading, profit
and loss account.

manufacturing account with trading,
profit and loss account.

- Transfer of goods and demonstrates the different
manufactured from the
terminologies used in manufacturing
manufacturing
department to the sales account, prepares manufacturing
department. account with trading, profit and loss
- Balance sheet; account, balance sheet.
a. Layout
b. Preparation. Students participate in the discussion
by listing out the manufacturing items,
prepare from manufacturing account to
the balance sheet.

manufacturing account, trading, profit
and loss account with the balance
sheet.
5 ACCOUNT OF NON-PROFIT Teacher explains receipts and

MAKING ORGANIZATION payments, income and expenditure
items, leads students to identify
- Introduction features and limitation, receipt and
- Receipts and payment
payment account, income and
account;
a. Features expenditure.
b. Limitations.
- Formats of receipts and Displays format to show the
payments account preparation of receipt and payment
- Preparation of receipts account.
and payment account.
Prepare receipt and payment account.
Students pay attention to the lesson,

participate in the activities i.e. receipts
and payment account with income and
expenditure account, format
preparation.
Resources; charts, format of receipts

and payment accounts, format of the
income and expenditure accounts, a
flash card.
6 ACCOUNT OF NON-PROFIT Teacher explains income and

MAKING ORGANIZATION expenditure items, plays the income
and expenditure, format, prepares
- Income and expenditure income and expenditure account.
account; meaning.
- Differences between Students pay attention to the lesson,
receipts and payment participate in the preparation of the
accounts and income and
accounts, i.e. income and expenditure
expenditure.
- Format of income and account.
expenditure account. Resources; charts, format of the
flash card.
7 ACCOUNT OF NON-PROFIT Teacher explains how to derive

MAKING ORGANIZATION accumulated fund, prepares the
income and expenditure account
- Preparation of income showing accumulated fund, prepares a
and expenditure account.
balance sheet.
- Accumulated fund
- Preparation of balance Students pay attention to the lesson,
sheet participate in the preparation of the
accounts, i.e. income and expenditure
showing accumulated and a balance
sheet.
Resources; charts, format of the
flash card.
8 REVISIT BANK Teacher explains the different types of

RECONCILIATION bank document, interprets the bank
statement, work some examples like
- Differences between adjustment of cash book, and bank
bank statement and
reconciliation statement preparation.
reconciliation statement.
- Interpretation of bank Students write short notes on the
statement
following; dishonoured cheque,
- Causes of discrepancies
uncredited cheque, unpresented
between cash book and
bank statement. cheque, commission/interest.
They also prepares bank reconciliation

statement from a given bank statement
e.g. standing order, direct payment.
They prepare adjusted cash book, and
observe the various stages in cash
book.
Resources; bank documents, charts,

resource person.
9 BANK RECONCILIATION Teacher works some examples;

STATEMENT adjustment of cash book, prepares
bank reconciliation statement with
- Preparation of adjusted items from adjusted cash book and
cash book.
overdraft
- Preparation of bank
reconciliation statement, Students write short notes on the
bank overdraft,
following; dishonoured cheque,
preparation of bank
reconciliation statement uncredited cheque, unpresented
with normal bank cheque, commission/interest.
statement.
They also prepares bank reconciliation
statement showing items from adjusted
cash book.
Also prepare bank reconciliation

statement with dishonoured cheques.
Resources; bank documents, charts,
resource person.
10 REVISIT ACCOUNT CONTROL Teacher guides the students to identify

sales ledger item, identify purchases
- Sales ledger control ledger item, prepares sales ledger
account.
control account, prepare purchases
- Purchases ledger control
account. ledger control account.
Students listen and take part in the

preparation of: sales ledger control
account, purchases ledger control
account.
Resources; charts, format of both the

sales and purchases ledger.
SS2 SECOND TERM
1 PARTNERSHIP ACCOUNT Teacher explains the meaning of

partnership account, guides the students to
- Meaning/definition identify and explain capital accounts and
- Terminologies used
terminologies involved, explains the
- Partners capital
differences in capital account, prepares the
account
- Types of capital capital account, guides the students to
account. identify current account, identify the
different terminologies used in partners’
current account, prepares capital and
current account, and discusses the
appropriate sharing ratio of partners.
Students pay attention, take part in the

preparation of capital account and current
account.
Resources; charts, flashcards of the key
words, format.
2 PARTNERSHIP ACCOUNT Teacher explains the meaning of partners

trading account, profit and loss account.
- Trading account
- The profit and loss Explain the terminologies, displays a format
account of showing trading, profit and loss
partnership. appropriation account.
- Partners profit and
loss appropriation Students pay attention and take part in the
account. preparation of trading, profit and loss
appropriation account.

words, format.
3 PARTNERSHIP ACCOUNT Teacher guides the students to identify

current account, different terminologies
-Partnership current used in partners’ current account, prepares
account;- format of profit current account, discusses the appropriate
and loss appreciation sharing ratio of partners, displays the
account. format and leads students to prepare
-Balance sheet of partners. current account, profit and loss
appropriation account.
-Layout and preparation.
Students pay attention, participates in the
preparation of current account, profit and
loss appropriation account.

words, format.
4 PARTNERSHIP ACCOUNT Teacher discusses admission of new

partners, gives reason for admission of new
- Admission of new partners, explains goodwill and discusses
partners.
valuation of goodwill.
a. Meaning
b. Reasons for Students pay attention, take part in
admission of new
activities involving new partners admission,
partners.
- Goodwill; lists reason for admitting new partners,
a. Meaning explain goodwill, prepares goodwill
b. Valuation of account.
goodwill.
words, format.

revaluation of assets, explain how to make
- Revaluation of journal entries. Displays format for
assets;
preparation of revaluation account, and a
a. Meaning and
journal entries new balance sheet preparation.
b. Preparation of
Students pay attention, as the teacher
revaluation
account. prepares journal entries, participates in the
- Preparation of new preparation of revaluation accountand a
balance sheet. new balance sheet.

words, format.

dissolution of partnership account, guides
- Dissolution of the students to identify reasons for
partnership;-
dissolution of partnership, lists the
meaning/definition
procedures in dissolving a partnership
- Reasons for business, guides the students to identify
dissolution of reasons for dissolving partnership
partnership business. Lists and discusses procedures
- Dissolution for dissolving partnership business,
procedures. prepares realization account.
- Preparation of
realization account. Students pay attention, take part in giving
reasons for dissolution of partnership
business, lists reasons for dissolution of a
partnership business, mention procedures
for dissolving partnership business,
preparation of realization account.

words.
7 INCOMPLETE RECORDS Teacher explains single entry, I, computes

(SINGLE ENTRY) profit from two balance sheet showing
opening and closing statement of affairs.
- Meaning/definition
- Features of single Students listen to the teacher and take part
entry in the preparation of
- Disadvantages/
limitations. Resources; chart, format.
- Computation of profit
from two balance
sheets showing
opening and closing
capital.
8 INCOMPLETE RECORDS Teacher explains, prepares statement of
affairs to determine capital and statement
- Preparation of of profit.
statement of affairs;
calculation of profit Students listen to the teacher and take part
in the preparation of the statement of affairs
to determine capital and profit.
Resources; chart.
9 INCOMPLETE RECORDS Teacher prepares statement of affairs,

analysis of a cash book and reconstructs
Conversion of single necessary accounts. Prepares trading,
entry: profit and loss account and a balance
- Prepare statement of sheet.
affairs.
- Prepare analysis of a Students listen to the teacher and take part
cashbook in the preparation of the statement of affair,
- Reconstruct
trading, profit and loss account and a
necessary accounts
balance sheet.
- Preparation of
trading, profit and Resources; chart.
loss account.
- Preparation of
balance sheet.
10 INTERPRETATION OF Teacher explains the different accounting
ACCOUNTS USING ratio, calculate and show examples,
SIMPLE ACCOUNTING computation and illustration with examples.
RATIOS EQUITY.
- Capital employed
- Working capital.
- Ratio of working
capital to capital
employed.
- Ratio of equity to
capital employed.
-
11 FURTHER TREATMENT Teacher defines capital employed working
OF INTERPRETATION OF capital.
ACCOUNTS
Students list out the different ways by
which we can interpret account, explain the
following; capital employed, working
capital, ratio of working capital to capital
employed, ratio of equity to capital
employed.
Resources; charts, flash cards.
SS2 THIRD TERM
1 COMPANY ACCOUNT; Teacher states the requirements of

FORMATION OF A companies and allied matters act of
COMPANY 1990, explain relevant terminologies to
the formation of company, list the
Companies and allied matters differences between private and public
act 1990 relating to formation companies, give specific examples of
of companies. public and private companies within the
- Terminologies; locality.
a. Memorandum of
Students highlight the requirements for
associations
b. Articles of companies and allied matters acts of
association 1990, participate in the discussion on the
c. Prospectus etc. terminologies relevant to the company.
- Types of companies;
private and public State the features of public and private
companies; companies.
a. Private company;
- Definition Resources; chart, daily official list of
- Features. companies from Corporate Affairs
b. Public company; Commission.
- Definition
- Features
- Distinction between
public and private
companies.
2 QUOTED AND UNQUOTED Teacher explain quoted and unquoted
COMPANIES companies, leads the students to state
the differences between quoted and
1. Quoted companies unquoted companies, guides students to
- Definition
name the examples of quoted and
- Features
- Examples. unquoted companies.
2. Unquoted companies; Students list the differences between
- Definition
quoted and unquoted companies,
- Features
prepare a list of quoted and unquoted
- Distinguish between
quoted and unquoted companies in your locality.
companies.
Resources; charts, daily official list from
NSC, books.
3 COMPANY ACCOUNT Teacher guides the students to explain

(CONT) the term financial system, ask students
to name the components of financial
1. Financial system; system, illustrates functions and features
- Definition
of each component using charts and
- Components of
financial system e.g. reports.
banks, insurance, NSE,
Students write short notes on financial
SEC, CSCS etc
2. Money market; system, money market, capital market,
- Definition insurance.
- Key functions
Resources; charts, posters, pictures,
- Market institutions.
- Features of money short market report.
market (short term).
3. Discuss the key
functions of each
components
4. Describe the features of
each component.
4 METHODS OF RAISING Teacher defines capital market, primary

FUNDS FROM THE CAPITAL and secondary markets, segments of
MARKET; secondary markets, key functions,
- Methods; explain offer market institutions, features of capital
for sales, offer for market (medium or long term), insurance
subscription, right market; definition, key functions market
issues, private institutions, features of insurance
placement.
market.
Students define offer for sale, offer for

subscription, list out the requirements for
accessing the capital market, discuss the
different benefits of capital markets.
Resources; publication of SEC, NSE,

video of activities on the floor of stock
exchange, dividend warrant.
5 BENEFITS OF CAPITAL Teacher defines capital market, primary

MARKETS; and secondary markets, segments of
secondary markets, key functions,
- Benefits to individual market institutions, features of capital
investors
market (medium or long term), insurance
- Benefits to government
- Benefits to the market; definition, key functions market
economy institutions, features of insurance
- Benefits to individual market.
companies.
Students define offer for sale, offer for
subscription, list out the requirements for
accessing the capital market, discus the
different benefits of capital markets.
Resources; publication of SEC, NSE,

video of activities or the floor of stock
exchange, dividend warrant.
6 ISSUES OF SHARES Teacher discusses the differences

between classes of shares, highlights
- Terminologies the differences between authorized
- Shares accounts
issued shares, discuss the differences
preparation
- Application account. between issue of shares at par and at a
- Allotment account premium, prepare account to issue
- Calls accounts. shares, illustrate by showing share
certificate.
Students participate in the discussion of

issues of shares and share account,
draw a share certificate and study, take
part in the preparation of account related
to issue of shares.
Resources; charts, pictures,

publications, securities exchange
commission, NSE, share certificate.
7 PREPARATION OF SHARE Teacher discusses the differences

ACCOUNT (CONT) between classes of shares, highlights
the differences between authorized
- cash/bank account issued shares, discuss the differences
- share premium account
between issue of shares at par and at a
- share discount account
premium, prepare account to issue
- share capital accounts;
a. preference shares shares, illustrate by showing share
account certificate.
b. Ordinary share
capital account. Students participate in the discussion of
issues of shares and share account,
draw a share certificate and study, take
part in the preparation of account related
to issue of shares.
Resources; charts, pictures,

publications, securities exchange
commission, NSE, share certificate.
8 LOAN CAPITAL Teacher explains the loan capital

terminologies, illustrate the differences
- Terminologies between shares and debenture account.
- Debentures
- Mortgage Students listen and take notes, write
- Interest short notes on the terminologies,
- Preparation of excursion/fieldtrip to capital market.
debenture accounts.
Resources; publication, charts.
9 COMPANY ACCOUNT Teacher prepares trading, profit and loss

(FINAL ACCOUNT) account, appropriation account, shows
goodwill written off, preliminary
i. Profit and loss expenses, amount transferred to
appropriation
account;- reserve, bonuses and dividends.
- Amount written off. Students listen to the teacher, participate
- Goodwill in the preparation of trading, profit & loss
- Preliminary expenses appropriation account showing goodwill
ii. Amount transferred written off, preliminary expenses,
to reserve; transfers etc.
- Bonuses
- Dividends. Resources; charts, CAMD 1990, SEC &
NSC requirement, copies of company’s
financial statement.
10 COMPANY ACCOUNT Teacher prepares balance sheet using

(FINAL ACCOUNT) format, analyze the balance sheet, ratio
analysis method.
- The company balance
sheet; layout/format, Students listen to the teacher, participate
preparation, in the preparation of balance sheet,
analyzing/interpretation. analyze/interpret the balance sheet viz
current ratio, rate of stock turnover,
gross profit to turnover etc.
Resources; charts, CAMD 1990, SEC &

NSC requirement, copies of company’s
financial statement.
11 REGULATION OF THE Teacher defines capital market and

CAPITAL MARKET guides students to appreciate the need
for regulating capital market, types of
- Meaning and reasons capital market, importance and tools of
for regulations.
regulation, and to appreciate the
- Types of regulations
- Statutory regulation required attributes to capital market
- Self regulation stock operators.
exchanges.
Students explain the meaning of
- Nigeria stock exchange
regulation, outline the major types of
- Definition, outline.
- Abuja stock and regulation in the capital market, and the
commodity exchange. required attributes of capital market
operators.
Resources; publication of; SEC, MSE,

CSCS, ASCE. Feature articles from
newspapers, video clips, internet.
STORE MANAGEMENT
SS 2 FIRST TERM

1 Revision and documentation. Teacher discusses past questions paper
i. Revision on SS 1 Exams with students.
ii. Documentation: filling Teacher discusses filling, features and
meaning purpose.
iii. Features and purpose of Students ask questions.
good filling system. Teaching Resources.
Past questions, trip to an office with a
good filling system or files, tags,
perforator.
2 Documentation cont Teacher discusses forms of filing,
I. filing- forms of filing: students listen, ask questions.
classification; alphabetical filing, Teaching Resources
benefits and and problems, Visit to an organization / office with a
numerical filing, benefits and typical filing system.
problems.
II. Chronological filing: meaning,
benefits and problems, subject
filing: meaning, benefits and
problems.
III. Geographical filing: meaning,
benefits and problems.
Alphanumerical filing: meaning,
3 Filing and indexing: Teacher discusses method of filing,
I. Method of filing- centralized and students participate and ask questions.
departmental filing, benefits and Teaching Resources
problems Visit an organization/ office with good
II. Indexing: meaning, benefits and filing system in the students’ environment.
problems
Filing: System of filing-vertical,
lateral filing, shelf filing, flat filing,
electronic filing, etc
4 Source documents Teacher discusses the meaning and
I. meaning, types of source types of source documents. Students
documents (a) cheque (b) invoice participate in the discussions.
(c) purchase order Teaching Resources
II. Types of source documents cont Cheques, invoice, purchase order, etc
(d) receipt (e) credit note (f) debit
note (g) statement of account (h)
cash register
III. Importance of source document
5 Subsidiary books Teacher discusses meaning, nature and
I. Meaning, classes (1) uses of sales day book and purchases
purchases day book – nature, day book with chart showing the ruling.
uses, illustrate. Teaching Resources
II. Return out ward nature uses, Chart showing sales day book, invoice,
illustration etc.
III. Sales day book – nature and
uses
illustration.
6 Subsidiary book cont. Teacher discusses return inward/outward,
i. Return inwards book – cash book.
meaning nature and uses, Students participate and also ask
illustration. questions.
ii. Cash book – meaning and Teaching Resources
uses. Chart showing the ruling.
iii. Cash book types – single
Column cash book illustration
7 Cash book cont. Teacher discusses cash book in double
i. Double/two column cash column forms.
book. Students participate and ask questions.
ii. Three column cash book. Teaching Resources.
iii. More illustration/example Chart showing cash book.
8 Final account. Teacher gives the meaning of trading

i. meaning and stages, trading account, purpose, list items under it.
account; - meaning. Items used Illustrate posting of items into trading,
under it – purchases, sales, stock profit and loss account.
etc. Students listen and ask question.
ii. Trading account:- preparation. Teaching Resources.
iii. Profit and loss account – Chart showing ruling.
meaning, items used under it –
expenses.
9 Final account cont. Teachers discusses determination of
i. Profit and loss – profit/loss, meaning and type of balance
preparation, determination sheet. Illustrate a balance sheet
of profit/loss. preparation on the chalk board.
ii. Balance sheet – meaning, Students observe and practise.
types T and straight line. Teaching Resources
iii. Balance sheet – items used Chart showing ruling.
in preparing the balance sheet.
10 Final account cont. Teacher discusses horizontal format with
- Posting of items into balance illustration on the board. Students
sheet in T format. practice it. Teaching Resources
- Posting items using horizontal. Chart showing vertical and horizontal
- More illustration on item posting. forms.
11 Final account cont. Teacher illustrates more exercises with
- Balance the balance sheet students.
- More examples on balance sheet. Teaching Resources
- Importance of balance sheet. Chart showing balance sheet.
12 Sales Turnover. Teacher discusses the meaning, list items
- Meaning of turnover, meaning of used in calculating sales turnover.
rate of turnover, items used to Students listen, participate and ask
calculate the rate of turnover e.g. questions.
opening stock, etc. Teaching Resources
- Calculation of opening stock, Chart showing calculation of rate of
closing stock, average stock, cost turnover, closing stock, average stock
of goods sold, (b) average. cost of goods sold, etc.
- Calculation of (a) percentage
gross profit to turnover.
b) Percentage net profit to
turnover.
c) Percentage net profit to capital
Investment
STORE MANAGEMENT
SS 2 SECOND TERM

1 Revision Teacher calculate on the chalk board.
- Revision on last terms work Students listen, ask question and do
- Turnover – calculation of some exercise in the classroom.
rate of turnover. Teaching Resources
- Calculation of (i) percentage Chart showing calculation of turnovers.
of gross profit. (ii)
percentage of net profit to
turnover. (iii) percentage of
net profit to capital
investment.
2 Introduction to risk Teacher discusses method of risk
management. management.
I. Meaning of risk and risk Students listen and ask questions.
management. Classification Teaching Resources
of risk. Chart showing method of risk
II Risk management method management.
– sound management
practices, (ii) reduction of risk,
(iii) Transfer of risk through
hedging.
III Business and employee
insurance benefit of risk
management.
3 Introduction to Impress system. Teacher explains impress system,
I Meaning of impress system describe the way it works/characteristics.
and characteristics. List items under impress system and
II Items under impress system make illustration on the board.
III Preparation of impress Teaching Resources
account Cardboard sheet with impress format.
4 Impress system cont. Teacher discusses advantages of
I. Advantages of impress system. impress system, gives meaning of proper
II. Proceeds for sale – meaning record of transaction.
proper recording of transaction. Illustrate calculation using cash register.
III. accurate calculations of all the Teachers Resources
receipts using calculator cash Cardboard showing prepared format or
registers, etc. cash register.
5 Proceeds from sales Teacher explains proceed from sales
I. Benefits and problem of benefit and problems, ways of keeping
using calculators, cash cash, benefits and problems. describes
register etc. to calculate method of depositing cheque, etc.
sales proceeds Students listen, note and ask question.
II. Methods of keeping cash Teaching Resources
(sales) proceeds – using safe Calculators, cash register, visit to school
banks. tuck up shops, cheque bank draft, etc.
III. Methods of keeping sales
proceeds banks – cheques and
profits, benefit and problems.
6 Investment Teacher discusses and defines stock
I. Stock exchange – meaning exchange and its functions and forms of
and functions. share.
II. Security trade on the Students participate.
market – shares, debenture Teaching Resources
stock bonds. Shares, share certificate.
III. Forms of shareholders –
ordinary preference
shareholder benefits and
problems.
7 Investment cont. Teacher discusses meaning, benefits and
I. Debenture – meaning, problems of debenture.
benefits and problems. Students participate and ask question.
II. Differences between Teaching Resources
debentures and shares. Specimen of bonds, debenture etc.
III. Similarities between
debentures and shares.
8 Investment cont. Teacher discusses organisational set up
I. Organisational set up of of stock market, students participate, note
stock markets (a) brokers important points.
(b) jobbers (c) issuing
houses
II. Organisational set up cont.
(d) Registrars (e) receiving
banks (f) Authority clerk (g)
Authorise clerk
III. Speculation to stock market:
meaning, speculators in the
stock market (a) broker (b) bear
(c) stages meaning and future.
9 Investment cont. Teacher discusses importance and
I. Importance of stock market. problems of stock market and students
II. Problems of Nigeria stock participate.
market.
III. Benefits of shareholder
10 Revision. Revision.
11 Examination. Examination.
STORE MANAGEMENT
SS 2 THIRD TERM

1 Revision and Investment Teacher discusses meaning and function
I. Revision on last term exam of securities and exchange commission.
II. Securities and Exchange Students note important points and
Commission (SEC) meaning & participate
function Teaching Resources
III. Central Securities Clearing -past question paper
System (CSCS) meaning and -Handbook on Securities and Exchange
function Commission.
2 Investment cont. Teacher defines money market, list
I. Money market- meaning, regulatory institution on money market;
regulatory institutions on money central bank, Nigeria Deposit Insurance
market- (a) central bank (CBN) (b) corporation (NDIC), commercial bank,
Nigeria Deposit Insurance issuing houses and discuss them.
corporation (c) Commercial banks Teacher mention instrument of trade on
(d) Issuing houses (e) Depositors money market and discusses them.
II. Instrument of trade on money Students listen, note the important point
market and ask questions.
(a) Treasury bill (b) Treasury Teaching Resources
certificate Cardboard paper showing regulatory
(b) Commercial paper. agencies and specimen of treasury bills,
III. Negotiated certificate of deposit bonds, etc.
e.g. bonds.
3 Investment cont. List institution involved in money market
- Instrument of trade on money and discuss each of them. Students
market; bill of exchange. listen, take note and participate.
- Institution involved in money Teaching Resources
market: Cardboard paper showing institution
a. central bank (b) Commercial involved in money market.
bank.
- Discount houses
- Finance houses.
4 Investment cont. Teacher discusses the
1. Differences between bonds and differences between bond and shares,
shares treasury bills and shares, commercial
2. Differences between treasury paper and commercial certificate.
bills and shares. Students participate, ask questions.
3. Differences between commercial Specimen of bond, shares, treasury bills,
paper and commercial certificate. commercial certificate.
5 Investment cont. Teacher discusses similarities and
1.Functions of money market. differences between money and capital
2. Similarities between money and market.
capital market Students participate. Teaching
3. Differences between money and Resources
capital market. Cardboard paper showing the
differences.
6 Introduction to taxation: Teacher discusses meaning, features,
1. Tax – meaning and features of reasons and principles of taxation.
tax. Students listen and ask questions.
2. Reasons for tax.
3. Principles of tax.
7 Taxation Teacher discusses meaning, benefits and
1. System tax – progressive – problems of types of taxes.
meaning, benefits and problems. Students participate.
2. Proportional tax – meaning, Teaching Resources
benefits and problems. Cardboard paper showing types of taxes.
3. Regressive tax – meaning,
8 Taxation Teacher continues to discuss types of
1.Types of business taxes: taxes and their uses.
a. Company income tax – meaning Teaching Resources
and uses Cardboard paper showing types of taxes.
b. Import duties – meaning and
uses.
c. Excise duties – meaning and
use.
1. Value added tax – meaning and taxes and their uses.
uses. Teaching Resources
2. Export duties – meaning and Cardboard paper showing types of taxes.
uses.
3. Purchase tax – meaning and
uses.
1. Sales taxes – meaning and taxes and their uses.
uses. Teaching Resources
2. Benefits of taxes. Cardboard paper showing types of taxes.
11 Revision. Revision.
12 Examination. Examination.
OFFICE PRACTICE
SS2 FIRST TERM
1 FILING: Students take note of definition;

participate in discussion on
- Meaning methods of filing. Students take
- Method of filing-
turns to file various documents in
centralized and
decentralized. files
2 PURPOSE OF FILING Students state five characteristics

of a good filing system. State the
- Characteristics of a advantages/disadvantages.
good filing system
- Advantages of a
good filing system.
3 CLASSIFICATION OF FILING SYSTEM Students identify at least five
classes of filing system,
- Alphabetical enumerate the steps in filing.
- Numerical
- Chronological
- Advantages and
disadvantages of each.
4 CLASSIFICATION OF FILING SYSTEM Students describe each filing
CONT system and state the
advantages/disadvantages of
- Subject each.
- Geographical
- Alphanumerical
- Advantages and
disadvantages of each.
5 Types of files:—active, semi-active, Students discuss different types
inactive, pending, temporary, of files, practice actual filing of
miscellaneous file. documents.
6 CATEGORIES OF FILES- open file, Samples of actual office files,

confidential file, secret file, top secret filing equipment and accessories,
file. files and folders.
a. Movement of files
b. File movement register
c. Types of file-folders,
jackets.
7 - FILING Pictures of file equipment, etc
EQUIPMENTS:- Box
Cabinets, Desk
- System of filing:
vertical, lateral, shelf.
- Electronic filing and
use of computer.
.
8 CORRESPONDENCE; Discuss the difference between

internal and external memos.
a. Meaning and types
b. Memos (internal and Ask questions and copy the
external), notes on the chalkboard.
differences
c. Notice
d. Minutes of
meetings.
9 CORRESPONDENCE CONT Students participate in
discussion, take down notes.
e. Business letters
f. Reports- forms of Specimen memos, business
report- informative letters, minutes, report.
and investigative
report.
10 TYPES OF BUSINESS LETTERS; Students participate in
discussion, take down notes.
a. Application letter
b. Interview letter Specimen.
c. Appointment letter
d. Goodwill letter.
13-14 Examination Examination
OFFICE PRACTICE
SS2 SECOND TERM
1 METHOD OF PAYMENT- Students take down notes,

MEANING answer teacher’s question on
- Reasons for making payments why payments are made.
- Method;- cash, cheque, bank draft
(give meaning and detailed
explanation)
2 METHOD OF PAYMENT CONT; Students take down notes,
- Postal order/post cash participate in discussion, and fill
- Money order/western union out a dummy voucher.
money gram
- Standing order
- Credit transfer
- Telegraphic transfer.
3 METHOD OF PAYMENT CONT; Students participate in class
- E-banking- meaning discussion, take down notes.
- Services under e-banking—ATM,
credit card, debit card.
4 METHOD OF PAYMENT CONT; Students participate in class
- Electronic fund transfer. discussion, take down notes.
- Mobile banking
- Internet banking
- Telephone banking.
5 WAGES AND SALARIES- Students listen to teacher and
MEANING take down notes.
- Differences between wages and
salaries
- The role of wages office -;
calculate wages, record wages,
make appropriate payments and
deductions.
6 METHOD OF PAYING WAGES Students participate in class
- Time rate, piece rate, profit discussion, and take down notes.
sharing method, commission
bonus, premium bonus. Listen to teacher’s explanation
- Procedures for paying wages. and example. Work given
- Analyses cash exercises.
- Determines withdrawal, prior
notice to bank
- Prepare payroll, disbursement.
7 DOCUMENTS USED IN Students prepare a pay slip.
PREPARING SALARIES AND
WAGES
Payroll, pay slip, payment
voucher,
Calculation of gross pay and net
pay.
8 IMPREST ACCOUNT- MEANING Students define imprest account,

- Importance of imprest account preparation of imprest A/C, work
- Preparation of imprest account. exercises on imprest account.
9 CLASSIFICATION OF MAILS Specimen of petty cash

- Confidential, personal, urgent vouchers, salary vouchers, pay
- Incoming and outgoing mails- slips, cheque, cash postal orders,
meaning. money orders.
10 CLASSIFICATION OF MAILS Students participate in

CONT. discussion; demonstrate
- Procedures for handling mails procedures for handling incoming
- Preparation of out going and and outgoing mails.
incoming mails registers.
11 METHODS OF MAIL DELIVERY Specimen of envelops, stamps,
- By post, by hand, electronic, letters, mail register.
courier
- Courier services- meaning
- Advantages and disadvantages of
courier services.
OFFICE PRACTICE
SS2 THIRD TERM
1 COMMUNICATION- DEFINITION Students listen attentively and

write down the definition,
participate in discussion, jot
-
The communication process- points down.
sender, receiver, draw the
diagram of communication
process
- Pattern of communication-
vertical, downward, upward
and horizontal.
2 IMPORTANCE OF COMMUNICATION Students participate in
discussion, take down notes, go
-
Advantages/disadvantages of on excursion to a media house,
communication.
cyber cafe, NIPOST.
- Factors affecting the choice of
communication.
- Barriers to effective
communication.
3 TYPES OF COMMUNICATION; Students participate in
discussion, list advantages and
- Verbal and non-verbal disadvantages of different
- Verbal/oral communication-
method of communication.
meaning
- Advantages/disadvantages
- Non-verbal- meaning,
examples- body language,
signs etc
4 - WRITTEN COMMUNICATION- Participate in discussion, go on
MEANING the excursion, ask questions
- By letters, memos, magazines etc where necessary.
- Advantages and disadvantages
- Visual communication- meaning
- Advantages and disadvantages.
5 - METHODS OF Students participate in
COMMUNICATION discussion, give example of
- Traditional and modern method traditional method of
- Traditional method- drum, town communication e.g using real
crier, gong etc objects.
6 - METHOD OF COMMUNICATION Specimen; pictures of
CONT communication tools, GSM
- Modern method- letters, handset, analogue, telephone,
telephone, cablegram, telegram, fax machine, computer, TV,
radio, TV, electronic e-mail, face
radio/cassette, recorder, satellite
book, twitter, to go etc
dish, newspaper, journals, hand
bills, postage stamps, the
internet, reports, letters, minute
of meetings etc
7 - COMMUNICATION SERVICES Specimen; pictures of

BY NIPOST communication tools, GSM
- Postal services rendered by handset, analogue, telephone,
NIPOST -; ordinary letter, fax machine, computer, TV,
registered letter, express letter,
radio/cassette, recorder, satellite
parcels, air mail, postage,
recorded delivery. dish, newspaper, journals, hand
- Auxiliary services provided by bills, postage stamps, the
post office – postage stamp, internet, reports, letters, minute
postal order, money order, of meetings etc
telegraphic money order, private
boxes, private mail bag.
8 - COMMUNICATION SERVICES Students take notes and ask
BY NITEL questions where necessary,
- Telephone services, common participate in discussion in using
telephone services available; real objects for communication.
internet calls, local calls, trank
calls, international calls,
conference calls, fixed time calls,
emergency calls, radio and TV
services, satellite, internet
services (e-mail), Global
Communication System (GSM).
9 - COURIER SERVICES; Meaning
- Services rendered by courier
services
- Global system for mobile
communication (GSM)
10-11 Revision Revision
INSURANCE
SS 2 FIRST TERM
WEEK TOPICS/CONTENT ACTIVITIES

1 Motor insurance: Teacher explains the concept,
(i) Meaning of motor insurance explains the policies. Students
(ii) Types of polices in motor identifies three levels of motor
insurance insurance documents
2 Motor insurance (cont) Teacher states the scope of

(i) Scope of motor insurance motor insurance, Students writes
-private car, commercial vehicles, three levels of motor insurance
motorcycle, Agricultural and and ECOWAS brown card.
forestry vehicles.
(ii) ECOWAS brown card:- Specimen of motor insurance

Uses and cover provided. document.
3 Insurance products :- Fire Insurance Teacher explains fire insurance,

(i) meaning of fire insurance properties covered.
(ii) Standard fire policy cover/ Students identifies the insurance
property covered under fire covered and state perils covered:
insurance
(iii) Perils covered, who buy fire
insurance. Instructional resources use of
(iv) Special peril. chart.
Teachers explains the concept,

4. Insurance product:- state properties covered
Theft insurance: Students defines theft insurance
(i) Meaning of theft insurance properties covered, explain theft
(ii) Properties to be covered under theft in public premises
insurance Instructional resources.
(iii) Theft insurance in business
premises.
5. Theft insurance (cont.) Teacher explains theft insurance

i) Theft insurance in private premises in private premises, state
ii) Different between theft in business differences between theft in
and private premises. private and public premises.
iii) Theft by key or trick. Students identify the differences,
explain theft by key or trick. Use
of chart.
6. Insurance products:-Money insurance Teacher explains money etc.

cover:- students defines money, state
i)Meaning of money , what constitute what constitute money, state the
money-cash,cheque, poster order,etc. difference between money in
that can be insured transit and money in custody of
staff.
ii) Money in transit, in safe or strong Specimen of money.
room after business hours.
Iii) Money in custody of a staff e.g.
Cashier.
7. Money Insurance Cont. Teacher explains necessity for

i) Necessity for money insurance. money insurance and types of
ii) Types of covers available. cover available.
Students state cover available.
Chats.
8. Insurance Product:- Teachers explains the concept

Fidelity guarantees Insurance. Fidelity guarantees state types of
i) Meaning of fidelity guarantee policies. Students identify the
insurance concept, state examples of the
ii) Types of policies in fidelity guarantee policy, differences between
insurance e.g. Name policy, position commercial guarantee and bond.
policy, blanket policy, bonds. etc. Specimen of document/charts.
iii) Difference between commercial
guarantee and bond.
9. Insurance Products:- credit Insurance Teacher explains the concepts,

i)meaning of credit insurance state its uses.
ii)uses of credit insurance:- own goods in Students define credit Insurance
own vehicles, owned goods in hired and give two uses.
vehicles Specimen of document/charts
iii) Open cover and use of declaration,
single transits.
10. Credit insurance (cont.) Teacher explains the concepts,

i) Types of cover categories of Types, State the necessity of the
covers) goods in the transit insurance.
ii) Necessity of goods in transits
insurance. Students answer questions use
of charts
11. Revision Revision
INSURANCE
SS 2 SECOND TERM
WEEK TOPICS/CONTENT ACTIVITIES
1 Burglary Insurance:- Teacher explains and
i) Meaning of burglary insurance differentiates between burglary
ii) Property to be covered. and theft insurance.
iii) Different between burglary and Students states two differences
theft insurance of burglary and theft insurance.
Use of tabular charts.
Marine Insurance:- Teacher explains the concepts,

(i) Meaning of marine insurance. state various perils, properties
(ii) Various perils of the sea. covered and explain with
(iii) Property covered by marine example each policy.
insurance Students mention and various
2. (iv) Types of marine policies e.g. perils, in the sea, explain two
Hull policy, cargo policy and types of policies in marine.
Freight policy Specimen documents /Charts.
Aviation insurance policy:- Teacher explains aviation

i) Meaning of aviation insurance. insurance, risks, policies.
ii) Aviation risks. Students define aviation
iii) Different types of aviation insurance, state two risk,
policies e.g. Aviation hull policy, policies involved.
3. cargo policy, freight policy. Specimen of aviation Insurance
document
Aviation insurance (cont.) Teachers explain the concepts,

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

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

(i) Meaning of Business and its scope.
Interruption Insurance Students define business
(ii) Machinery breakdown and Interruption Insurance, state
causes of machine breakdown, three causes of machine
6. (iii) Scope of the insurance cover. breakdown.
Use of chart, specimen
Business Interruption Insurance (cont.) document.
(i) Fire incidence under business
interruption Insurance Teachers explain the concepts
(ii) Consequential loss policy and its scope.
Students define business
Interruption Insurance, state
three causes of machine
breakdown.
Use of chart, specimen
document.
7. Risk Management:- Teachers state the meaning,

i. Meaning of risk management state risk that can be managed,
ii. How risks can be managed. Students identify risks that need
iii. Risks that may be managed to be managed.
Use of chart/internet
8. Insurance Product:- Teachers explain the concepts,

Employers’ liability Insurance. state perils covered, explain
workman compensation policy.
i. Meaning of employers liability Students identify perils involved,
Insurance. explain employer’s liability
ii. Different perils covered under insurance.
employer’s liability insurance. Use of chart, internet, journals.
iii. Workman compensation policy
iv. Cover and benefits available
9. Employer’s liability insurance (cont). Teacher explains the concepts,

state perils covered, explain
workman compensation policy.
Students identify perils involved,
explain employer’s liability
insurance.
Use of chart, internet, journals.

11. Examination. Examination.
INSURANCE
SS 2 THIRD T ERM

1 INSURANCE PRODUCT: Teacher explains the concepts.
Employer liability insurance (cont.) Students identify the importance
of the policy. Internet /chart.
Teacher explains the concepts,

2. INSURANCE PRODUCT:- states circumstances that calls
Public liability for liability cover.
i. Meaning of public liability Students state the two types of
ii. Personal /public liability policy personal liability.
iii. Product liability policy. How it may Specimen document /chart.
arise.
3. Professional indemnity Teacher explains the concepts,

i. Meaning of Professional indemnity state professional that may need
insurance this policy
ii. Professionals that may requires Students define this concept,
professional indemnity insurance state two professional that
e.g. Doctor, lawyer, insurance needs such policy.
brokers, accountant, architects etc. Specimen document/chart.
4. Insurance products: Teacher explains the concepts,

Term assurance state forms of term assurance,
i. Meaning of term assurance. differences.
ii. Forms of term assurance e.g. Students identify each type of
Individual and group, increasing assurance and compare them.
term assurance, decreasing term State two uses of term
assurance, renewable term assurance and two differences
assurance. between the forms of term
iii. Use of term assurance assurance.
iv. Different between the term Uses of tabular chart/ internet.
assurance.
5. Insurance products: Teacher explains the concepts,

Endowment assurance state types, distinguish between
each type, and its use. Student
i. Meaning of endowment assurance defines the concept, state two
(content). types of endowment assurance.
ii. Types/ application of endowment Policy document/ internet.
assurance. E.g. ordinary
endowment, family income
benefits (FIB).
iii. Distinguish the various type of
endowment policy
iv. State benefits provided by each
type of endowment policy (Uses).
6. Endowment assurance (cont.) Teacher explains the concepts,

i. House purchase endowment state its uses and risk covered.
assurance. Students identify at least two
ii. Educational endowment importance of each type of
assurance. policy.
iii. Risks covered in endowment Use of specimen document/
assurance. chart.
7.
Teacher explains the concepts,
Insurance product: state mode of operation.
Whole life assurance policy The student states the
i. Meaning of whole life assurance differences between whole life
policy. and endowment.
ii. Mode of operation in whole life Uses of chart, tabular
assurance. presentation/ internet.
8. iii. Difference between whole life and
endowment policy.
Teacher states the uses,
premium payment and maturity,
Whole life assurance policy (cont.) types of whole life assurance.
i. Uses of Whole life assurance Students identifies type of whole
ii. Premium payment and maturity life and differentiate with life
iii. Type of whole life assurance assurance
Chart /internet.
9. Teacher states/explains concept

:-
Insurance products: Personal accident. State the
Personal accident insurance: forms personal accidents.
i. Meaning of personal accident Insurance cover.
insurance Student defines the concept,
ii. Form of personal accident state who buys it, explains group
insurance/ scope of cover. accidents policy.
iii. Who buys personal and group Policy document specimen
accident policy?
Teacher states/explains concept
:-
Personal accident. State the
Personal accidents: forms personal accidents.
10. Insurance Cont. Insurance cover.
i. Perils covered Student defines the concept,
ii. Benefits provided state who buys it, explains group
accidents policy.
Policy document specimen
11. Revision
12-13 Examination
COMMERCE
SS2 FIRST TERM
1 COMMUNICATIONS Teacher leads discussion on

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

- Merits and demerits of media, conducts mock
advertising
- Consumer protection in
advertising advertising.
- Factora affecting choices of
advertising. Students dramatize the method
- Appraise the praise of of advertising in business.
advertising in business.
Resources; pictures, radio, TV,
newspaper etc
8 TOURISM Teacher leads discussion on

tourism, organize visit to tourist
- Meaning/definition of tourism centres.
and tourist, forms, advantages
and disadvantages of tourism. Students participate in class
- Tourist centres in Nigeria;- discussion.
Obudu cattle ranch, parks and
zoos etc Resources; pictures, journals,
video clips.
9 INSURANCE Teacher explains insurance and

leads discussion on types of
-Insurance- definition and risks.
history of insurance in Nigeria.
- Basic principles; utmost good Students write notes on basic
faith, insurable interest, principles of insurance.
subvogation etc
- Types of insurance; life Resources; charts, pictures,
assurance-; whole life posters etc.
insurance and endowment
insurance.
10 INSURANCE CONTD Teacher explains insurance and
-Non-life insurance;- motor risks.
vehicle, fire, fidelity,
burglary/robbery/theft. Students write notes on basic
- Accident, consequential loss principles of insurance.
insurance.
- Marine insurance; meaning Resources; charts, pictures,
and types e.g hull, cargo, ship posters etc.
owner liability and freight
insurance.
- Marine insurance policies e.g risks.
time, voyage, policies, valued
and unvalued policy. Students write notes on basic
- Marine losses; total loss,
actual total loss, constructive principles of insurance.
total loss, partial loss; general
and particular average losses. Resources; charts, pictures,
- Underwriting, re-insurance co- posters etc.
operative of Nigeria.
- Types of risks; fundamental risks.
and partial risks.
- Procedures for insurance Students write notes on basic
contract, inquiry, proposal principles of insurance.
form, premium, cover notes
etc Resources; charts, pictures,
- Role of insurance broker and posters etc.
agents.
- Importance of insurance to
business.
COMMERCE
SS2 SECOND TERM
1 BANKING Teacher leads discussion on

types of banks.
- Meaning, origin and types.
- Commercial bank, functions, Students role play the banking
loan and overdraft. activities and participate actively
- Types of bank account, saving in class discussion.
and fixed deposit.
Resources; cheque booklets,
teller, A.T.M cards.
2 TYPES OF BANK ACCOUNT Teacher leads discussion on

types of banks.
- Current accounts- meaning,
procedures for opening a Students role play the banking
current, factors to be activities and participate actively
considered before granting a in class discussion.
loan by the bank manager.
- Cheque; definition, parties to a
cheque, problems involved in Resources; cheque booklets,
the use of a cheque. teller, A.T.M cards.
- Types of cheque; order, open,
bearer and crossed cheque.
3 FORMS OF CHEQUE Teacher leads discussion on
types of banks.
- Stable cheque, post dated,
certified, bounced, Students role play the banking
dishonoured cheque. activities and participate actively
- Crossed cheque- general and in class discussion.
special crossing.
- Reasons for dishonouring Resources; cheque booklets,
cheques. teller, A.T.M cards.
4 PAYMENTS Teacher organizes a visit to any

ATM and explains in detail how
-Automated teller machine the machine operates.
card, western union, money
gram. Students identify the benefit of
- Computer and the bank, e- ATM
banking.
5 CENTRAL BANKING Teacher organizes a visit to any
- Meaning, origin and functions the machine operates.
of central bank.
- How central bank controls Students identify the benefit of
commercial banks, clearing ATM
houses.
- Roles of central bank in
economic development of
West Africa.
- Distinguish between central
bank and commercial bank.
6 SPECIALIZED BANKS Teacher organizes a visit to any
-
Developed banks, merchant the machine operates.
bank, meaning and functions.
- Mortgage bank, meaning and Students identify the benefit of
functions. ATM
- Building societies; meaning
and functions.
- Universal banks; meaning and
functions.
7 WAREHOUSING Teacher leads discussion on the
meaning and importance of
- Meaning and types.
- Importance and functions. warehousing in business.
- List the advantages and
disadvantages of Students fully participate in the
warehousing. discussion.
Resources; pictures, diagrams,

and charts.
8 CAPITAL Teacher leads the students to

examine annual reports of
- Meaning, economist, companies to identify various
accountants, and layman types of capital.
concept.
- Types of capital; Teacher also works examples on
authorized/registered/ the board.
nominal, issued, called-up,
capital owned etc Students should calculate
- Working capital working capital.
Resources; annual reports.
9 CREDIT Teacher invites a local business

man/ farmer/trader, who can
- Meaning, basis for credit narrate how credit has helped or
sales, advantages and
ruined his business, collect
disadvantages.
- Types; mortgage, loan, newspaper cuttings of finance
overdraft, credit deferred houses, describes credit
payment, finance instruments.
houses/leasing etc.
- Hire purchase; meaning, Students should listen and ask
features, characteristics, questions.
advantages and
disadvantages to the seller Resources; newspaper cuttings
and the buyer. of finance houses, hire purchase
agreement.
10 CREDIT CONTD Teacher invites a local business

man/ farmer/trader, who can
- Differences between hire narrate how credit has helped or
purchase and deferred ruined his business, collect
payment, and their similarities. newspaper cuttings of finance
- Functions of credit to the houses, describe credit
wholesaler and retailer. instruments.
- Credit instrument; bill of
exchange, promissory note, Students should listen and ask
letter of credit, debentures, questions.
vouchers etc.
Resources; newspaper cuttings
of finance houses, hire purchase
agreement.
LITERATURE
SS 2 FIRST TERM

1 Introduction to the - Background of the playwright
“OTHELLO” by William (dramatist)
Shakespare - Background and setting of the play
- Plot summary
- Shakespearean language and current
English on a cardboard sheet
- Film show on “ The Tempest”
2 Reading and explanation - Reading and discussion of scene one
of Act One - Reading and explanation of act one
scene two
3 Reading of Act Two - Reading and explanation of Act Two,
scene One
- Act Two, scene Two
- Present action of video
- Clips on “ the Tempest”
4 Reading and explanation - Reading and discussions one Act
of Act Three Three Scene One
- Act Three scene Two
- Act Three scene Three
- A drawing of a ship on the sea, about
to be shipwrecked
5 Reading Act Four of “The - Reading and discussions on Act four
Tempest” - Students to do a weekend assignment
by summarizing Act Four in their
books.
6 Reading and explanation - Discussion and reading of scene one
of Act Five - Reading and discussion on scene two
- Teacher to lead discussions on the
epilogue
7 Role-play (Drama) - Students to role-play the actions of
maor characters
- Role –play the actions of minor
characters
- State the relationship between the
characters
- Watch a video clip of “ The Tempest”
8 Introduction to the - Background of the Novelist
“NATIVE SON” by - Background and setting of the Novella.
Richard Wright - Plot summary/state sequence of
events
- Show cause effect relationship
9 Themes and style - Examine the Themes
- Analyze the styles
- Read out relevant portions that
highlight the themes.
- Relate the theme to actual life
experience or encounters
10 Character Analysis 1 - Examine the major characters
- Discussion on their roles and
significances
- Examine how the characters are
related.
11 Character Analysis 2 - Examine the minor characters
- Analyze their roles and significances
to the plot
- Discuss their various relationship
12 Revision - Revision work on “Native Son”
Discussing the themes, characters
and plot structure
- Sketch picture of combat soldiers at
war on a cardboard sheet
LITERATURE
SS 2 SECOND TERM

1 Introduction to “FACELESS” by - Background of the novelist
Amma Darko - Background and setting of the
novel
- Plot and summary
2 The Themes and style - Examine the themes and style

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

Character Analysis I - Analyze the major characters-
their roles and significance
- The relationship between the
major characters.
General overview of the novel-“The - General discussions/Compete

Faceless” with other students
4 - Give project/pair the students for
discussions
- Questions and answers session
on the novel.
Introduction to “”the Blood of a - Background of the

Stranger”by Dele Charlery. Play-Wright/dramatist
5 - Background and setting of the
play
- Plot and summary
The Themes and Style - Examine the themes and style in

the play.
6 - Analyze the themes and style in
the play
Introduction to “She stoops to - Relate themes to personal life
Conquer” by Oliver Goldsmith encounter
- Use the text to point out relevant
sections e.g the conflict between
the western culture VS African
culture.
7
The Themes and Style - Background of the
Play-Wright/dramatist
- Background and setting of the
play
Character Analysis Plot and summary
9
- Examine the themes and style in
the play.
- Analyze the themes and style in
10 Role –Play “The Blood of a Stranger the play
and “She Stoops to Conquer” - Relate themes to personal life
encounter.
- Examine the characters-major
and minor
- Analyze the characters
- How are the characters related
11
- Role-play the actions of the
major characters
13 Examinations Examinations.
LITERATURE
SS 2 THIRD TERM

1 Introduction to “Ambush” by - Background and setting of the
Gbemisola Adeoti poet/poem
- Background of the poem-
subject-matter/summary
- Effective use of poetic
devices/Techniques
- Effective use of
Imagery/symbolism
- A cardboard / print out picture of
someone ambushed.
2 Introduction to “ The Dining Table” - Background and setting of the

by Gbanabam Hallewell. poet/poem
- Background of the poem-
subject-matter/summary
- Effective use of poeti
devices/Techniques
- Effective use of
imagery/symbolism
- A cardboard/print out picture of
a dining table.
3 Introduction to “Home-less Not - Background and setting of the

“Hopeless” by Sola Owonibi. poet/poem
- Background of poem subject
matter/summary
devices/Technique
- Effective use of
imagery/symbolism
- A scenery/picture of beggars or
4 people e.g under the bridge
Introduction to “ The Fence” by - Background and setting of the

Lenrie Peters. poet/poem
- Background of the poem-subject
matter/summary
- Effective use poetic
devices/techniques
- Effective use of
imagery/symbolism
- A picture of one wall(fence) of
someone in a mood of
5 indecision.
Introduction to “The School Boy” by - Background and setting of the
William Blake Poet/Poem
- Background of the Poem-
subject- matter/summary
devices/Techniques
- Effective use of
imagery/symbolism
- Picture of a school boy.
6 Introduction to “Myopia” by Sly - Background and setting of the

Cheney Coker. Poet/Poem
devices/Techniques
- Effective use of
imagery/symbolism
- Cardboard picture of a
medicated glasses/specs
- Some things to show lack of
7 future planning.
Introduction to the “Crossing the - Background and setting of the

Bar” by Alfred Tennyson Poet/Poem
devices/Techniques
- Effective use of
imagery/symbolism
- Picture of the Crossing the
8 Bar. .
- Background and setting of the
Introduction to “The Soul’s Errand” Poet/Poem
by Walter Raleigh. - Background of the Poem-
devices/Techniques
- Effective use of
imagery/symbolism
- A picture of a boy on an errand
9 Introduction to “ Upon An Honest - Background and setting of the

Man’s Fortune” Poet/Poem
devices/Techniques
- Effective use of
imagery/symbolism
- Picture of stars on the sky
10 General Overview of the Poems - Discussion in groups by the

students of the background and
setting of the poems
- Discussion in groups by the
students on the devices and
images in the poems
13 Examination Ezamination
COMMERCE
SS2 THIRD TERM
1 CREDIT Teacher describes in detail credit

instrument.
- Credit instrument
- Functions of credits to; retailer Students to collect newspaper
and wholesalers. cuttings of finance houses.
- Problems facing users of
credit (buyer)
- Problems facing business in
granting (seller).
2 PROFIT Teacher leads students to
compute gross and net profit
- Profit, meaning, types, gross from a given data., uses both
and net profit.
business mathematics, and
- Calculation of gross and net
profit from a given data. accounting approach.
- Calculation of gross and net
Students compute gross and net
profit to turnover.
profit using the two approach.
3 TURNOVER Teacher works examples on

chalkboard for students to copy.
-Turnover, meaning,
relationship of capital Students calculate the rate of
investment to turnover, factors turnover from a given data.
that affect turnover.
- Calculation of gross profit to
turnover and net profit to
turnover.
- Variation in turnover in
different types of business.
4 BUSINESS LAW Teacher gives simple cases to
illustrate the principles of
- Definition, list and explain the business law, guides the
branches of business law- law
of contract, sale of goods, students to interview employers
agency, hire purchase, of labour and employee, and
employment. report for discussion.
- Law of contract; meaning,
basic elements/essentials of a Students write short notes on
valid contract. types of business law from the
- Parties to a contract, board.
characteristics of an offer and
termination of an offer, Resources; publications on
contract binding on a minor government regulations.
and contract void on a minor.
- Types of misrepresentation
mistakes.
5 BUSINESS LAW CONTD Teacher gives simple cases to
illustrate the principles of
- Types of contract voidable, business law, guides the
formal and informal, oral and
students to interview employers
written, expressed and implied
etc of labour and employee, and
- Termination of a contract and report for discussion.
remedies for breach of
contract. Students write short notes on
- Sales of goods act; meaning, types of business law from the
provisions of sale of goods act board.
1893, rights of the buyer and
unpaid seller. Resources; publications on
government regulations.
6 PRINCIPLES OF AGENCY Teacher guides students to

interview an agent and the
- Rights and duties of the agent principal and report for
and the principal.
discussion.
- Rights and obligation of
employer and employees. Students copy notes from the
- Government regulations of
board.
business—registration of
business, patent right, trade Resources; articles and
mark, copy rights and memorandum of association.
intellectual property.
7 STRUCTURE OF BUSINESS Teacher illustrates with a chart or
diagram of an organization and
- Organizational setup guides the students to interpret
- Draw an organizational chart
organizational set-up.
showing various positions.
- Authority responsibility, Students outline the departments
accountability, span of control,
delegation of authority, in organization.
advantages and
disadvantages of delegation of Resources; charts, diagrams.
power/authority.
8 BUSINESS STRUCTURE CONTD Teacher illustrates with a chart or
diagram of an organization and
-Inter-intra-departmental guides the students to interpret
communication, meaning,
organizational set-up.
media of communication in
inter and intra departmental Students outline the departments
communication.
in organization.
- Comparism, importance of
inter and intra-departmental Resources; charts, diagrams.
communication.
- List the various media of
communication.
- Distinguish between the power
of an individual and the power
of an office.
9 INTRODUCTION TO BUSINESS
MANAGEMENT
-Business- meaning of
business and meaning of
management.
- Business resources; meaning
and examples- human,
money, machine, materials,
opportunities, goodwill.
- Business objectives.
- Management of business,
functions of management
(planning, organizing, etc)
10 BUSINESS ORGANIZATION Teacher guides students to
discuss business organization,
-Departments, organizes students to develop
departmentalization, function.
organizational chart.
- Business and its environment.
- Social responsibilities of Students draw organizational
business- scholarship awards, chart in their notebooks.
employment of people in the
community, etc Resources; charts, pictures, and
- Responsibilities to community, newspaper cuttings.
government, shareholders and
employee.
11 INTRODUCTION TO MARKETING Teacher explains in detail the
- Meaning, importance in marketing concept, explains the
functions in an economy. method of promotion and pricing
- Marketing concept, the four of products.
marketing mix.
- Price mix; pricing policies e.g Students distinguish between
penetration, scheming. market and marketing.
- Methods of promotion.
GEOGRAGHY
SS 2 FIRST TERM
WEEK TOPIC / CONTENT ACTITIVIES

1 Action of Waves Teacher : Uses pictures, films
- Definition and terms associated and models to explain
with waves. waves tide, currents, - Meaning and characteristics of
coast, swash etc and erosional waves, tides and currents
processes (corrosion, attrition, - guide discussions of erosional
solution and hydraulic action) processes and coastal
- Erosional features of waves cape, landforms
bay cliff, caves, stock, etc - help students identify and
- Coastal deposition (beaches, spit describe features of coastal
bar etc) erosion and deposition.
- Coastal deposition (beaches, spit, - Guides and supervises students
bar etc) as they make annotated
diagrams of landforms
- Takes students on field work to
observe features of wave
erosion and deposition
Students : Draw annotated
diagrams of the landforms
- Bring pictures of coastal
landforms to school
- Participate in guided tour to
observe coastal landforms.
Instructional Materials : Films,
Pictures, Models, slides,
Sketches and Annotated
diagrams.
2 Climate 2 Teacher : uses maps diagrams
- Climatic types (hot, temperate, and sketches to help students
cold, desert etc identify major climatic types
- Characteristics(temperature, - Uses the globe, maps,
rainfall, etc) diagrams and sketches to
- Geographical distribution explain climatic factors and
their influence on weather and
climate
- Guides class discussions on :
- characteristics of major
climatic types
- their geographic distribution
and influence of climatic types
on human activities
- classification of climate
- Takes students on a study trip
to a meteorological stations
3 Climatic Classification : Students- Visit a meteorological

- Greek classification(torrid, station
temperate and frigid), - Draw diagrams and sketches to
geographical distributions show the effects of latitude,
merits and elements. planetary winds, pressure,
- Koppen classification (A, B, C, ocean currents, distance from
D, E and sub categories Af, the sea etc on climate.
Am, Aw, Bs, Bw, Cw, Cs, CF, - Draw a map of the world
DF, ET and EF ) showing the distribution of
- Advantage and disadvantages climatic types/ regions
of Koppen classification - Draw a map of the world
showing Greek climatic
classification system, and that,
showing koppen’s classification
Instructional Materials : Atlas,
Maps, slides/power points,
drawing paper, sketches and
diagrams. Colour pencils ,
Tracing paper
4 Environmental Resources (Contd.) Teacher : Initiates and guides
- Meaning of environmental discussions on ;
resources and types - Components of each type of
(atmospheric-sun, wind, rain, environmental resources
gases etc,) - Quality of human resources in
- Water resources-meaning, relation to size, skilled and
types/examples and uses unskilled human resources,
- Vegetation resources ; education and health etc,
meaning types example and - uses and importance of
uses environmental resources
5 Environmental Resources (Cont) - Uses pictures, charts and maps
- Mineral resources; meaning, to explain the meaning of
types, uses and the problem of environmental resources
mineral exploitation. Students :
- Land resources; meaning, Draw a table indicating the types
types soils, plateau, etc and of resources
their uses. - Components of the resources,
- Human resources: meaning, their sources and uses.
types human capital, Instructional Materials
population, technology etc), - illustrative diagrams and
uses etc sketches
- Documentaries
- Maps
- Video clips/tapes
6 Renewable and Non-Renewable Teacher : uses pictures, charts
Resources: and documentaries to explain
- Meaning and types of renewable and non-renewable
renewable and non-renewable resources.
resources - Initiates and guide students
- Advantages of renewable and discussions on advantages and
non-renewable resources disadvantages of the types.
- Disadvantages of renewable - Takes students on field tour to
and non-renewable resources identify renewable and non
renewable resources in their
community.
Students : Participate in field
work
- Watch documentaries of
renewable and non-renewable
resources
- Tabulate resources as
renewable and non renewable
resources.
Instructional Materials :
- illustrative diagrams and
sketches
- Documentaries
- Maps
- Video clips/tapes
7 Environmental Problems
(HAZARDS)
- Meaning and types (drought,
desert encroachment, pollution,
deforestation, soil erosion;
meaning, causes, effects and
solutions.
8 Environmental Problems Teacher :
(HAZARDS) Cont. - Uses pictures and
- Coastal Erosion: Meaning, documentaries to guide
areas affected, causes students discussion of ;
effectsand solutions - Environmental problems and
- Flooding; meaning, causes, their effect on human
effect and solutions. activities
- Deforestation; Meaning, area - Solution to the problems
affected, causes, effects and - Takes students on field work to
solutions. observe environmental
- problems and their causes.
9 Environmental Problems Students :
(HAZARDS) Cont. - Observe environmental
- Pollution : Meaning and types problems in their community
(land pollution) - Watch documentary films of
- Water Pollution; meaning, environmental problems
causes, effects and solutions. Instructional Materials :
- Air and noise Pollution; - Documentaries
Meaning, causes, effect and - Maps
solutions. - Photocopies
- Video clips/tapes
10 Environmental Conservation Teacher :
- Meaning and types/methods, - Uses pictures, charts and maps
afforestation/re-afforestation,, to explain the meaning of
cover cropping improved environmental conservation
farming techniques, - Initiates and guides discussions
environmental education, on ;
recycling - Types of environmental
- Methods of environmental conservation
conservation, improved farming - Needs and importance of
methods. environmental conservation
Students :
Listen to teacher and participate
in discussion
11 Environmental Conservation Cont. Students : illustrative diagrams
Environmental education : and sketches
- Recycling - Documentaries
- Importance of environmental - Maps
education - Video clips/tapes
GEOGRAGHY
SS 2 SECOND TERM

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

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

- Definition, size and - Uses maps, diagrams, pictures,
distribution patterns documentary films etc to guide
- Density (meaning, students to discuss world
calculation, merits and population with respect to size,
demerits of high and low density structure and distributions
population densities and patterns
world population structure - Guide class discussions on
- Factors affecting population influence of climate, relief, soil,
distribution (climate relief, water etc on population density
water, minerals etc and distribution
5 World Population Cont. - Leads students to make sketches
- Reason for rapid growth of of world population distribution on
world population a map.
- Migration; meaning and Students :
types of migration - Draw sketch maps showing
- Factors responsible for distribution of world’s population
migration, merit and demerits - Watch films on population
of migration distribution.
Resources; population maps,
sketches and diagrams, GIS maps
on population.
6 Settlement Teacher :
- Meaning and types of - Guide students discussion of ;
settlement (urban and rural - Settlement types
settlements; population, - Characteristics of urban and
economy, administration etc rural settlements
- Factors of settlement (soil, - Factors of settlement location
weather, topography etc) - Settlement patterns and their
7 Settlement Cont. developmental factors.
- Settlement patterns; - Uses maps and sketches to help
dispersed, linear, isolated etc students identify human
- Factors that aid the settlements
development of each - Takes students on field work to
patterns observe human settlements
- Classification of settlement patterns in the locality.
according to size Student :
8 Settlement cont. - Read topographical maps and
- Classifications according to identify human settlements on
functions the map
- Differences between urban - Draw sketch diagrams showing
and rural settlements settlement patterns in their
- Settlement interactions; locality
types of - Participate in field work and write
interactions(commercial, reports
cultural, administrative etc)
9 Settlement cont. Instructional materials:
- Interaction patterns within Top-maps, Aerial photographs of
settlement urban-rural and human settlements, satellite
rural-urban images, diagrams and sketches.
- Urban-urban and rural-rural
etc
- Functions of settlement
10 Geo-Political issues (Land Teacher :
Reclamation) - Guide students discussions on;
- Meaning of land reclamation - Methods of Land reclamation
and methods: Afforestation, - Importance of land reclamation
construction of barriers, - Uses photographs of reclamation
erosion control etc sites to explain the concept of
- Methods of land reclamation: land reclamation
Sand, fillings, constructions - Take students on field work to
of drainage, erosion control land reclamation sites
etc Students:
- Importance of land - Participate in field work and write
reclamation reports
- Carry out community development
project on land reclamation
- Photographs, Documentary, films,
Diagrams and sketches
11 Geographic Information System Teacher :
(GIS) Data - Explains GIS data sources
- Data sources: Land survey - Takes students on field work to
and remote sensing collect geographic data using
- Data sources; map various methods
digitalization and scanning - Supervises students on field work
- Data sources: field Students : Participate in a guided
investigation and tabler data field work
etc Instructional Materials
GPS, Satellite images, Maps
12 Revision and Examination
GOVERNMENT
SS 2 FIRSTTERM

1 CIVIL SERVICE 1. Teacher leads discussion on
i. Meaning/definition of civil civil service.
service 2. Ask students to list the duties
ii. Characteristics of civil performed by some
service government officials in their
iii. Structures of civil service localities.
iv. Functions of civil service
v. Control of civil service
vi. Problems of civil service
2 CIVIL SERVICE 1. Teacher leads discussion on
(ADMINISTRATIVE/PROFESSIONAL civil service commission
CLASSES) 2. Illustrates with organisational
i. Executive class chart of the civil service
ii. Clerical class commission in Nigeria. .
iii. Ethic, honesty, integrity
3 PERSONNEL ADMINISTRATION IN 1. Teacher lead discussion on
THE CIVIL SERVICE civil service commission
i. Meaning of civil service 2. Illustrate with organisational
commission chart of the civil service
ii. Structure of the commission commission in Nigeria.
iii. Functions of the
commission
iv. Relationship between the
civil service and political
executives.
4 PUBLIC CORPORATIONS 1. Teacher leads discussion on
i. Definition of public public corporation
corporations. 2. Invite a resource person to
ii. Reasons for establishing give talk on the functions of
public corporations public corporations
iii. Functions of public
corporation
5 STRUCTURE AND ORGANISATION 1. Teacher leads discussion on
OF PUBLIC CORPORATION the structure of public
i. Minister as a political head organisation
ii. Board of Director 2. Draws a diagram showing
iii. Management the relationship between a
iv. Comparison of the minster, board and
organisation management.
6 CONTROL AND PROBLEMS OF 1. Teacher leads discussion on
PUBLIC CORPORATION the control and problems of
i. Reasons for the control of public corporation
public corporation 2. Embarks on excursion to a
ii. Types of control: ministerial, public corporation e.g. banks,
parliament and judicial Radio. Television stations,
control companies Beverages etc to
iii. Problems facing public be organised.
corporation
7 COMMERCIALIZATION 1. Teacher leads discussion on
i. Definition of commercialization
commercialization 2. Invites an expert to give talk
ii. Reasons for on commercialization.
commercialization
iii. Merits and demerits of
commercialization in
Nigeria.
8 PRIVATIZATION 1. Teacher leads discussion on
i. Definition of privatization privatization
ii. Reasons for privatization 2. Invites an expert to give talk
iii. Merits and demerits of on privatization.
privatization in Nigeria.
9 DEREGULATION 1. Teacher leads discussion on
i. Meaning of deregulation deregulation
ii. Reasons for deregulation 2. Invites an expert to give talk
iii. Advantages and on deregulation.
disadvantages of
deregulation in Nigeria.
10 LOCAL GOVERNMENT 1. Teacher leads discussion on
ADMINISTRATION IN NIGERIA local government
i. Meaning of local 2. Cites, services performance
government administration by local government
ii. Reasons for the creation of 3. Organises an excursion to
local government in Britain local government secretariat
and France
iii. Functions of local
government
iv. System of local government
in Britain and France.
11 THE STRUCTURE OF LOCAL 1. Teacher leads discussion on
GOVERNMENT the evolution and structure of
i. The evolution of local local government.
government in Nigeria 2. Visits local government
ii. Structure of local secretariat.
government in Nigeria.
iii. Local government sources
of finance
iv. Relationship among local,
state and federal
government in Nigeria.
12 LOCAL GOVERNMENT REFORMS 1. Teacher leads discussion on
i. Roles of traditional rulers in the role of local government
local government and the 1976 local
administration government reforms in
ii. 1976, local government Nigeria.
reforms 2. Organizes debate on the role
iii. Problems facing local of traditional rulers in the
governments in Nigeria administration of local
today. government in Nigeria.
iv. Measures or ways to
improve local government
administration in Nigeria.
GOVERNMENT
SS 2 SECOND TERM
WEEK TOPIC/CONTENTS ACTIVITIES

1 PRE-COLONIAL ADMINISTRATION 1. Invite resource person to
i. System of administration in give talk on governments in
pre-colonial Hausa-Fulani pre-colonial days
government 2. Guide students to compare
ii. Structure of the system of different pre-colonial
government administrations.
iii. Roles of the system 3. Organise visits to museums
and sites of traditional
kingdoms.
2 PRE-COLONIAL ADMINISTRATION 1. Invite resource person to

i. Igbo pre-colonial political give talk on Igbo pre-colonial
system of government political system of
ii. The structure of the government
government in pre-colonial 2. Guide students to compare
Igbo political system. the pre-colonial
iii. The roles of the system. administrations.
3. Organise visits to museums
kingdoms.
3 PRE-COLONIAL POLITICAL 1. Invite resource person to
SYSTEM OF GOVERNMENT IN give talk on the Yoruba pre-
YORUBA LAND colonial system of
i. System of government in government.
pre-colonial Yoruba days. 2. Guide students to compare
ii. The structure of the system different pre-colonial
of government administrations.
iii. Roles of the system 3. Organise visits to museums
kingdoms.
4 COMPARISONS OF DIFFERENT 1. Guide students to compare
PRE-COLONIAL ADMINISTRATION the different pre-colonial
IN NIGERIA. political system of
i. Hausa-Fulani system of government in Hausa-Fulani,
government Igbo and Yoruba
ii. Igbo system of government 2. Organise visits to museums
iii. Yoruba system of and sites of traditional
government kingdoms.
5 COLONIAL ADMINISTRATION 1. Provide students with
i. Definition of indirect rule materials on British colonial
ii. Reasons for introducing administration
indirect rule in Nigeria 2. Invite resource persons to
iii. Principles and structures of give talk on British colonial
indirect rule. administration
3. Organise debate on the
merits and demerits of
colonial rule.
6 INDIRECT RULE IN NORTHERN 1. Invite resource persons to
NIGERIA give talk on indirect rule in
i. Reasons for the success of northern Nigeria.
indirect rule in northern 2. Lead debate on the success
Nigeria. of indirect rule in northern
Nigeria.
7 INDIRECT RULE IN SOUTHERN 1. Lead discussion on the
NIGERIA. failure of indirect rule in
i. Reasons for the failure of southern part of Nigeria
indirect rule in southern 2. Organise a debate on the
Nigeria. reasons for the failure of
indirect rule in southern part
of Nigeria (merits and
demerits of indirect rule)
8 COLONIAL ADMINISTRATION 1. Invite resource persons to
i. French administration policy give talk on the French
of assimilation and system of administration in
association. West Africa.
ii. Meaning of assimilation and 2. Organise debate on the
association. merits and demerits of
iii. Problems of policy of colonial rule.
assimilation
iv. Reasons for change from
assimilation to association
9 COLONIAL ADMINISTRATION 1. Teacher leads discussion on
CONTINUED colonial rule in West Africa
i. Comparison of British and 2. Organises a drama/debate
French colonial policies of on the merits and demerits of
administration colonial rule in West Africa.
ii. The effect/impacts of British
and French administration
in West Africa
10 NATIONALISM 1. Guide students to explain the

i. Definition of nationalism definition/concept of
ii. Factors that led to the rise nationalism
and growth of nationalism in 2. Invite a resource person to
Nigeria. give a talk on nationalism in
iii. Effects of nationalism in Nigeria.
Nigeria 3. Organise a drama on
iv. The activities of Nigerian nationalist struggle in
nationalists e.g. Nigeria.
a. Dr. Nnamdi Azikiwe 4. Show video clips
b. Chief obafemi Awolowo documentary on nationalist
c. Sir Abubakar Tafawa activities in Nigeria.
Balewa
d. Sir Ahmadu Bello
e. Ernest Ikoli etc
GOVERNMENT
SS 2 THIRD TERM

1 CONSTITUTIONAL 1. Lead students to name different
DEVELOPMENT IN NIGERIA constitutions in Nigeria
i. Hugh Clifford’s 2. Organize a visit to the nearest
constitution of 1922 office of national archives
ii. Features 3. Guide the students to identify
iii. Merits and demerits the common feature of the
constitutions
2 ARTHUR RICHARDS 1. Lead students to name different
CONSTITUTION OF 1946/47 constitutions in Nigeria
i. Features 2. Organize a visit to the nearest
ii. Merits and demerits office of national archives
3. Guide the students to identify
the common feature of the
constitutions
i. Macpherson Constitution 2. Organize a visit to the nearest
of 1951 office of national archives
constitutions
i. Oliver Lyttleton’s 2. Organize a visit to the nearest
Constitution of 1954 office of national archives
constitutions
5 MAJOR CONSTITUTIONAL 1. Invite a resource person to give
CONFERENCES OF 1950, 1953, talk on the conferences held
1957 AND 1958 2. Organise a debate or drama on
the merits and demerits of the
conference.
6 INDEPENDENCE 1. Invite a resource person to give
CONSTITUTION OF 1960 talk on the 1960 constitution
i. Features 2. Organise a debate or drama on
ii. Merits and demerits the merits and demerits of the
1960 constitution.
7 REPUBLICAN CONSTITUTION 1. Teacher lead discussion on
OF 1963 PARLIAMENTARY Republican constitution of 1963
i. Features 2. Organise a debate or drama on
ii. Merits and demerits the merits and demerits of the
1963 Republican Constitution.
8 1979 PRESIDENTIAL 1. Invite a resource person to give
CONSTITUTION talk on the presidential
i. Features constitution
ii. Merits and demerits 2. Organise a drama on the organs
of government
9 1999 CONSTITUTION: 1. Invite a resource person to give
PRESIDENTIAL talk on the 1999 constitution
i. Features 2. Guide the students to identify
ii. Merits and demerits the merits and demerits of 1999
constitution and discuss it.
3. Organise an excursion to the
state/national assembly to see
the process of law making and
court for judicial interpretation of
the law made.
10 FEDERALISM 1. Teacher leads discussion on the
i. The emergence of reasons that led to the adoption
federalism in Nigeria of federalism in Nigeria.
ii. Factors that necessitate 2. Discusses the major
the formation of federal constitutional conferences of
government in Nigeria. 1950, 57,and 58 as a prelude to
iii. Features of Nigerian the adoption of federalism and
federalism the issues involved.
iv. Problems of Nigerian
federalism e.g.
a. Revenue allocation
formula
b. Minority issues
c. State creation
d. Ethnicity rivalry
problems.
11 NATURE AND STRUCTURE OF 1. Teacher leads discussion on the
NIGERIAN FEDERALISM political structure and division of
i. Federalism before powers in Nigeria federalism
independence from 1914 2. Leads debate on the
to 1959 advantages and disadvantages
ii. 1960 – 1966 of federalism
iii. 1967 – 1975
iv. 1976 – to date
CHRISTIAN RELIGIOUS STUDIES
SS 2 FIRST TERM

1 The Sovereignty a. Meaning of sovereignty of  Students to
of God God distinguish
b. God the Creator between things
- first account of creation created by God
- Second account of and those
creation made by man.
- Both accounts  Discuss the
compared (Genesis 1&2, implication of
Psalm 19:1) God’s
c. Sovereignty of God Sovereignty
over individual lives. (Daniel 4:4- over student’s
37, Isaiah 45:10) lives.
2 God the a. God’s control of the  Students to

Controller of the universe (Genesis 1:26- imagine what
Universe 31, Amos 9:1-6) happen if God
b. God controls the affairs of withdrew from
Nations (Jeremiah 18:1- the world.
6)  Discuss how
human beings
are dependent
on God.
3 The apostles a. Meaning of creed (Credo)  Students to
Creed ‘I Believe’ memorize the
b. B. content of the Apostles Apostles
creed. See the Creed.
Curriculum page 21. Or
the Internet
c. Trinitarian nature of
apostles creed
4. Leadership a. Meaning of Leadership  Students to list
b. Joseph as a leader personal and
- Joseph’s early life and leadership
arrival in Egypt attributes of
(Genesis 37:1-28) Joseph
- Joseph the governor  Compare
of Egypt. (Genesis Joseph’s
41:1-57) leadership style
- Joseph reconciles with that of
with his brothers. present- day
(Genesis 45:1-15) club, school or
state leader.
5. Moses as a a. The early life and call of  Students are to
Leader Moses. (Exodus 1:1-3) list Moses’s
b. God equips and sends leadership
Moses to lead the qualities and
Israelites out of Egypt. show how he
(Exodus 4:1-17, 5:1-5; used them.
22-33, 6:28:30, 7:7)  Compare
c. Moses leads his people Moses
out of Egypt. (Exodus leadership style
14:1-31, 32:1-14, with that of a
Numbers 13:1-33, 14:1- leader with
19) whom they are
familiar.
6. Joshua as a a. Joshua is chosen and  Discuss the
Leader equipped to lead Israel. advantages
(Numbers 13:16, 14:10, and
27:15-23) disadvantages
b. Deborah as a Leader; that those who
Deborah leads the people succeed great
to victory. (Judges 4:1- leaders have.
24)
7. Guidance a. God guided the people of  The students
Israel. (Exodus 13:17-22, are to discuss
Joshua 8:1-22). various factors
b. God guided His people that help in
today through the decision
teaching of Jesus Christ making.
in the Bible. (Hebrews  Discuss
1:1, Matthew 11:27-30) various ways in
which God
guided His
people in the
past and today.
8. Protection a. God’s protection over the  Discuss the
Israelites (Exodus 14:10- significance of
30,) identity cards in
b. God’s protection over the society.
individual (Daniel 6:16-  Identify
23) incidents that
c. God’s protection illustrate God’s
available for all people at protective
all times. (Psalm 91) powers in the
passages.
9. Provisions a. God provided for his  Discuss the
people: basic needs of
- Food (Exodus man and how
16:1-21) God provides
- Water (Exodus for them.
17:1-7)  Outline the
- Light for night conditions laid
journey (Exodus down by God
13:20-22) for giving
- Shade for sunny provisions.
days journey
(Exodus 13:20-22)
b. God provided sustenance
for Elijah and Zarephath
widow during drought (I
Kings 17:1-16).
c. God requires our
obedience to effect his
provisions
- Abraham (Genesis 22:1-
13)
- Elijah (I Kings 17:10-16)
- Israelites (Exodus 16:19)
- Zarephath widow (I Kings
17:10-16)
d. Why provision were
stopped (Joshua 5:11-
12, I Kings 4:1-6)
10. Parental a. The irresponsible  Discuss the

Responsibility behaviour of Eli and the misbehaviour
sons (I Samuel 2:12-25) of the children
b. The irresponsible of Eli and
behaviour of Samuel’s Samuel, and
Sons (I Samuel 8:1-9) God’s reaction.
c. God’s pronouncement of
judgement on Eli and his
Sons (1Samuel 2:27-36,
3:1-18)
d. The fulfilment of God’s
judgement on Eli and his
family ( I Samuel 4:10-
22).
11. Parental a. King Asa pleased God.  Discuss the
Responsibility of ( I Kings 15:9-15) role of parents
Asa b. King Jehoshaphat follows in the
his father’s way of life. (I upbringing of
Kings 22:41-44) their children.
 Students to
write an essay
on how
parent’s ways
of life influence
the lifestyle of
their children.
12. Revision
13-14 Examination
CHRISTIAN RELIGIOUS STUDIES

SS 2 SECOND TERM
1 Consequences of a. Joseph was rewarded  Cite some
Obedience for obeying God’s law examples of
(Genesis 39:7-12) those who
b. David was rewarded obeyed God
for respecting a civil and got
rule (Exodus20:13, rewarded
Psalms 26:1-12)  Discuss what
c. The three Hebrew seeming
youths escaped death ‘advantage’ is
for obeying God to given up in each
avoid idolatry (Exodus case of
20:3, Daniel 3:1-30 obedience
d. Esther obeyed
Mordecai (Esther 4:1-
16)
2 Consequences of a. Saul’s disobedience (I  List acts of
Disobedience Samuel 15:1-19) disobedience
b. Consequences of that is common
Saul’s disobedience among SS
- Rejection as King (I students.
Samuel 15:20-26)  Discuss
- The Spirit of god left situations at
Saul (I Samuel 16:14- school and
23) home where
- Saul and his son died disobedience
same day (I Samuel leads to
31;1-13) unpleasant
consequences.
3 Consequences of a. Others who suffered for  Distinguish
Disobedience their disobedience between
Continues - Disobedient Prophet (I delayed and
Kings 13:11-24) immediate
- The Sons of Eli (I consequences
Samuel 2:22-25, 4:10- of disobedience
11) in life today.
4 Friendship a. Meaning of Friendship  Guides students
b. Types of Friendship to list examples
- Faithful and of good and bad
unconditional friends.
Friendship  Discuss types of
- Unfaithful and friendships that
conditional Friendship exist among
c. The Friendship their peer-
between Jesus, Martha group.
and Mary (Luke10:32-
42)
d. Friendship between
Jesus and Lazarus
(John 11:1-44)
e. David, Saul and
Jonathan (I Samuel
18:19)
f. Characteristics of good
and bad friends
5 Trust in God a. David submits to the  Guide students
will of God (I Samuel to explain the
26:1-25, II Samuel terms
12:15-25) ‘Submission’
b. Jonah submits to the and ‘Will of God’
will of God (Jonah 1-2)  Guide students
to debate
whether David
should have
killed Saul or
not
 Students to
recount the
story of Jonah
6 The Wisdom of a. Solomon’s request for  Define the
Solomon wisdom of God (I Kings concepts
3:3-15) ‘Wisdom’
b. How Solomon applied and ‘Decision’
his wisdom (I Kings 3:16-  Guide students
23, 4:29-34) to suggest
c. Building of the temple different ways of
and its dedication (I taking right
Kings 5:1-12, 8:1-53) decisions.
 Ask how one
can get wisdom
from God and
other sources
(James 1:5-8).
7 Unwise Decision a. Solomon’s unwise  Mention some
of Solomon and decision (I Kings 9:15- consequences
Rehoboam 23, 11:1-13) of wrong
b. Rehoboam unwise decisions.
decision and its  Explain the
consequences (I Kings relevance of
12:1-20) going for
counselling
before taking
major decisions.
 Video clip
depicting the
disastrous
consequences
of wrong
decisions e.g.
War films.
8 The Effect of a. Meaning of Greed  Lead discussion
greed ( Ahab and b. Ahab seizes Naboth’s on greed and
Gehazi) vineyard (I Kings 21:1-2, how in Nigeria it
16) has led to
c. The effects of Ahab’s massive
greed. (I Kings 21:17-29) corruption
d. Gehazi’s greed and its
consequences (II Kings
5:1-27)
9 The supremacy - Definition of  Lead the
of God Supremacy students to
- Situation that leads to identify areas of
the pronouncement of religious tension
the period of drought. (I in Nigeria.
Kings 16:29-34, 17:1-7,  Discuss the
18:1-19) courage of
- Elijah pronounces the Elijah and
period f drought (I Obadiah.
Kings 19:1-18)
- Obadiah protected the
prophets of God.
10 Revision
11-12 Examination
CHRISTIAN REELIGIOUS STUDIES
SS 2 THIRD TERM

1 Elijah at Mount a. The contest on mount  Let the students
Carmel Carmel (I Kings 18:20- describe the god or
46) gods worshipped in
b. Failure of Baal in the their areas
contest to the success  Point out the
of the true God. reason for the
c. God’s (Ark of God) failure of Baal
supremacy over  Discuss the
Dragon of Philistine ( I Supremacy of God.
Samuel 5-12)
2 Religious a. Prevalent religious
Reforms evils at the time of
Josiah (II Kings 22)
b. Josiah’s reforms in
Judah (II Kings 23:4-
14, 21-30)
3 Religious a. Religious reforms in  Leads a discussion
Reforms the North (II Kings on areas that need
Continues 23:15-30) reformation in the
b. Some areas of Churches and the
religious reforms in society as a whole.
Nigeria e.g. Removal  Allow the students
of adulterous Priests, to examine selves
Pastors, Spiritualists, to know if their
homosexual, lesbians, religious and social
tribalism etc. lives tally with the
Word of God.
4 Concerns for a. The captivity and  A paper chart
one’s Nation destruction of containing the
Jerusalem (II Kings 24; National Anthem
25:1-17 and National
b. Report on the Pledge.
condition of the Nation.
(Nehemiah 1:3
c. The concern of
Nehemiah, Ezra and
Zerubabel for their
Nation and their
responses to the state
of the Nation despite
opposition (Nehemiah
1:1-11, 2:9-20, Ezra
1:5-11; 7:1-10)
5 Concerns for a. Reconstruction of the  Ask students to
one’s Nation Nation in the face of identify areas in
continues opposition (Ezra 4; our National life
5:1-2, 6:13-22, that needs to be
Nehemiah 4:1-23) reformed; and
b. Responsibility to our arouse their
Nation Nigeria interest to seek
- Political and Economic the good of the
stability country.
- Spiritual reawakening
etc.
6 Faith in God a. The command to  Let the students

worship King identify where
Nebuchadnezzar’s God gave the
image ( Daniel3:1-7) command not to
b. Refusal of Shadrach, worship other
Meshach and god in the Bible.
Abednego to worship
the King’s image
c. Punishment of the
refusal and God’s
deliverance
d. Effects of their faith
and courage on the
people of Babylon and
Jews.
7 Faith and Power a. A decree to worship  Lead the
of God the King (Daniel 6:1-9) students to
b. Daniel expresses his identify the
faith in God (Daniel circumstances
6:10-15) under which
c. Daniel in the lion den. Daniel
(Daniel 6:11-18) expressed
d. The power of God absolute faith in
manifested (Daniel God.
6:19-24)
e. Effects of Daniel’s faith
(Daniel 6:25-28)
f. Qualities of Daniel
(Daniel 1:3-8, 6:3-5,10,
16:6; 22-23)
8 True Religion a. True religion: It is not  Lead students to
and Social merely attending discuss what
Justice Church services, true religion is
programmes and and what is not.
contributing to the
Church. (Amos 5:21-
23, 25, 4:4-5) It
demands purity of
heart, honest desire
and justice. (Amos 5:4,
14-15; 24)
b. Social vices at the time
of Amos (Amos 2:6-8,
4:1-2, 5:7-13)
9 True Religion a. Opposition against  Lead students to
and Social Amos by Amaziah identify social
Justice Priest of the royal evils in Nigeria
sanctuary (Amos 2:10- today.
17)
b. Divine judgement of
the evil doers (Amos
4:2-3, 4:6-10, 5:14-20,
6, 7:16-17, 8:9-10)
c. Risks often faced by
those who carry out
divine messages:-
persecution, death,
denial of promotion,
loss of job etc.
d. The need to remain
steadfast.
10 Divine Love a. God asks Hosea to  Identify Hosea’s
marry Gomer a harlot theme message.
and raise children by  Explain the
her. symbolic nature
- To illustrate Israel of Hosea’s
harlotry in forsaking marriage and
God and following the significances
idols (Hosea 1) of the names of
b. The unfaithfulness of his children.
Israel to God and  Lead students to
continuous love for her respond
(Hosea 2:3) positively to
c. Israel’s superficial God’s love
response to God’s love before it is too
(Hosea 6:1-11) late
d. God’s demands
steadfast love and
knowledge of Him
(Hosea 6:6)
e. Positive responses to
God’s love requires
penitence (Hosea 6:1-
4)
f. God promises
restoration for those
who return to Him in
repentance (Hosea 14)
ISLAMIC RELIGIOUS STUDIES

SS 2 FIRST TERM
WEEK TOPICS CONTENT ACTIVITES/TEACHING AIDS

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

SS 2 SECOND TERM

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

SS 2 THIRD TERM

1 The Holy The Chapter Al-Kauthar and Reading, translation and
Quran. Maun (Q-107 and 108). explanation of the chapters.
Glorious Quran, CD, DVD,
cassettes.
2 Al-Hadith. Hadith no 19 of al-nawawi Reading Translation and
and lessons learnt. explanation with concrete
example by the teacher and the
students.
3 Islamic Quran and Sunnah as Narrate the history of Islam as it
History. source of Islamic civilization. penetrates into cultures.
4 Fiqh. Islamic Shariah and other Explain and Define the concept of
legal system. Islamic Shariah and others.
5 Al-Hadith Hadith No: 20 of Al-Nawawi Reading, Translation and
and lesson learnt. explanation of the Hadith.
6 Islamic Islamization of knowledge Explanation that will knowledge,
History. and Islamic institution. originates from Islam and the
Development so far.
7 Fiqhu The roles of the four sunni Narrate the brief history of the
school in the spread of founding fathers and how they
shariah. emerged.
8 The Holy Suratul Kafiruh (Q109) Reading, Translation and
Quran. Explanation of the said chapter,
Glorious Quran, CD. Cassette,
DVD.
9 Al-Hadith Hadith no 21of Al-Nawawi Reading, writing, and explanation
and lesson learnt. of hadith 20
10 Islamic History The challenge of syncretism The teacher after defining what is
in Islam and its solution. syncretism asks the student for
possible solutions.
11 Islamic The impact on the economic Narrate the contributions Islamic
History. and political life in west religion has made on the
Africa. development of west Africa in
various aspects.
12 Revision.
13 Examination
HISTORY
SS2 FIRST TERM
1 THE SOKOTO CALIPHATE; The teacher describes and

explains the Sokoto caliphate to
- The state of Hausa land at the the students, the maps and charts
beginning of the 19th century. are used.
- The role of Islam at the The students should be able to
beginning of 19th century. explain introduction of the
caliphate.
2 THE SOKOTO CALIPHATE The teacher states and explains

CONTINUED; the circumstances that led to
Usman Dan Fodio’s work in Gobir.
- Usman Dan Fodio lived Explain why the Sarkin Gobir and
and worked in Gobir.
- Why Sarkin Gobir and the the Muslims fell out.
Muslims fell out.
Maps and pictures as teaching
aids.
The students state and explain the

reasons and why Gobir and
Muslims fell out.
3 THE SOKOTO CALIPHATE The teacher states and explains

CONTINUED; the reasons why Dan Fodio
embarked on jihad or Holy war.
The various reasons why Dan
Fodio engaged or embarked on Maps containing the movement of
Jihad or Holy war. Dan Fodio.
Students should be able to

enumerate the various reasons.
4 THE SOKOTO CALIPHATE How the caliphate came into

CONTINUED; existence and how it was
administered are described and
- The birth of the Sokoto explained.
caliphate.
- The administration of the Teaching aids; pictures and maps.
caliphate.
The students should be able to
describe and explain the birth and
administration.
5 JIHAD- HOLY WAR; The advantages and

disadvantages of Jihad on political
Political, social and economic social and economics are stated
impact. and explained by the teacher.
Maps, pictures as teaching aids.
6 BORNU UNDER THE SHEHUS; The emergence of El-kanemi is

traced and explained to the
-The emergence of El- students.
kanemi.
- Rebellion and the crisis in The students should be able to
Bornu, and invitation of El-
state and explain on the crisis,
kanemi.
- Social, political and emergence and economic
economic development development of El-kanemi.
during the reign of El-
kanemi.
7 YORUBA LAND IN 19TH The students should be able to
CENTURY discuss, describe and explain the
Oyo Empire and the final collapse.
- Oyo Empire and final The teacher guides the students
collapse of Oyo Empire.
with a map representing the Oyo
Empire.
8 BENIN IN 19TH CENTURY;- The students should be able to

explain the factors that led to the
The abolition of Trans-Atlantic abolition of Trans- Atlantic lave
slave trade on Benin economy in trade, Benin economy, political
political crisis, problems of crisis, problems and succession-
succession and emergence of the emergence of weak leaders.
weak rulers.
This is done with the aid of wall
charts illustrating the Benin political
system.
9 THE FIRST PHASE OF BRITISH With the aid of maps and pictures,
CONQUEST 1851-1900; the teacher should explain and
discuss with the students how
- Occupation of Lagos. British conquered and occupied
- British conquest of Benin.
- Other interior of Yoruba Lagos and other areas of Yoruba
land. land.
10 THE SECOND PHASE OF The students should be able to

BRITISH CONQUEST OF 1900- describe and explain the
1914; occupation of British occupation of
North.
Occupation of North-Sokoto.
Pictures and maps.
11 THE BRITISH CONQUEST The teacher explains and

CONTINUED; describes the British occupation of
Igbo land, reasons, and impacts-
- Occupation of Igbo land. advantages and disadvantages to
- Reasons for occupation
and impacts. the students.
Maps/charts – aids.
HISTORY
SS2 SECOND TERM
1 THE EARLY PHASE OF The students should be able to

BRITISH RULE 1990-1914; discuss on the native courts and
the authority of the Northern
- Native courts of the protectorate.
southern protectorate.
- Native authority system of The teacher directs and explains
the North.
the various networks-roads, water
- Establishment of network-
roads, water ways etc. ways established during the British
administration of the North.
Map of the period should be used.
2 AMALGAMATION OF NIGERIA The teacher explains 1906 and

AND ITS SIGNIFICANCE 1914 events of joining or making of
the state Nigeria.
A map indicating the amalgamation
should be presented to the
students for learning.
3 COLONIAL RULE; Indirect rule should be defined and

explained by a teacher to the
- Nature of indirect rule. students. The students should
- Social development and
inter-group relations. define and explain indirect rule and
the inter-group relations during the
amalgamation.
Maps and pictures are used as

teaching materials.
4 COLONIAL ECONOMY; The students should be able to

explain the role of the British
- The role of government on government on the economy, the
the colonial economy.
- The British policy on the British policy is examined by the
economy and the effects. teacher and explained to the
students with their pictures,
materials and some British
currency.
5 ORIGIN OF NATIONALISM; The students should be able to

define and explain the meaning of
- Definition and explanation. Nationalism. The teacher
- Origin and early resistance
to the imposition of British demonstrates before the class the
rule; Jaja of Opobo, resistance and imposition of British
Awujale of Ijebuode and rule on the people of West Africa
Ovonrenewem of Benin. and people of Nigeria in particular.
The names of the early nationalists
mentioned.
Maps/pictures used.
6 NATIONALISTS MOVEMENT The activities of the nationalists are

AFTER SECOND WORLD WAR. explained, formation of political
parties, newspapers and
conferences- 1950, 1953, 1957,
etc
7 DECOLONIZATION; The teacher defines and explains

the meaning of decolonization and
- Definition the process of decolonization- the
- Process of decolonization changes of the constitutional
and attainment of Nigerian development.
Nationalists in the
administration. The pictures of the Nationalists are
used.
8 THE FIRST REPUBLIC 1960- The teacher explains the process-

1966; handing over to a Nigerian, the
seat of government, challenges of
Political development. democracy.
Maps are used, the students

should be able to explain and
outline the challenges.
9 THE FIRST REPUBLIC AND The teacher explains the economic

SOCIAL ECONOMIC philosophy of the government and
DEVELOPMENT; expansion of social services
communication. Map of Nigeria is
Concept of mixed economy and used.
national development plan.
10 1966 COUP D’ ETAT AND THE Explanation and stating the causes
NIGERIAN CIVIL WAR of the war.
CONTINUED;
Display of relics of war as teaching
The causes of the war. aids.
11 1966 COUP D’ ETAT AND THE Description and explanation of the

NIGERIAN CIVIL WAR socio-political and economic
CONTINUED; effects on women and children.
The socio-political and economic Pictures of those suffering in war
effects on women and children. are displayed for teaching.
HISTORY
SS2 THIRD TERM
1 THE MILITARY RULE AND The teacher explains the

RECONSTRUCTION IN NIGERIA; Gowon’s coming into power,
the nine point programs and
- The nine point program of states and explains the
Yakubu Gowon.
- Achievements and failure of achievements and failures of
the Gowon regime. the regime.
Pictures of the road maps of

the reconstruction will be
used.
The students explain and

mention the achievements and
failures of the regime.
2 THE MILITARY RULE The teacher states and

CONTINUED; explains the factors that led to
1975 coup, the land use
- Factors that led to the 1975 decree- land tenure system,
coup.
- The land use decree the structure of the regime and
- The structure of the the indigenization programme.
administration/indigenization
programme. Pictures and land maps are
used.
The students are permitted

individually to explain them.
3 THE SECOND REPUBLIC 1979; The teacher discusses the

difference between the first
- 1979 republican and the second republic, the
constitution.
- Presidential system. problems of economy and the
- Socio economic introduction of presidential
programmes. system of government.
Teaching aids; copy of the

1979 constitution calendar of
the executive etc.
Students differentiate the

republic and discuss the
programmes – 1979’s.
4 THE SECOND REPUBLIC 1979 The teacher with the aid of

maps and charts for bicameral
CONTINUED;- structure, explain the federal
character, federal structure
Federal character and federal and the nature of multi-party
structure democracy- explain what party
Adoption of bicameralism. and democracy means.
Practice of multi- party democracy. Students explain individually.
5 THE RETURN OF THE The teacher outlines the

MILITARY; factors that led to the return of
the Military- 1983, the collapse
- The factors that led to 1983 of economy constitutional
coup.
- The programmes of the crisis and social
regime and the anti- breakdown.With the aid of
corruption programme- newspaper cutting and video
Buhari/Idiagbon regime. clips of activities. Discus about
war against indiscipline.
The students explain on the

WAI.
6 THE RETURN OF THE MILITARY The teacher discusses on the

CONTINUED; economic policy of 1983,
advantages and
- Economic Policy of 1983 disadvantages.
- Implications.
Aids; maps/pictures
The students are made to

state and explain the various
merits and demerits of the
1983 economic policy.
7 IBRAHIM BABANGIDA REGIME The teacher enumerates on

1985-1993;- the Babangida programme;
military president, supreme
- Structure of the regime and military council.
transition programme.
Transition programme and the
regime conceptualization of
democracy.
Map of Nigeria showing the

new state structure of 1993.
The students individually

outline the structures of the
regime.
8 IBRAHIM BABANGIDA REGIME The teacher discusses on the

1985-1993 CONTINUED;- economic conditions of 1993
and women empowerment
- Socio-economic programme programme.
of the regime
- Women empowerment Teaching materials;
programme.
government policy
papers/maps.
The students explain the

economic and women
programmes.
9 THE CHALLENGES OF The teacher defines

DEMOCRACY- democracy and discusses it
under military interruption of
The governance; the government, in turn, the
- Interim National teacher with the aid of map
Government. and pictures explains on the
- The return of the military military return of 1993-1998.
1993-1998.
The students explain what
they understand by interim
government.
10 THE CHALLENGE OF The teacher takes

DEMOCRATIC GOVERNMENT comparative analysis of the
CONTINUED 1999 constitution with the
previous constitution and
The policies and implementation of discusses the economic
the 1993-1998 return of the policies paying attention to;
military. liberalization of the economy.
Material aids;
charts/maps/pictures.
The students are guided to

identify the differences in the
various constitutions.
11 THE TRANSITION; FOURTH The teacher explains the

REPUBLIC; events leading to the
emergence of the Abdulsalam
- Constitutional conference Abubakar’s transition.
and policy thrust of the
fourth republic. The 1999 constitution in focus,
- The 1999 constitution and
the economic policy and social
the commencement of the
fourth republic. policies of the fourth republic.
Maps and pictures are used.
Students explain extensively

on the fourth republic.
VISUAL ART
SS 2 FIRST TERM

1 STILL- ILFE DRAWING Arrange man-made object for
Characteristics of still life drawing.
drawing: composition, LEARNING RESOURCES
proportion, tone, perspective Pencil, card board, colours, still-life
etc. object, brushes and water colours
2 STILL-LIFE PAINTING Arrange man-made object for

Characteristics of still-life painting.
painting: composition, LEARNING RESOURCES
proportion, application of Pencil, card board, colors, brushes
color tones etc. and water colours
3 -DO- Object should be arrange reflecting:

Arrange object reflecting cone, rectangles, square, cube,
cone, rectangles, square, prism, ovals, spheres, circles.
cube, circle etc. LEARNING RESOURCES
Pencil, card board, colors, still-life
objects brushes and water color
4. LIFE DRAWING Students to make a self portrait by

Anatomical studies of the posing before the mirror.
model with emphasis on the LEARNING RESOURCES
various postures, quick card board, brushes and water color,
poses, action postures and drawing board, human model.
muscles
5 LIFE DRAWING (CONT). Students to select parts of human
Sketches of various body body to draw.
parts, limbs, heads, Torso, LEARNING RESOURCES
foot, fingers, etc. Pencil, charcoal, crayon card board,
drawing board, parts of human figure.
6 STILL LIFE DRAWING & Sketches of various body parts.

PAINTING LEARNING RESOURCES pencil,
Proportion, uses of space, drawing board, easer, etc.
good distribution of and
painting colors etc.
7 IMAGINATIVE Lead students in an imaginative
COMPOSITION composition by narrating a story and
Characteristics of imaginative asking them to picture a particular
composition: compositional scene in the story.
accuracy color distribution, LEARNING RESOURCES
focus, variety of form, Cartridge paper, brushes water
draughtmanship colours, drawing board.
8 INTRODUCTION TO Leads class discussion, meaning of

SCULPTURE sculpture and functions of various
Meaning of Sculpture, tools in sculpture.
functions of sculpture, LEARNING RESOURCES
sculptural techniques and Concrete object tools, photographs
their usage. of people, animal and so on.
9 INTRODUCTION TO Demonstrate some sculptural
SCULPTURE techniques.
Sculptural tools and LEARNING RESOURCES
materials: metal, clay, Clay, cement, pap prepared.
cement, wax, plaster, wood
etc.
10 SCULPTURE (PRACTICAL) Demonstrate step by step process of
Modelling simple object e.g. molding a form
Fruit, rock, seeds, shells, LEARNING RESOURCES
bone etc. Clay, wax, cement
11 INTRODUCTION TO Demonstrate step by step process of
SCULPTURE molding a form
Modelling of the part of LEARNING RESOURCES
human body, modeling of Clay, wax, cement
human portrait, full figure, and
animal forms, modeling of
head, leg, eyes, nose etc.
12 SCULPTURE Discus how to prepare amature
Feature of modeling eg. (frame) for human and animal
Proportion, composition LEARNING RESOURCES
representation Rod binding wire cement.
VISUAL ART
SS 2 SECOND TERM

1 INDIGENOUS DECORATIVE Demonstrate mat weaving either
MOTIF with actual material or improvised
Calabash decoration, types of material like strips of cardboard.
patterns, functions and usage LEARNING RESOURCES
of calabash, foreign influence Knife, raffia cane, cardboard, paper.
and value on decoration
2 INDIGENOUS DECORATIVE Lead students to a local calabash
MOTIF decorator
Using any pattern: painted,
carved, scorched, scrapped
produce a decorative calabash
3 INDIGENOUS DECORATIVE Displays collected samples of body

MOTIF decorative motif from photographs
Body decoration (Tattoo)
Meaning: Body decoration
(Tattoo) involves slashing the
skin and introducing irritants in
the wounds which when
heated leaves pronounced
scar.
.
4. INDIGENOUS DECORATIVE Displays pictures of various wall
MOTIF decorative motifs. State their names
Some decorative motif: and the context in which they are
Animal forms, Zoomorphic, used in their cultural settings.
Spiral lines.
-Some wall decorative motifs
and their origins: Yoruba-
sango wand. Snakes, bird,
geometric shape ibo: Illi
motifs. Hausa-Arrabesque
motifs
5 INDIGENOUS CRAFT Demonstration of mat weaving either
BSKETRY AND MAL with actual material or improvised
MAKING material like strips or cardboard.
Meaning: Weaving materials- LEARNING RESOURCES
Canne, Raffia, Twine, Palm Knife, Raffia cane, cardboard paper,
frond gum, cellotape
6 INDIGENOUS CRAFT Leads discussion on basic weaving
BSKETRY AND MAL technique and types of loom.
MAKING
Cloth weaving;
Basic principles of weaving-
warp,weft,shuttle.
Types of loom: Narrow
horizontal loom, wide vertical
loom
7 INDIGENOUS CRAFT Enumerate some weaving Centre in
BSKETRY AND MAL Nigeria.
MAKING
Major cloth weaving centre in
Nigeria and their product:-
Akwete in Ukwa, Abia state.
AsoOke in Yoruba land. Akwa-
Ocha in Anioma Delta state,
OkeneKogi state, Sanya in
Iseyin, Oyo State Nigeria.
Decorated fabric in Bida Niger
State.
Anger of the Tiv people of
Benue State.
8 MODERN NIGERIAN Discusses development in modern
ARTIST, ART EDUCATORS, Nigeria art.
ART HISTORIAN (1900-1960)
Ceramics, Textile, Graphics,
Painting Sculpure.
Development of modern
Nigerian art-painting,
sculpture, ceramics, Textiles
and Graphics.
9 CONTEMPORARY ARTIST, Discuss contribution of art to the
STUDIO ARTIST education of students.
Aina, Onabolu, Udo Emma,
Akinola, Lasekan, Ben
Enwonwu, Yusuf Grillo,
Kolade, Osinowo, Ladi Kwali,
Erhabo Emopae, Uche Okeke
and Agbo Folarin.
10 CONTEMPORARY ARTIST, Mention names of Nigerian artist, art
ART EDUCATOR educators and Historian
Keneth Murray, Udo Ema,
Solomon Wangboje, T. A
Fasuyi, J.B Akolo
11 AFRICA ART HISTORY Locate art centres on the map of
Major art work: West Africa.
Cameroon-Bamileke Bamun. Explains and names style of West
Dahomy-Fon, Upper Volta- African art work
Mossi, bobo, Liberian-Dan
Negro, Mali-Dogan, Sierra
Leone-Mande, Kongo-Baluba,
Garbon-Fang, Bakwere,
Ghana-Fante, Ashante.
VISUAL ART
SS 2 THIRD TERM

1 AFRICAN ART HISTORY Explain and name types of W/African
Identify the major art works of art works.
CAMEROON;- Bamileke, LEARNING RESOURCES
Bamun, Map of Africa, showing art centre,
DAHOMEY;- Fan (upper photographs, slides, projectors,
volta), mossi, bobo. artwork
LIBERIAN;-Dangere.
MALI;- Dogon
2 AFRICAN ART HISTORY Explain and name types of W/African
MAJOR ART WORKS art work
Sierra Leone:-mandebamun,. LEARNING RESOURCES
Dahomey;-Fon.Uppervolta;- Map of Africa showing art centres,
mossi, bobo. photographs, slides, projectors, art
Liberian;- Dan ngere.Mali;- work.
dogon.
Congo;-Baluba.Gabon;-Fang,
Bakwere.
Ghana;- Ashanti, Bance.
3 AFRICAN ART HISTORY Discuss with the aid of photographs,

(CONT). and slides, the ancient Egyptian art.
Ancient Egyptian painting.
Hieroglyphics forms on the
walls of tombs pyramids and
temples.
4. IMPACT OF AFRICAN ART
ON WESTERN ART
Explain the impact of African
art on European art and vice
versa.
5 SHAPES AND COLOUR IN Demonstrate how to create a design
BASIC DESIGN with various geometric shapes.
Block and pen lettering using LEARNING RESOURCES
basic geometric shapes and Color, brush, pencil/paper.
design Drawing instruments- ruler,
T/square, drawing board, set square.
6 SHAPES AND COLOR IN Guide students to make a book cover

BASIC DESIGN and poster.
Advertising design- features
of book cover and posters.
7 COMPUTER GRAPHIC Mention and describe the tools
DESIGN according to their uses.
Introduction to corel draw LEARNING RESOURCES
window Computer, pencil and paper.
8 COMPUTER GRAPHIC Practice drawing and labeling the

DESIGN tools.
Introduction to corel tool
9 COMPUTER GRAPHIC PRACTICAL
DESIGN
10 TEXTILE DESIGN AND Participate in class discussion.
PRINTING PROCESSES LEARNING TOOLS
Textile printing processes- Paper, pro-film, blankets, table,
relief, silk, printing in intangio lacquer, newsprint, printing ink,
and plano- graphy. frame, squeeze silk, thinner paper
tape.
11 TEXTILE DESIGN AND Describes the methods of screen
PRINTING PROCESS printing with the following endings
Textile printing processes silk screen, paper cut
-relief process -profilm. Illustrates with sample of
-silk green screen printing.
-printing
-inlaglo. Photography
MUSIC
SS 2 FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES/EVALUATION

1- Notation and transcription. Notate and transcribe a given folksong of not
Music writing. more than 8 bars.
2- Triads 1- Build secondary triads on the following
Secondary triads. notes of C major scale key.
3- Harmony with (cadences). 1- Identify and write the roots of the triads
Elementary harmony. used in the passage.
2- List 3 rules of harmony.
3- Harmonize the following using the
triads indicated below.
4- Transposition 1- Transpose the following melody to its
Music writing. dominant key.
5- Identification of triads/ 1- Write triads on given roots and invert
chords. them.
1- Tonality. 2- Identify inverted triads in a piece of
2- Triads (Primary and music.
secondary).
6- Diatonic intervals 1- Write exercises on inverted intervals.
(melodic) 2- Write the table of intervals and
Pitch. inversions.
7- Sight reading (observation 1- Read music written in both close and
of musical terms, open scores.
abbreviations and 2- List the different types of musical
symbols). dynamics, symbols and abbreviations.
Dynamic signs,
abbreviations and symbols.
8- Musical instruments (study 1- Play their instruments for the teacher to
skills) voice listen.
Skills in playing and singing. 2- Practice the drilling exercises as
guided.
9- Baroque period (1600- 1- Write short notes on baroque period

1750). and give 5 characteristics of the music.
History of baroque period. 2- Discuss life, works of a named
composer of this period.
10- Nigerian dance styles 1- Properly exercise the parts of
1- Specific physical exercises. the body as directed by the
2- Use of space as a key teacher.
component of dance. 2- Practice the various special
3- Types of space. patterns.
11- African/western musical 1- Identify the tones of the
instruments four (4) families of following instruments when
African instruments e.g. aero played on the keyboard.
phones, chordophones etc. a- Flute
Digitalization. b- Saxophone
c- Maracas
d- Pot drum
e- Kit drum
f- Trumpet.
12- African music (colonial and post Students have structural changes of
colonial) the colonial era on Nigerian music.
Structural changes in African music.
13- Revision and examination.
MUSIC
SS2 SECOND TERM

1- Triads. 1- Construct a triad on any given
Primary and secondary triads root.
(root and inverted position 2- Write the 1st and 2nd inversion of
triads) triad II and Vi
2- Harmony 1- Study a given score of music and
Harmonization of simple pick out the triad used.
melodies. 2- Harmonize the following music
using primary triad and triads II,
VII, VII*
3- Harmony (continued) 1- Study a given score of music
and pick out the triad used.
2- Harmonize the following
music using primary triad and
triads II, VII, VII*
4- African Music (Colonial and 1- List three musical features of
post Colonial) Nigerian vocal and instrumental
Forms of music . music.
5- Classical Period (1759-1820) 1- Learn and write down examples
History of classical period. of major forms of the period. E.g.
Ternany, Rondo,
Variation,Binary etc.
2- Record the characteristics music
6- Classical Period Continued
7- Nigerian Dance Styles Students perform the selected by the
A Case Study of a popular teacher.
Nigerian traditional (Cultural)
dance
8- Nigeria Dance Style Students perform the selected by the
(Continued) A Case Study of a teacher.
popular Nigerian traditional
(Cultural) dance
9- Western Dance Style Students perform the dance selected by

European or American Ballet the teacher.
Performance.
10- Identification of triads (Aural Students to
Training) 1- Name the types of triads and
Tonality write examples of them.
11- Revision
12- Examination
MUSIC
SS 2THIRD TERM

1- Modulation 1- List the various types of
Change in Tonality modulation
2- Explain in their own words the
meaning of pivot-chord/diatonic
2- The Dominant 7th Chord 1- Harmonize short melodies using
Dominant 7th Chord (V7), with primary, secondary, and V7
discord chord and how handle chords.
it. 2- Identify a dominant 7th chord in a
musical score.
3- Interval (harmonic) 1- Sing the Upper notes of given
1- Major Intervals e.g. 2nd , harmonic intervals when the lower
3rd , and 6th . ones are played to them.
2- Perfect Intervals (Union,
4th , 5th and Octave).
4- Cadences 1- List the other names associated

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

1 Contrôle continu Le professeur aide les élèves à découvrir
Culture et civilisation: les noms masculins et féminines.
histoireColonial de l’Afrique de Apprenants ils découvrent les différences
l’ouest entre eux.
1ère Épreuve Ils font des phrases avec eux.
Compréhension orale : une carte Resource pédagogique
Coloniale de l’Afrique de l’ouest. Carte d’Afrique de l’ouest, texte
Les pays et leurs colonialistes. géographique, textes audio.
Francophone/anglophone.
Maîtrise de la langue: la
nationaliste : masculin et féminine
(singulier et pluriel) exemple il est
togolais/elle est togolaise
Expression écrite : une lettre à un
correspondant.
2 Rapporter : conversations/ordres Le professeur fait transformer par les
Maîtrise de la langue : le rapport élèves des phrases simples du discours
direct/indirect, il a dit que…, il m’a direct au discours indirect.
demandé de… ce jour là, la veille. Les élèves répètent les phrases et les
Concordance du temps. Il a dit qu’il copient dans leurs cahiers.
ferait. NB : l’ordre des mots : sors ! Resource pédagogique
a-t-il dit. Il a dit : sors ! Textes audio cassettes audio/CDs
Expression orale : un dialogue.
3 Exprimer l’antériorité Il demande aux élèves de préciser
Maitrise de la langue : conjugaison laquelle des deux actions qu’il fait
des verbes au présent, passé précède l’autre.
composé, plus-que parfait, futur Ils dressent par ordre logique la liste des
etc. vocabulaire : avant, dès que, choses à faire avant d’aller à l’école.
après, avant de + infinitif : quand + Resource pédagogique
passé composé. Textes audio, textes facile.
Compréhension orale : document
authentique. Que fais-tu avant
d’aller à l’école ?
4 Demander une opinion Le professeur fait un tableau de deux
Maîtrise de la langue : est-ce que colonnes questions et réponses.
je /tu peux + infinitif? c’est loin Les élèves trouvent les réponses
d’ici? qu’est-ce qu’il/elle a fait? qui correspondant aux questions.
est arrivé? est arrivé? Etc. Resource pédagogique
Compréhension orale : un texte Le portable, CDs/cassettes audio
facile a répondre.
Expression orale : un entretien
entre professeur et
élève/conversation téléphonique
entre deux amis.
5 Contrôle continu Le professeur fait un tableau de deux
Donner une opinion. colonnes questions et réponses.
2éme Épreuve Les élèves trouvent les réponses
Maîtrise de la langue : je dis que correspondant aux questions.
…, je suis d’accord que…, je crois Resource pédagogique
que…, je suis sur que… Le portable, CDs/cassettes audio
Expression orale : le professeur
est plus important que le médecin.
Expression écrite : rédaction :
l’importance de profession dans la
société.
6 Se plaindre Jeux de rôles un marchand a gagné à
Compréhension orale : une mère une loterie.
qui se plain/est fâchée. Dit-il : j’en ai assez. Non.
Maîtrise de la langue : j’en ai Les élèves réagissent conformément.
assez ! ca suffit ! toujours pareil! Resource pédagogique
Encore! Etc. Document authentique montrant une
Expression orale : tu es méchant, mère ennemie
laisse-moi tranquille, ne me
dérange pas, etc.
7 Exprimer Le professeur mime quelques moments
hésitation/inquiétude/doute. d’inquiétude/de peur et demande aux
Maitrise de la langue: je élèves de les exprimer.
m’inquiète, du courage, n’aie pas Les élèves copient les expressions au
peur, ce n’est pas grave, j’aime, tableau dans leurs cahiers.
une minute, je ne suis pas sûr, j’ai Resource pédagogique
peur… CDs/cassettes audio, textes faciles,
Compréhension orale : document textes audio, document authentique
authentique.
Expression écrite : écoute une
cassettes/CDs.
8 Exprimer la confiance. Il propose quelques expressions qui
Maîtrise de la langue : il est clair marquent la confiance.
que… je suis persuadée que… on Jeux de rôles.
ne peut pas nier que… Ils trouvent des mimes correspondent
Expression orale : jeux de rôles aux expressions proposées par le
Compréhension orale : écoute une professeur.
cassette/un CD Resource pédagogique
Cassettes audio/CDs, textes facile.
9 Contrôle continu Avec la carte le professeur aide les
Culture et civilisation : l’Afrique de élèves à découvrir les ressources et la
l’ouest. population.
Population par pays Avec la carte les élèves essayent de
Ressources principales découvrir la population et les ressources
3éme Épreuve naturelles et agricoles.
Compréhension orale : document Resource pédagogique
authentique la carte. La carte d’Afrique de l’ouest, textes facile.
Maîtrise de la langue : population,
date d’indépendance, ressources
naturelles et agricoles.
10 Culture et civilisation la France : Le professeur va fournir les cartes et
système éducatif comparaison textes pour aider la découverte.
avec celui du Nigeria. Les élèves essaient de découvrir le
Compréhension orale : Document système éducatif de France.
authentique : les cartes Resource pédagogique
Maîtrise de la langue : primaire, Les cartes de la France et du Nigeria.
secondaire, études avancées Document authentique, textes faciles.
comparaison.
11 Revision
12 Revision
13 Examen Examen
14 Examen Examen
FRENCH LANGUAGE
SS 2 SECOND TERM

1 Contrôle continu Une dictée sur les expressions
Exprimer l’appréciation. d’appréciation, de confiance, de
1ère Épreuve solidarité, d’encouragement.
Maîtrise de la langue : match, Jeux de rôles.
concert, club, théâtre, piscine, Appréciez vos clients Amaka vient de
bibliothèque, etc. c'est réussir à un examen.
sympa/excellent/beau/agréable/ Vous lui faites une lettre de félicitations.
encourageant/super/pas mal – tu Resource pédagogique
peux compter sur moi ! bravo Textes de lecture facile, textes de
Compréhension orale : jeu de rôle production orale, comprise de journaux.
apprécier vos clients
Expression orale : écoute des
cassettes
2 Exprimer la déception. Le professeur introduit diverses situations
Maîtrise de la langue : zut ! bof!, qui impliquent la déception.
comme ci comme ca, si je savais !, Les élèves choisissent les expressions
quelle déception ! compréhension appropriées par le professeur.
orale : document authentique Resource pédagogique
Expression orale : jeu de rôle. Quel Jeux de rôles cassettes audio/CDs, films
malheur !/quel dommage !
3 Nuancer l’expression d’une Le professeur introduit jeu de rôle. Voue
opinion. êtes témoin. L’avocat vous interroge,
Maîtrise de la langue : je dirais mais vous ne répondez pas directement.
que… il paraitrait que…, il Jouent les jeux de rôles proposés.
paraitrait que…, je ne dirais pas Resource pédagogique
non, pas exactement etc. Films, cassettes audio/CDs,
conditionnel images/photos
Compréhension écrite : lecture
d’un textes sur expression d’une
opinion.
4 Juger un acte on une attitude. Le professeur demande aux élèves de
Maîtrise de la langue : a 'y voir de compléter des phrases écrites.
plus près, pour conclure, en fin de Les élèves font un débat sur des sujets
compte courant (Ex. SIDA, Internet, etc.) où ils
sont encouragés à utiliser des tenures de
jugement.
Resource pédagogique
Textes de lecture facile, textes audio.
5 Contrôle continu Le professeur demande aux élèves de
Critiquer un acte ou une attitude. compléter des phrases orales : d’après
2ème Épreuve moi, à mon avis.
Maîtrise de la langue : vocabulaire Les élèves font un débat sur des sujets
portant sur la qualité : médiocre, courants
super, moyen, ambigu, Exemple : le portable, l’internet.
extraordinaire, etc. Resource pédagogique
Coupures de journaux, textes audio,
cassettes audio/CDs
6 Protester Le professeur propose un jeu avec un
Maîtrise de la langue : l’expression couple compréhension auditive et écrite
permettant de dire non a un fait / Jeux de rôles.
une situation. Je proteste, ah non ! Vous êtes mari.
ce n’est pas mon avis, loin de là. Votre épouse vous demande de faire
certaines choses, vous protester.
Exemple Épouse : de l’argent
Mari : tu dis quoi ?
Dialogue, CDs / cassettes audio, textes
audio
7 Culture et civilisation : un pays Le professeur va introduire la carte de
francophone les grands traits l’Afrique de l’ouest et donner les histoires
géographiques et politiques. politiques et les présidents.
Comparaison avec le Nigéria Les élèves vont chercher et trouver les
Maîtrise de la langue : colonialiste pays limitrophes.
gouvernement, date Resource pédagogique
d’anniversaire, l’argent utilisé, La carte de l’Afrique de l’ouest.
location, les présidents.
8 S’excuser Le professeur demande un élève à
Maîtrise de la langue : je accuser un autre. L’accusé cherche à se
m’excuse, c’est en raison de…, défendre.
pardon. c’est pour Jeux de rôles.
Contrôle continu Vous êtes accusé de certains actes.
Vous essayez de vous défendre
La classa se constitue en jury.
Quelqu’un contre un autre, textes de jeux
de rôles.
9 Revision Revision
11 Examen Examen
12 Examen Examen
FRENCH LANGUAGE
SS 2 THIRD TERM

1 Contrôle continu Le professeur montre l’action de
S’excuser, se justifier, se défendre s’excuser, s’amuser etc. avec geste et
1ere Épreuve dit : professeur : je vous accuse.
(Étude de) maîtrise de la langue : (jeu de rôle)
l’emploi des expressions de Le professeur met la cassette audio.
s’excuser, se justifier, s’amuser, se Les professeurs posent des questions.
défendre au présent. Les professeurs accusent l’étudiant d’un
Compréhension Écrite : lectures mal fait.
sur l’acte de s’excuser etc. Les étudiants regardent curieusement
Expression orale : entretien entre d’abord.
le professeur, l’étudiant et Puis ils se défendent, s’excusent, se
l’étudiant. justifient.
Les étudiants écoutent.
Les étudiants répondent à l’écrite.
L’étudiant s’excuser, se justifier, se
défendre avec les expressions : je
m’excuse, c’est en raison de, c’est pour
(s’amuser) c’est par (erreur).
Textes de dialogues adaptes, textes de
production orale etc.
Cassette audio, CD, texte audio
Textes de dialogues adaptés.
2 Pardonner à quelqu’un Le professeur est juge. Il juge l’étudiant
Maîtrise de la langue : l’emploi des avec ces expression : c’est faux tu as tort,
verbes pardonner, s’excuser, ce n’est pas vrai.
accuser au présent. L’emploi des Jeux de rôles : le professeur accuse
expressions : oh pardon, je l’étudiant d’un mal faits. Le professeur
m’excuse, ce n’est pas vrai, c’est guide les étudiants à jouer ce rôle. Il
faux, tu as tort etc. corrige les prononciations de mots
Expression orale : exercices oraux nouveaux.
de l’acte de pardonner quelqu’un. Le professeur demande aux étudiants de
Compréhension orale : décrire ce qui se passe dans la
image/photo d’un accusé, photo/image.
d’avocat, de juge, et des témoins Le professeur écoute et corrige les
dans la sale de jugement. fautes/félicite les étudiants.
Vocabulaire : témoins, avocat, L’étudiant se défend avec ces
accuser etc. expressions oh pardon : je suis désolé,
aie pitié de moi etc.
L’étudiant se défend. Trois étudiants
jouent les rôles d’accusé, avocat et de
juge, un étudiant est juge, l’autre est
accusé et l’accusé cherche à se
défendre.
Les étudiants regardent curieusement : ils
essaient de rependre/ réagir
individuellement, en groupe et ensemble.
Traits de textes de littérature, images,
photos etc.
Textes de dialogue adaptes.
Document authentique, photo, image,
futur.
3 Exprimer une obligation Le professeur met les verbes en phrases
directe/implicite avec Le temps correspondant. Le
Maîtrise de la langue : emploi des professeur explique le sens de mots
verbes falloir, aller, devoir, être, nouveaux.
vouloir, pouvoir au conditionnelle, Jeux de rôle : le professeur divise la
au futur simple et à l' impératif. classe en deux groupes.
Emploi des expressions : il faut…, Le professeur pose des questions sur
il doit…, va, allez, tout de suite, un l’image.
instant, j’allais, vous demander, Les étudiants copient dans leurs cahiers
pourriez/voudriez-vous, je serais ils font des exercice écrites (font des
obligé, etc. phrases) au conditionnelle, au futur
Expression orale : écoute à la simple et a l’impératif, en exprimant une
radio. Réponse aux questions, obligation directe/implicite eg. Il faut, il
posé sur ce qu’on entend. doit, le premier groupe s'adresse au
deuxième groupes en utilisant ces
expressions d’oblige directe. Eg. Il faut, il
doit, va, Vien tout de suite.
La deuxième s’adresse à l’aide des
expressions implicite eg. Je serais,
pourriez-vous, j’allais vous demande etc.
L’art de conjugué, le dictionnaire, extrait
de texte lit, image/photo.
Cassettes, textes de dialogue adapté une
radio, un film, coupures de journaux etc.
4 La conséquence Le professeur fait des phrases avec ces
Maîtrise de la langue : Études des expressions il laisse les étudiants copier.
expression : bien que, jusqu’à, ce Le professeur (fait des gestes) demande
que, à la fin, après tout, en aux étudiants de proposer un sujet. Le
conséquence, par conséquent, le professeur corrige des fautes. Il lit le texte
point culminant, c’est, suite à, à la deux fois.
suite de, etc. Les étudiants essaient d’en faire
Expression écrite : une rédaction individuellement. Puis il écrivent sur ce
sur une sujet.
action/événement/exprimant / Les étudiants écoutent et répondent aux
montrant la conséquence. questions correspondantes à l’écrite.
Compréhension écrite : sur un Texte de compréhension auditive et
texte exprimant la conséquence écrite.
Le dictionnaire en document authentique.
Extrait d’un texte littéraire, texte de
lecture facile, un film, une photo
5 Contrôle continu Le professeur demande aux étudiants de
La certitude faire des phrases avec ces expressions.
2ème Épreuve Le professeur met la cassette audio.
Maîtrise de la langue : l’emploi des Le professeur pose des questions sur la
expressions : il est certain que, il lecture. Le professeur écrit au sujet de
n’y a pas de doute que…, débat au tableau (jeu de rôle) il parle
Assurément, évidemment, c’est d’abord……
certain, c’est sûr, c’est indéniable. Les étudiants en font individuellement, en
Compréhension orale : lecture sur groupe et ensemble.
un entretien montrant certitude. Les étudiants écoutent bien, les étudiants
Expression orale : un débat réagissent en répondant avec ‘‘vrais’’ ou
exprimant la certitude faux ou en faisant des phrases avec : il
est certain que, évidement etc.
Les étudiants propose ou oppose l’idée
en paires ou en groupe avec l’emphase
sur la certitude de cette idée.
Le dictionnaire, texte audio, cassette
audio, des photos, textes de dialogue
adapté, CD.
6 Culture et civilisation Le professeur met un film montrant, les
Compréhension orale : sur organisations internationales.
l’Afrique de l’ouest. Les grandes Le professeur pose des questions sur ce
organisations internationales e.g qui se passe/ce qu’ils voient dans ce film.
CEDEAO, UMOA, L’ORAN, Le professeur écrit de mots nouveaux au
L’UNU, NU UE. tableau. Le professeur donne un exemple
Maitrise de la langue : vocabulaire d’une phrase….
de mots nouveaux. Exercice Le professeur demande des questions
écrites les mots nouveaux et des sur cette lecture. Il demande aussi aux
verbes au présent, futur et étudiants de décrire les sens des mots
imparfait. bridgés.
Compréhension écrite : lecture Les étudiants regardent avec intérêt. Les
d’un texte sur les grandes étudiants réagissent en parlant
organisations internationales de individuellement en groupe et ensemble.
l’Afrique de l’ouest. Les étudiants les copient dans leurs
cahiers.
Les étudiants essaient de faire des autres
phrases autant.
Les étudiants essaient de répondre ces
questions dans leur cahier en choisissant
les réponse juste (en circulant)
individuellement et écrivant les mots
complets e.g. NU – nation unis, UE –
l’union Européenne, CEDEAO etc.
Un film, documents authentique coupures
de journaux, une carte, le dictionnaire,
l’art de conjugaison.
Texte de lecture facile, document
authentique, une carte de l’Afrique de
l’ouest.
7 Culture et civilisation : la France : Le professeur montre un film/photos des
les jeunes ; comparaison avec le jeunes gens Français et Nigérians. Le
Nigeria (la mode moderne) professeur fait une comparaison entre les
Compréhension orale : un deux. Puis il demande aux étudiants de
film/photos des jeunes Français et faire autant. Le professeur écrit de mots
des jeunes Nigérians. nouveaux au tableau. Il lit le professeur
Maîtrise de la langue : vocabulaire montre des photos et décrit les jeunes :
– la mode, être à la mode, sympa, des filles belles, de garçons beaux ; la
musiciens de rap, style de danser dame au chapeau rouge ; ce garçon aux
moderne, vie sociale. Revue : lunettes noirs etc.
Masculine et Féminine, singulier et Le professeur donne aux étudiants des
pluriel, des adjectifs descriptifs exercices écrites.
physique et de caractère ; Les étudiants regardent curieusement.
Revue : l’adjectif démonstratif, Les étudiants décrivent ces jeunes en
Masculine/Féminine : ce, cette, faisant la comparaison pareille et
cet, ces, cela, celui-ci, celui-là, contraire sur leur manière d’agir /faire
celle-ci, celle-là, etc. quelque chose.
Expression écrite : une rédaction Les étudiants regardent et écoutent
sur : les jeunes modernes et attentivement. Puis ils répètent après le
l’internet / l’influence d’internet sur professeur individuellement, en groupe et
les jeunes modernes. ensemble deux fois.
Les étudiants copient dans leurs cahiers.
Un film, photos, documents authentique.
8 Culture et civilisation Le professeur met la cassette audio à
Compréhension écrite : système haute voix. Le professeur pose des
éducatif en France et au Nigeria (la questions sur l'émission de la cassette.
comparaison) : écoute aux Le professeur demande aux étudiants de
cassettes audio. faire des phrases avec ces mots. Le
Maîtrise de la langue : professeur corrige où nécessaire.
vocabulaire : dortoir, primaire, Le professeur pose des questions e.g
secondaire, collégien, matière, comment s’appelle votre école ? où se
emploie de temps, récréation, trouve votre école ? est-ce c’est une
interne, externe, bâtiment, bureau école extrême/interne/
du directeur, sale de classe etc. primaire/secondaire etc.
Expression orale : entretien entre Les étudiants écoutent attentivement les
le professeur et l’étudiante sur le étudiants répondent.
système éducatif en France et au Les étudiants essaient d’en faire
Nigeria. individuellement, en groupe et puis
ensemble.
L’étudiant répondent e.g mon école
s’appelle…… il se trouve à l’est du
Nigeria/ de la France… c’est une école
interne/ externe/primaire/ secondaire.
Un film, photos, documents authentique
9 Culture et civilisation : système Le professeur explique ces adjectifs
éducatif en France et au Nigéria (la comparatifs etc. opposition e.g
comparaison) suite. l’éducation en France est plus chère
Maîtrise de la langue : emploi des que… e.g elle adore les maths, en
adjectifs comparatifs, superlatifs revanche elle déteste la chimie. Il lit ces
e.g. aussi… que, moins…. Que, phrases à l’école des élèves.
autant-autant, plus… que etc. Le professeur donne une exercice, de
l’opposition : comparer en rédaction aux étudiants.
opposant e.g emploi de : par Le professeur corrige des fautes.
contre / en revanche, au contraire, Resource pédagogique
alors que, tandis que… Les étudiants écoutent, les étudiants
Expression écrite : une rédaction- regardent et répètent des phrases après
votre ami Français vous a écrit en lui ensemble deux fois.
décrivant le système d’éducation Les étudiants essaient d’y écrire.
chez lui, répondez à cette lettre et
lui parlez de système d’éducation
ici au Nigéria.
10 Révision Révision
11 Révision Révision
12 Examen Examen
13 Examen/Vacance Examen/Vacance
‫المنهج الدراسي للسنة الثانية الثانوية‬

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

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

‫‪SCHEME OF WORK FOR S.S TWO‬‬
‫‪THIRD TERM‬‬ ‫الفترة الثالثة‬
‫مقالة مناسبة تعطى فكرة متكاملة‬ ‫الحكومة وواجبها نحو الفرد‬ ‫األول‬
‫عن الحكومة وواجبها نحو الفرد‬
‫قطعة عربية للترجمة إلى اإلنجليوية‬ ‫الترجمة من العربية إلى‬ ‫الثانى‬
‫وبالعكس‬ ‫اإلنجليزية وبالعكس‬
‫مقالة مناسبة تعطى فكرة متكاملة‬ ‫اإلنشاء‬ ‫الثالث‬
‫عن هذه العناوين اآلتية‪ -١ :‬حقوق‬
‫الجيران ‪ -٢‬اإلعتماد على النفس‬
‫‪ -٣‬فوائد التعليم ‪ -٤‬مباراة كرة‬
‫القدم ‪ -٥‬المسؤلية اإلجتماعية ‪-٦‬‬ ‫العدد‬ ‫الرابع‬
‫‪.‬حفلة الزواج ‪ -۷‬حب الخير وأهله‬
‫قاعدة نحوية‪ -١ .‬األعداد من ثالثة‬
‫إلى عشرة تذكر مع المؤنث وتؤنث‬
‫مع المذكر ‪ -٢‬األعداد المركبة‬
‫المبنية الجزئية على الفتح ماعدا إثنا‬
‫عشر فالجزء األول يعرب إعراب‬ ‫المنادى‬ ‫الخامس‬
‫المثنى وأما الجزء الثانى فيبنى على‬
‫‪.‬الفتح‬
‫نص مختار يشمل على جمل مفيدة‬
‫فيها المنادى كما فى األمثلة اآلتية‪:‬‬
‫‪ -١‬يا خليل! تعال هنا‪ -٢ .‬ياصالح‬ ‫من شعر القاضى عمر‬ ‫السادس‬
‫الدين! صل بنا‪ -٣ .‬يا مسافر! إتق‬ ‫إبراهيم‬
‫‪.‬الله‬ ‫السابع‬
‫نص مختارة مشتمل على تاريخ‬ ‫المفعول المطلق‬
‫حياة القاضى عمر إبراهيم أبيات‬
‫‪.‬شعر األحبـة‬
‫نص مختارة تشمل على جمل‬
‫مفيدة وفى كل منه المفعول‬
‫المطلق بإعتبار موقعه اإلعرابى كما‬
‫فى األمثلة أالتية‪ -١ :‬لعب حسن‬
‫لعبا‪ -٢ .‬يشرب الطفل اللبن شربا‪.‬‬ ‫الثامن‬
‫‪ -٣‬مـر القطار مـرالسحاب‪ -٤ .‬أكل‬ ‫المفعول به‬
‫أحمد أكلتين‪ .‬قاعدة نحوية "‬
‫المفعول المطلق إسم منصوب‬
‫موافق للفعل فى لفظ وجئ بعد‬
‫‪.‬الفعل لتأكيده أو لبيان نوعه‬
‫التاسع‬
‫نص مختارة تشمل على جمل‬
‫األنشودة‬
‫مفيدة تبرز المفعول به وموقعه‬
‫اإلعرابى كما فى األمثلة أالتية‪-١ :‬‬
‫شـدالتلمذالحبل‪ -٢ .‬طوت البنت‬
‫الثوب‪ -٣ .‬أكل الذئب الخروف‪-٤ .‬‬
‫حاز السابق جائزة‪ -٥ .‬يصيد الثعلب‬
‫‪.‬دجاجة‬ ‫العاشر‬
‫‪.‬نص األنشودة المختارة‬ ‫النظافة من اإليمان‬
‫كل شيئ فانى‪ #‬إال الله باقى‪ .‬كل‬
‫شيئ فانى ‪ #‬إال الله الباقى‪ .‬أحد‬
‫صمد ‪ #‬اليموت أبدا‪ .‬صلوا على‬
‫محمد‪ #‬صلوا على محمد‪ .‬الصالة‬ ‫الحادى عشر‬
‫والسالم‪ #‬على رسول الله‪ .‬الصالة‬ ‫اإلتحاد اإلفريقى‬
‫‪.‬والسالم ‪ #‬على رسول الله‬
‫نص مختارة يشتمل على كلمات‬
‫وعبارات يتعلق بنظافة الجسم‬ ‫الثانى عشر‬
‫والبيئة منها نظافة البيئة‪ ,‬الجسم‪,‬‬ ‫المراجعة واإلمتحان‬ ‫والثالث‬
‫إستحمام‪ ,‬تقليم األظافر‪ ,‬الذباب‪,‬‬ ‫‪.‬والتصحيح‬ ‫عشر‬
‫ناموس األمراض‪ ,‬دورة المياه‪,‬‬
‫‪.‬األوساخ الصحة‪ ,‬الوقاية‪ ,‬العالج‬
‫نص مختار تتعلق باإلتحاد اإلفريقى‬
‫منها إستقالل‪ ,‬دول‪ ,‬جمهوريات‪,‬‬
‫التعاون والتفاهم‪ ,‬عالقات‬
,‫ إتفاقيات‬,‫ سالم‬,‫ األمن‬,‫السياسية‬
‫ عالقات‬,‫مفاوضات‬.
ECONOMICS
SS 2 FIRST TERM

1 TOOLS OF ECONOMIC ANALYSIS 1. Teacher to test previous
i. Simple linear equations knowledge of basic tools
ii. Measures of dispersion taught in year one. Give
iii. Pie chart relevant examples on the new
topic (draw tables, graph and
calculate given data)
2. Learning material; Graph
paper and other relevant
materials.
2 TOOLS OF ECONOMIC ANALYSIS 1. Teacher to test previous
i. Bar charts knowledge of basic tools
ii. Calculation of charts taught in year one. Give
relevant examples on the new
topic (draw tables, graph and
calculate given data)
2. Learning material; Graph
paper and other relevant
materials.
3 CONCEPT OF DEMAND AND 1. Teacher to emphasize the
SUPPLY role of price system in
i. Meaning of demand and resource allocation in
supply economics. Guide students to
ii. Laws of demand and supply plot the demand and supply
i. Factors affecting demand schedules to obtain curves.
and supply. 2. Learning materials; Graphs.
4 CONCEPT OF DEMAND AND 1. Teacher to emphasize the
SUPPLY role of price system in
i. Distinguish between factors resource allocation in
that cause shift in demand economics.
and supply curves and 2. Learning materials; Graphs.
those causing movement
along demand and supply
curves
ii. Types of demand and
supply (with curves)
5 THE PRODUCTION POSSIBILITY 1. Teacher to give hypothetical
CURVE production data and figures to
i. Meaning of production plot the PPC and to calculate
possibility curve (PPC) marginal product (MP) and
ii. Plotting the PPC from average product (AP). Guide
possible data students to draw PPC on
graph sheets.
6 THE PRODUCTION POSSIBILITY 1. Teacher to guide students to
CURVE plot graphs, calculate
i. Concept of total, average average, total and marginal
and marginal productivity. productivity
ii. Laws of variable proportion 2. Learning materials: Graphs
and tables
7 COST CONCEPTS 1. Teacher to ask students to
i. Basic cost concepts: total, state what they consider as
average, marginal, fixed cost and highlight the
and variable cost. distinctions between cost to
ii. Different cost curves individual, the business
enterprise and to the nation
2. Learning materials; Graphs.
8 COST CONCEPTS 1. Teacher to ask students to
i. Short-run and Long-run state what they consider as
Costs cost.Identify costs incurred in
ii. Distinction between the running of schools. Draw
economist’s and cost curves and go on
accountant’s view of cost excursion to local factories to
identify cost items.
9 REVENUE CONCEPTS 1. Teacher to explain the
i. Concept of revenue – total, concepts of total, average
average and marginal and marginal revenue to
revenue students and use raw relevant
ii. Revenue schedules and revenue schedules and
curves curves.
10 TYPES AND FEATURES OF 1. Teacher to explain the
ECONOMIC SYSTEM features of the various
i. Basic features of economic economic system, drawing
system (Capitalism, examples from defunct
Socialism, Mixed economy USSR, United States and
etc) Nigeria.
2. Learning materials: Political
Map of the world.
11 LABOUR MARKET 1. Teacher to emphasize the
i. Supply of and demand for role of government institutions
labour and wage commissions in the
ii. Wage determination determination of wages.
Discuss the introduction of
the new minimum wage.
Invite labour leader and
employer of labour or official
of ministry of Labour,
Employment and
productivityto give talk on
labour matters. Draw out
distinction between real and
nominal wages. Simulate
wage bargaining by grouping
students into employers and
union leaders. Discuss with
students activities of NDE;
National Directorate of
Employment. Mention some
jobs a young school leaver
could engage in.
2. Learning materials:
Newspaper clippings,
hypothetical price level wage
rate and productivity data.
Graph paper and pencil.
12 LABOUR MARKET 1. Teacher to discuss the
i. Trade Unions and other introduction of the minimum
related institutions. wage and invite labour leader
and employer of labour or
official of ministry of Labour,
Employment and
productivityto give talk on
labour matters.
2. Learning materials:
Newspaper clippings
ECONOMICS
SS 2 SECOND TERM
WEE TOPIC/CONTENT ACTIVITIES

K
1 LABOUR MARKET 1. Teacher to briefly review the
i. Concept of relationship between size of the
unemployment labour force and population treated
ii. Types of in SS1. Ask students to state the
unemployment, population of their various
causes, effects and households and the number who
solutions. are effectively employed. Mention
iii. Concept of self some jobs young school leavers
employment, job could engage in. Discuss with
creation and dignity of students activities of NDE; National
labour. Directorate of Employment.
Mention some jobs a young school
leaver could engage in.
2. Learning materials: Newspaper
clippings, hypothetical price level
wage rate and productivity data.
2 ELEMENTARY TREATMENT 1. Teacher to explain with real life
OF UTILITY THEORY examples, the concept of average,
i. Concept of utility – marginal and total utility. Explain
average, marginal and the principle of diminishing
total utility. marginal utility with drinking water
ii. The law of diminishing or soft drinks. Calculate with
marginal utility. students total, average and
marginal utilities from hypothetical
schedule given and draw relevant
graphs.
2. Learning material; drinkable
water/soft drinks and cups. graphs
3 PRICE DETERMINATION 1. Teacher to demonstrate with
i. Determination of students the effects of changes of
equilibrium price and demand and supply on equilibrium
quantity price and quantity using graphs to
ii. Effects of changes in explain the changes. Illustrate
demand and supply discussion with local examples
iii. Types of demand and 2. Learning material; Appropriate
supply e.g. joint illustrations e.g. bread and butter,
demand, joint supply petrol and car. Illustrate
etc. complimentary demand and other
types of demand and supply. Use
graphs and diagrams.
4 PRICE DETERMINATION 1. Teacher to recall Nigeria’s
i. Concept of elasticity experiences with fuel price/wage
and its application increases. Give students examples
ii. Simple application of and calculate elasticity values.
price theory e.g. 2. Learning material; Use graphs to
minimum and illustrate the elasticity of demand
maximum price and supply.
legislation.
5 MARKET STRUCTURE 1. Teacher to emphasize the
i. Concept and types of distinction between market and
markets market place. Revise cost and
ii. Review of cost and revenue concepts..
revenue curves. 2. Learning materials; Graphs.
6 MARKET STRUCTURE 1. Teacher to identify and explain the
i. Price and quantity basic features of the perfect and
determination under monopoly market using real life
perfect competition examples.
and monopoly. 2. Learning materials; Graphs.
7 MARKET STRUCTURE 1. Teacher to identify and explain the
i. Price and quantity basic features of the perfect and
determination under imperfect market using real life
duopoly and examples.
monopoly. 3. Learning materials; Graphs.
8 INDUSTRIES IN NIGERIA 1. Teacher to arrange an excursion to
i. Definition of industrial local factories, construction
concept – plant, companies and mining sites and
factory, firm, industry industrial estates where possible.
and industrial estate. Think out reasons for siting certain
factories in their neighbourhood
where they are sited. List firms of
the same industry close to one
another
2. Learning materials; map of Nigeria
showing industrial activities.
9 INDUSTRIES IN NIGERIA 1. Teacher to arrange an excursion to
i. Location and local factories, construction
localization of companies and mining sites and
industries in Nigeria. industrial estates where possible.
ii. Advantage and List some advantages derivable
disadvantages of from having firms of the same
localization of industry close to one another.
industries. 2. Learning materials; map of Nigeria
iii. Factors that influence showing industrial activities.
location and
localization of
industries.
10 AGRICULTURE 1. Teacher to encourage students to
i. Problems of agriculture participate in farms activities at
ii. Agricultural policies in home and school. Invite agricultural
Nigeria. extension worker or agricultural
science teacher to give talk on
agriculture generally.
2. Learning materials: Display
agricultural commodities. Pie charts
to show the contributions of
agriculture to the economy over the
years. Visit large scale farms.
11 AGRICULTURE 1. Teacher to invite agricultural
i. Marketing of extension worker or agricultural
agricultural science teacher to give talk on
commodities agriculture generally. Suggest ways
ii. Prospects of to solve agricultural problems in
agriculture in Nigeria. Nigeria.
2. Learning materials: Display
agricultural commodities. Pie charts
to show the contributions of
agriculture to the economy over the
years. Visit large scale farms.
ECONOMICS
SS 2 THIRD TERM
WEE TOPIC/CONTENT ACTIVITIES

K
1 ELEMENTARY TREATMENT OF 1. Teacher to illustrate discussions
FISCAL POLICY with Nigeria data at different
i. Meaning of fiscal policy stages of teaching.
in public finance 2. Budget statement of any year.
ii. Objectives of public
finance
iii. Revenue allocation
(including resource
control)
iv. Sources of government
revenue
2 ELEMENTARY TREATMENT OF 1. Teacher to use demand and
FISCAL POLICY supply curves to analyze the
i. Direct and indirect incidence of taxation
taxation 2. Learning Material: Budget
ii. Effects and incidence of statement of any year.
taxation
iii. Structure of effects of
public expenditure on
government budget
3 BALANCED AND UNBALANCED 1. Teacher to use a budget
BUDGET statement to illustrate
i. Meaning of balanced government fiscal operations and
budget students to list their own sources
ii. Reasons for balanced of revenue and items they spend
budget money on e.g. in the previous
iii. Meaning of surplus and week. This will illustrate the idea
deficit budget of revenue and expenditure at
the individual level.
2. Learning material; List of
government fiscal operations.
4 BALANCED AND UNBALANCED 1. Teacher to use a budget
BUDGET statement to illustrate
i. Ways of financing deficit government operations.Guide
budget and their effects students to list their own sources
(e.g. debt burden, debt of revenue and items they spend
relief and debt buy back) money on e.g. in the previous
week. This will illustrate the idea
of revenue and expenditure at
the individual level.
2. Learning material; List of
government fiscal operations.
5 ELEMENTS OF NATIONAL 1. Teacher to guide students in
INCOME ACCOUNTING learning the ways of calculating
i. Meaning of national national income. Identify local
income concepts and economic activities that
their uses contribute to total National
ii. Ways of measuring Income. Apply the concept of
national income and income determination to solve
their limitations simple economic problem.
2. Learning materials; Charts to
illustrate components of National
Income.
6 ELEMENTS OF NATIONAL 1. Teacher to guide students in
INCOME ACCOUNTING learning the ways of calculating
i. Uses and limitations of national income. Identify local
National income economic activities that
estimates contribute to total National
ii. Trends and structure of Income. Apply the concept of
national income income determination to solve
simple economic problem.
2. Learning materials; Charts to
illustrate components of National
Income.
7 TYPES OF FINANCIAL 1. Teacher to emphasize the
INSTITUTIONS AND THEIR importance of
FUNCTIONS (AJO/ESSU/ASUSU) and similar
i. Money Market arrangements as examples of
institutions traditional institutions. Explain
ii. Capital Market peculiar problems of each type of
institutions financial institution. Go on
iii. Other Market agencies. excursion with students to central
bank/commercial
bank/development bank and
stock exchange where possible.
2. Learning materials; Cheque
books, pass books, teller etc and
quarterly annual and periodical
publications of the Central bank,
NDIC, Stock Exchange
Commission etc.
8 TYPES OF FINANCIAL 1. Teacher to emphasize the
INSTITUTIONS AND THEIR importance of
FUNCTIONS (AJO/ESSU/ASUSU) and similar
i. Functions of capital arrangements as examples of
market institutions traditional institutions. Explain
ii. How the stock exchange peculiar problems of each type of
operates financial institution. Go on
iii. Secondary and primary excursion with students to central
markets bank/commercial
bank/development bank and
stock exchange where possible.
2. Learning materials; Cheque
books, pass books, teller etc and
quarterly annual and periodical
publications of the Central bank,
NDIC, Stock Exchange
Commission etc.
9 MONEY: DEMAND FOR AND 1. Teacher to explain various
SUPPLY OF MONEY motives for holding wealth in the
i. Determinants of supply form of money. Provide
and demand for money. illustration of coins, paper money
ii. Value of money and the and cheques as well as
price level. specimens of items that could
serve as commodity money.
2. Learning materials; Coins,
cheques, paper money and
commodity money.
10 MONEY: INFLATION AND 1. Teacher to emphasize that
DEFLATION conventional explanation may not
i. Meaning and types of capture all cases of inflation,
inflation particularly in the developing
ii. Causes, effects of countries. Ask students to narrate
inflation/deflation their experience of inflation in
their environment. Testify to the
hoarding cause’s inflation. Plot
graphs to illustrate price changes
over time. Organise students in
smaller groups to discuss the
effect of rising prices on their
allowances and what they can
buy.
2. Learning materials; Time series
data on prices, consumer price
index information published by
the Central bank of Nigeria and
their institutions. .
11 MONEY 1. Teacher to ask students to
i. Control of narrate their experience of
inflation/deflation inflation in their environment.
ii. Inflation in Nigeria. 2. Learning materials; Time series
data on prices.
HAUSA LANGUAGE SS 2 FIRST TERM

ZANGO NA DAYA AJI BIYU
MAKO JIGO/MAKASUDI AYYUKA

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

ZANGO NA BIYU AJI BIYU

1 Nazarin littafin zube:
Malami zai karantar da nazarin littafin zube ta fannin:
Jigon littafi
- jarunta
- soyayya
- bantausayi
- gyaran hali da
- dubarun zaman duniya
2 Ci gaba da nazarin littafin zube:
Malami ya karantar da salon sarrafa harshe irinsu:
- babi – babi
- tsara jimloli
- sakin layi
- dubarun jan hankali
- Amfani da kalmomi ds
3 Furucin baƙaƙe da wasula:
Malami zai koyar da: ma’anar tsarin sauti kamar:
- adadin baƙaƙe, misali
- saukaka – B, C, D, F, ds
- adadin masu goyo, misalin: gy, gw, ts, sh, ds.
- adadin wasula tilo masu aure
4 Ci gaba da furicin baƙaƙe wasula:
Malami zai koyar da; furicin baƙaƙe;
a. gurbin furici
b. yanayin furici
c. matsayin maƙwallato kamar mai ziza da marar
ziza.
d. furicin wasulla – tsayi, siga da tagwan wasali.
5 Ci gabada furucin baƙaƙe wasulla:
Malami zai yi bitar ma’anar gaɓa.
 Tsarin baƙi, wasali (BW)
 Tsarin baƙi wasali, baƙi. (BWB)
 Tsarin baƙi wasali wasali (BWW)
 Rufaffiyar gaɓa
 Budaddiyar gaɓa ds.
6 Nazarin littafin karin magana:
Malami zai karantar da:
 Ma’anar Karin Magana
 Yadda ake Karin Magana
 Ire-iren Karin Magana
7 Lokuta:
Malami zai karantar da:
 ma’anar lokaci
 ire-iren lokuta, kamar
- shuɗaɗɗen lokaci (i)
- shuɗaɗɗen lokaci (ii)
- lokaci sabau
- lokaci mai ci (i)
- lokaci mai ci (ii)
8 Nazarin litaffin wasan kwaikwayo:
Malami zai koyar da:
- Ma’anar wasan kwaikwayo
- Jigo da zubi da tsari da sarrafa harshe ds.
9 Ci gaba da nazarin littafin wasan kwaikwayo:
- Wuraren da ake wasan kwaikwayo. Misali
rediyo, telebijin, dandali ds.
10 Tunanin Bahaushe akan fatalwa:
 ma’anar fatalwa,
 yadda bahaushe ya fahimci fatalwa, kamar
 labaru game da fatalwa
- mutuwa
- kurwa
- kishi
- bege ds
11 Maimaitawa
12 Jarabawa
HAUSA LANGUAGE SS 2 THIRD TERM

ZANGO NA UKU AJI BIYU

1 Auna fahimta:
Malami zai yi bitar;
 Ma’anar auna fahimta, watau tabbatar da gane
abubuwa da ake koyawa dalibai a lokaci guda
domin a kaifafa fahimtarsu.
 Iya sanin ma’anar kalmomin Hausa
2 Ci gaba da auna fahimta:
Malami zai koyar da;
 Ire-iren auna fahimta:
a. Na labari
b. Na jawabi da
c. Na waƙa ds.
3 Ire-iren fassara:
 ire-iren fassara kamar;
- fassarar baƙi da baƙi
- fassarar nan take
- fassara mai yanci
4 Ci gaba da ire-iren fassara:
 rukunan fassara kamar
 naƙalta
 harsuna biyu da
 naƙaltar al’adu. Sannan ɗalibai zasu san;
matakan fassara kamar;
 daidaituwar saƙo, da
 banbancin karin harshe.
5 Nazarin littafin rubutacciyar waƙa:
Nazarin waƙoƙi dangane da;
 jigo
 zubi da tsarin baitoci
6 Ci gaba da nazarin littafin rubutacciyar waka:
 salo da sarrafa harshe, kamar
 dabarun jawo hankali;
 amfani da ararrun kalmomi ds.
7 Sana’oin gargajiya:
 ma’anar sana’oin gargajiya kamar,
 su, fawa, kaɗi, kitso,
 farauta, dori, gini, jima,
 da rini ds.
8 Ci gaba da sana’oin gargajiya:
 Ire-iren kayan aikin sana’o’i gargajiya
 Ɗalibai su san masu sana’o’i gargajiya
9 Tunanin bahaushe akan iskoki:
 ma’anar iskoki,
 yadda Bahaushe ya fahimci iskoki, kamar masu;
 ban tsoro, baƙaƙen iskoki ko fararen iskoki
10 Ci gaba da tunanin Bahaushe akan iskoki:
 Muhallinsu: kamar;
 tsamiya, faƙo, kuka, kogo, suri, gwalalo, juji da
bayi ds
11 Maimaitawa
12 Jarabawa
13 Jarabawa
ASỤSỤ IGBO
SS TWO TAM NKE MBỤ
IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWANKỤZI

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

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

Leta na Ụdị Ya – Nkeonye na 1. Ige ntị
anamachọihe 2. Ide otu edemede leta
OMENALA: Ọmụmụ “Ekpe” 3. Ịkọwa ụzọ e si aba ekpe na
na “Mmọnwụ” , Ọbụba ha, ọrụ mmọnwụ
na ọghọm ha 4. Ikwupụta ọrụ, uru na ọghọm
AGỤMAGỤ: Ọgụgụ na Ntụle dị n’ịba mmọnwụ
Akụkọ ifo ọdịnala abụọ sitere 5. Ịgụ na ịtụle akụkọ ifo ha gụrụ
n’akwụkwọ a họpụtara NGWA NKỤZI
Akwụkwọ abụ a họọrọ chaatị,
akwụkwọ ọgụgụ, ugbo ojii, dgz.
4. ỤTỌASỤSỤ: Nkọwa Usoro IHE ỤMỤAKWỤKWỌ GA-EME:
Edemede Leta Nkeonye na 1. Ige ntị
odide otu 2. Idepụta otu leta nkeonye
OMENALA: Ọmụmụ Ọmaba 3. Ikwu ihe bụ ọmọba na
na Odo. Ụzọ e si aba ha, uru odo
na ọghọm ha. 4. Ịkọwaputa ụzọ e si aba ha
AGỤMAGỤ: Ọgụgụ na ntụle 5. Ikwu uru na ọghọm dị ọbụba
abụ ọdịnala abụọ sitere ha
n’akwụkwọ a họpụtara 6. Ịgụ na ịtụle otu abụ ọdịnala a
họpụtara
NGWA NKỤZI
Akwụkwọ ọgụgụ, akwụkwọ abụ a
họọrọ, ụgbọ ojii, tiivi, redio,
tepụrekọda, dgz.
5. ỤTỌASỤSỤ: Nkọwa IHE ỤMỤAKWỤKWỌ GA-EME

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

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

Ọmụmụ Olilo ihu na olilo azụ
OMENALA: Dịbịa Mkpaakwụkwọ/ 1. Ige ntị
Mgbọrọgwụ, Dibịa Ọgwụ/Nsi, Oke 2. Igosipụta ụdị olulo e nwere
dibịa: Orụ ha, Uru ha na Oghọm dị 3. Ịkọwapụta ndị iche dị n’etiti ụdị
na ha. ndị dibịa e nwegasirị
AGỤMAGỤ: Ọgụgụ Akwụkwọ
Iduuazị a họpụtara. 4. Ikwu ọrụ, uru na ọghọm dị
n’ịbụ dibịa
5. Ịgụ akwụkwọ iduuazị a
họpụtara.
NGWA NKỤZI
Akwụkwọ ọgụgụ na akwụkwọ
iduuazị, ụgbọ ojii, kaadị
mgbubam, dgz.
ỤTỌASỤSỤ: Omụmụ Ụdaume -
8. Ọmụmụ Olilo nlofọ, mmakọ na IHE ỤMỤAKWỤKWỌ GA-EME
nlocha 1. Ige ntị
OMENALA: Ọmụmụ Dibịa afa na 2. Ịkọwapụta ndịiche dị n’etiti ụdị
Dibịa aja, Ọrụ ha, uru na ọghọm olulo ndị e nwere
ha. 3. Ịrụgosi ha n’ahịrịokwu
AGỤMAGỤ: Ọgụgụ akwụkwọ 4. Ịkọwa dibịa afa na aja
iduuazị a họpụtara. 5. Ikwu ọrụ, uru na ọghọm ha
6. Ịgụ akwụkwọ iduuazị a
họpụtara
NGWA NKỤZI
Akwụkwọ ọgụgụ na akwụkwọ
iduuazị a họọrọ, ụgbọ ojii, kaadị
mgbubam, dgz.
ỤTỌASỤSỤ:Ọmụmụ Ndapụ
9. Ụdaume na Ndapụ Mgbochiume IHE ỤMỤAKWỤKWỌ GA-EME:
OMENALA: Ntụle Dibịa Ọdịnala 1. Ige ntị
na Dibịa Bekee, Ndịiche dị na ha. 2. Ịrụgọsi okwu/ahịrịokwu nwere
AGỤMAGỤ: Ọgụgụ na Nchịkọta ndapụ ụdaume na mgbochiume
otu abụ sitere n’akwụkwọ abụ a 3. Ịkọwapụta ndịiche abụọ dị na
họpụtara. dibịa bekee na nke ọdịnala
4. Ịgụpụta otu abụ sitere
n’akwụkwọ a họpụtara
NGWA NKỤZI
Chaatị ụdaume/mgbochiume,
akwụkwọ ọgụgụ klasị, akwụkwọ
abụ, dgz
ỤTỌASỤSỤ: Ọmụmụ Fọnịm na

10. Mọfịm; Ọmụmụ ụdị Mọfịm dị iche IHE ỤMỤAKWỤKWỌ GA-EME:
iche (mọfịm ndabe na 1. Ige ntị
nnọọrọonwe). 2. Ịkọwa mọfịm na inye ọmụma-
OMENALA: Akụnụba ndị Igbo, atụ ha
nkọwa na ụdị ihe enwe enwe 3. Ikọwa ihe bụ akụnụba na inye
AGỤMAGỤ: Ọgụgụ Akwụkwọ ọmụmaatụ ụdị ihe enwe enwe
Ejije a họpụtara dị iche iche
1. Ịgụpụta akwụkwọ ejije a
họọrọ.
NGWA NKỤZI
ejije a họọrọ, tepụrekọda, redio,
dgz.
ỤTỌASỤSỤ: Ọmụmụ
11. mkpụrụokwu – Nkọwa IHE ỤMỤAKWỤKWO GA-EME:
mkpụrụokwu, nkụzi ndịiche dị 1.Ịkọwapụta ndịiche dị n’etiti
n’etiti mọfịm na mkpurụokwu. mọfịm na mkpụrụokwu
OMENALA: Enwemenwe 2. Ịkọwa ihe bụ inwe akụnụba
Akụnụba – Uru na Oghọm dị 3. Ịme mkparịtaụka gbasara
n’ịkpata akụ n’ụzọ ziri ezi uru
nakwa n’ụzọ ezighị ezi. na ọghọm dị n’ịkpata akụ
AGỤMAGỤ: Ọgụgụ akwụkwọ n’uzọ
ejije a họpụtara na nchịkọta ya. ezighi ezi
4. Ịgụ na ikwu na nkenke
gbasara akwụkwọ ejije ha
MMỤGHARỊ IHE A KỤZIRI NA gụrụ
12. TAM
ULE
13.
MMECHI
14.
ASỤSỤ IGBO
SS TWO TAM NKE ABỤỌ
1. ỤTỌASỤSỤ: Mmụgharị Ahịrịokwu IHE ỤMỤAKWỤKWỌ GA-EME:

na Ụdị ya dị iche iche 1. Ige ntị
OMENALA: Mmụgharị Akụnụba 2. Ịkọwaputa ahirịokwu na udị ya
na Usoro nnweta ya. gasị
AGỤMAGỤ: Ọmụmụ 3. Idepụta ọmụmaatụ ha gasị
Atụmaatụokwu /asụsụ nka. Nkọwa 4. Ịkpọsita usoro e si enweta
na ndepụta nkenụdị ya. akụnụba
5. Ịkọwa asụsu nka na ịrugosị ha
n’edemede
NGWA NKỤZỊ
mgbubam, dgz.
2. ỤTỌASỤSỤ: Ọmụmụ “Nkwụwa” IHE ỤMỤAKWỤKWỌ GA-EME:

na Nkenụụdị ya dị iche iche. 1. Ige ntị
OMENALA: Iri Ekpe na ike ekpe 2. Ịkọwa ihe nkwuwa na inye
AGỤMAGỤ: Ọmụmụ Ụrụokwu na ọmụmaatụ ha gasị
Igbuduokwu 3. Nrụgosi nkwuwa n’ahirịokwu
4. Ikwu etu e si eri ekpe na ndị
na-eri
ekpe
5. Inye ọmumaatu
uruokwu/igbudu
NGWA NKỤZI
Ụgbọ ọjii, akwụkwọ ọgụgụ, chaati,
kaadị mgbubam, foto/eserese,
dgz.
3.
ỤTỌASỤSỤ:Ọmụmụ nkebiokwu
– Nkọwa ya, ngosipụta ya na
nkewapụta nkebiokwu site
1. Ige ntị
n’ahịrịokwu. 2. Ịkọwa nkebiokwu
OMENALA: Ndịiche dị n’iri 3. Ịrụgọsị nkebiokwu n’ahirịokwu
ekpe, ike ekpe na nnọchiọkwa. dị
AGỤMAGỤ: Ọmụmụ bịambịa iche iche
mgbochi na bịambịa ụda. 4. Ikwupụta ndịiche dị n’etiti iri
ekpe na
ike ekpe
5. Ịkọwapụta ndịiche dị n’etiti
bịambịa
ỤTỌASỤSỤ: Ọmụmụ
mgbochi na bịabia ụda
Nkebiokwu - Mkpọpụta ụdị ya
4. NGWA NKỤZI
dị iche iche na Ọmụmụ
Chaatị, akwụkwọ ọgụgụ, ugbo ojii,
nkebiokwu keaha na
dgz.
kenkọwaha.
OMENALA: Nkọwa agwa ọma
na agwa ọjọọ. Ụgwọ onye
kpara agwa ọma na ahụhụ
1. Ige ntị
onye kpara agwa ọjọọ.
2. Ịkọwa nkebiokwu
AGỤMAGỤ:Ọmụmụ 3. Ịrụgosị nkebiokwu na ụdị ya dị
Mmemmadụ na Egbeokwuna. iche
iche
4. Ime mkparịtaụka gbasara agwa
ỤTỌASỤSỤ: Ọmụmụ ọma
Nkebiokwu kembuụzọ, na agwa ọjọọ
kenkwuwa na kenrụaka. 5. Izipụta mmemmadụ na egbe
OMENALA: Òtù dị iche iche okwu
5. na-achịkwa agwa ọhaneeze, n’ahịrịokwu
dịka ezinụlọ, otu ọgbọ, otu NGWA NKỤZI
nzuzo, ụmụọkpụ, mmọnwụ, Akwụkwọ ọgụgụ, akwụkwọ ejije a
dgz. họọrọ, ụgbọ ojii, tiivi, redio,
AGỤMAGỤ: Ọmụmụ nzaraonwe tepụrekọda, dgz.
na Nhajideokwu
IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkọwa agwa ọma na agwa ọjọọ
2. Ịkọwa nkebi okwu kembuụzọ
ỤTỌASỤSỤ: Nkọwa nkebiahịrị, na
6. ngosipụta ha n’ahịrịokwu na kenkọwa
nkewapụta ha. 3. Inye ọmụmaatụ ha
OMENALA: Ịkọwapụta ụdị echichi 5. Ịkọwa ka otu dị iche iche si
na echimechi ọdịnala dị iche iche. achịkwa
AGỤMAGỤ: Ọmụmụ nkwusara na agwa ọhaneze
ekwueche ọzọ. 5. Ikwu ihe bu ajụju nzaraonwe na
nhagideokwu
6. Imebe ahịrịokwu ebe e nwere
nzaraonwe na nhagideokwu.
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii,
foto/eserese, tepụrekọda, redio,
dgz.
7. ỤTỌASỤSỤ: Ụdị Nkebiahịrị na IHE ỤMỤAKWỤKWỌ GA-EME

Ọmụmụ Nkebiahịrị Keaha 1. Ige ntị
OMENALA: Echimechi Lọlọ, ọrụ 2. Ịkọwa ihe bụ nkebiahịrị
ha na uru ha. 3. Ịmebe ahịrịokwu nwere
AGỤMAGỤ: Ọmụmụ myiri na nkebiahịrị
mbụrụ. 4. Ikwu ụdị echimechi ọdịnala ha
maara
5. Ịrụgosi ahịrị nkwusara na ekwu-
echeọzọ
NGWA NKỤZI
mgbubam, dgz.
8. ỤTỌASỤSỤ: Ọmụmụ nkebiahịrị IHE ỤMỤAKWỤKWỌ GA-EME

kenkọwaaha na kenkwuwa. 1. Ịkọwa ụdị nkebịahịrị e
OMENALA: Ịba amanwụlu, ọrụ na nwegasịrị
uru ya 2. Ịkọwa ihe nkebiahịrị keaha
AGỤMAGỤ: Ọmụmụ ọgharaokwu 3. Ịnye ọmụmaatụ nkebiahịrị
na soromchịa. keaha
4. Ịkọwa na inye
ọmụmaatụmbụrụ na
myiri.
2. Ịkọwa ka e si echi lọlọ na uru dị
nay a.
NGWA NKỤZI
Akwụkwo ọgụgụ, ụgbọ ojii,
chaatị, kaadị mgbubam,dgz
9. ỤTỌASỤSỤ: Nkọwa ihe bụ IHE ỤMỤAKWỤKWỌ GA-EME

kategori ụtọasụsụ na ụdị ya dị iche 1. Ịkọwapụta ndịiche dị n’etiti
iche: omụmụ pesịn na ngụ. nkebi
OMENALA: Echimechi ‘eze’ na ahirị kenkọwa na kenkwuwa
ụzọ e si echi ya. 2. Inye ọmụmaatụ ụdị nkebiahịrị
AGỤMAGỤ: Ọmụmụ nsin-nụda . ndị a
3. Ịkọwa ka e si aba amanwụlu
4. Ikwu uru dị n’ịba ya na ọrụ ya
5. Inye ọmụmaatụ ọgharaokwu na
soromchịa
NGWA NKỤZI
mgbubam, tepụ rekọda, chaatị,
dgz.
10. ỤTỌASỤSỤ: Ọmụmụ ‘Jenda,’ oke

na nwunye (metụtara mmadụ na IHE ỤMỤAKWỤKWỌ GA-EME
anụmanụ) 1. Ige ntị
OMENALA: Ọrụ onye eze na uru 2. Ikwupụta katigori ụtọasusu ndị
inwe eze. e
AGỤMAGỤ: Agwụgwa nwere
3. Imebe ahịrịokwu na-eziputa
pesịn na
ngụ
4. Ịkọwapụta ụzọ e si echi eze
5. Ịrụgosi ahịrịnsinuda
NGWA NKỤZI
Akwụkwọ ọgụgụ , ụgbọ ojii, kaadị
mgbubam, dgz
11. MMỤGHARỊ IHE A KỤZIRI NA
TAM IHE ỤMỤAKWỤKWỌ GA-EME
1. Ịkọwa oke na nwunye
12. ULE 2. Ịkọwa ihe bụ jenda
3. Inye ọmụmaatụ okwu na-
egosiputa
13. ULE NA MMECHI jenda
4. Ikwu ọrụ onye eze na-arụgasị
5. Idepụta uru dị n’inwe onye eze
6. Ikwu agwugwa ndị ha maara
NGWA NKỤZI
mgbubam, dgz.
ASỤSỤIGBO
SS TWO TAM NKE ATỌ
1. ỤTỌASỤSỤ: Mmụgharị IHE ỤMỤAKWỤKWỌ GA-EME:

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

Nkọwa ya na ụdị ya dị iche 1. Ige ntị
iche dk. Tensi ndịmecha na 2. Ịkọwa ihe bụ tensị na ụdị ha
ndịugbua 3. Iji ahịrịokwu gosipụta ụdị tensị dị
OMENALA: Iri ji n’ala Igbo – iche iche
usoro na nkwadebe ya. 4. ịkọwa ihe a na-emegasị tupu e rie ji
AGỤMAGỤ: Ọgụgụ akwụkwọ 5. ịgụ akwukwọ iduuazị a họpụtara.
iduuazị a họpụtara. NGWA NKỤZI
Ụgbọ ọjii, akwụkwọ ọgụgụ klasị,
akwụkwọ iduuazị a họọrọ,chaati, kaadị
mgbubam, foto/eserese, dgz.
3. ỤTỌASỤSỤ:Ọmụmụ IHE ỤMỤAKWỤKWỌ GA-EME:
Aspekitị na ụdị ya dị iche 1. Ige ntị
iche tinyere ịmaatụ ha. 2. Ịkọwa aspekịtị
OMENALA: Omenala 3. Ikwupụta ụdị aspekịtị e
Igba mgba. Uru na ọghọm nwegasirị
dị na ya. 4. Idepụta uru na ọghọm dị n’
AGỤMAGỤ: Ọgụgụ ịgba
akwukwọ iduuazị a họọrọ. mgba
5. Ịgụ akwụkwọ iduuazị a họọrọ
NGWA NKỤZI
iduuazị a họọrọ, ugbo ojii, kaadị
ỤTỌASỤSỤ:Ọgụgụ na mgbubam, dgz.
4. aghọtaazaa. Ọgụgụ gbasara
nlekọta gburugburu ebe IHE ỤMỤAKWỤKWỌ GA-EME:
obibi na ụlọakwụkwọ. 1. Ịgụ aghọtaazaa
2. Ịza ajụjụ sitere n’aghọtaazaa
OMENALA: Ịgba ọfala – 4. Ịkọwa ihe ịgba ọfala pụtara
Ihe ọ bụ, usoro ya na uru
ya. 5. Ikwu usoro na uru dị n’ịgba ọfala
5. AGỤMAGỤ:Ọgụgụakwụk 6. Ịgụ akwụkwọ ejije a họpụtara
wọ ejije a họpụtara. NGWA NKỤZI
Akwụkwọ ọgụgụ klasị, akwụkwọ ejije a
họọrọ, ụgbọ ojii, tiivi, redio,
tepụrekọda, dgz.
ỤTỌASỤSỤ: Nkụzi
ntụgharị; Nkọwa usoro
ntụgharị ahịrị-okwu. IHE ỤMỤAKWỤKWỌ GA-EME
OMENALA: Ịgụ nwata 1. Ige ntị
aha na ịhu nwata eze. 2. Ikwu usoro e si eme ntugharị
AGỤMAGỤ: Ọgụgụ 3. Ime ntụgharị
6. akwụkwọ ejije a họọrọ. 4. Ikwu ihe a na-eme n’oge a na-agụ
nwata aha maọbụ ma a hu nwata
eze
5. Ịgụ akwụkwọ ejije a họọrọ.
NGWA NKỤZI
Akwụkwọ ọgụgụ klasị, akwụkwọ ejije a
họọrọ, ụgbọ ojii, foto/eserese
ỤTỌASỤSỤ: Ntugharị ilu na
akpaalaokwu.
OMENALA: Nkwenye ndị IHE ỤMỤAKWỤKWỌ GA-EME
Igbo na ụdị ya dị iche iche. 1. Ige ntị
AGỤMAGỤ: Ọgụgụ na 2. Ịtụgharị ilu na akpaalaokwu ụfọdụ
7. nchịkọta akwụkwọ ejije a 3. ikwupụta ihe ndị Igbo kwenyere na
họọrọ. ha
4. Ịgụ na ịchịkọta ejije ha gụrụ ọnu
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii, Kaadị
mgbubam, dgz.
ỤTỌASỤSỤ: Ntụgharị abụ a

họpụtara
OMENALA: Ọmụmụịlọ ụwa IHE ỤMỤAKAWỤKWỌGA-EME
na ọgbanje 1. Ige ntị
AGỤMAGỤ: Ọgụgụ akụkọ ifo 2. Ịtụgharị abụ a họpụtara
8. a họpụtara. 3. Ịkọwa ịlọ ụwa na ọgbanje
4. Ịgụ na ịza ajụjụ sitere n’akụko ifo a
họpụtara
NGWA NKỤZI
Akwụkwọ ọgụgụ na akwụkwọ akụkọ
ifo, ụgbọ ojii, tepụ rekọdụ, redio, dgz.
9. ỤTỌASỤSỤ: Ndakọrịta
ụdaume IHE ỤMỤAKWỤKWỌ GA-EME
OMENALA: Ọmụmụ arụsị, 1. Ịkọwa ihe bụ Ndakọrịta ụdaume
mmụọ, agbara na chukwu 2. Inye ọmụmaatụ mkpụrụokwu
AGỤMAGỤ: Ọgụgụ banyere nwere ndakọrịta ụdaume
nsogbu a na-enwe na 3. Ikwu ihe ha maara gbasara arụsị,
gburugburu ebe obibi dịka: mmụo, agbara na chukwu
ide mmiri, igbutu osisi aghara 4. Ịgụ ihe ọgụgụ na iji okwu ọhụrụ
aghara. mepụta mkpụrụokwu
NGWA NKỤZI
Akwụkwọ ọgụgụ họọrọ, ụgbọ ojii, kaadị
mgbubam, tepụ rekọda, dgz.
10. ỤTỌASỤSỤ: Ọmụmụ akara
ụdaolu –Itinye akara ụdaolu IHE ỤMỤAKWỤKWỌ GA-EME
na mkpụrụokwu ndị nwere 1. Ige ntị
otu nsụpe na nghọta dị iche 2. Itinye akara ụdaolu na mkpụrụ -
iche iche. okwu
OMENALA: Ọmụmụ ngwa 3. Ịkọwa ngwa ofufe : okpesi na ọfọ
ofufe – dk. Okpesi na ọfọ. 4. Ikwu uru na ọghọm dị n’iji ngwa
Uru na ọghọm dị na ha. ofufe ndị a
AGỤMAGỤ: Uru dị n’ilekota 5. Ịkwu uru na ọghọm na-adị n’ilekọta
gburugburu (environment) na maọbụ elekọtaghị gburugburu anya.
ọghọm na-adị ma elekọtaghị NGWA NKỤZI
ya. Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị
mgbubam, tepụ rekọda, dgz.
11. ỤTỌASỤSỤ: Edemede ilu

dk. “Ekwe ekwe na-ekwe IHE ỤMỤAKWỤKWỌ GA-EME
n’ụta ekwere”. 1. Ide edemede ilu
12. OMENALA: Ọmụmụ ikenga 2. Ikwu ihe bụ ikenga na otọnsị
na ọtọnsị. Ọrụ ha na ọghọm 3. Idepụta ihe bụ ọrụ ha
13. ha. 4. Ikwu ọghọm na-eso ha
AGỤMAGỤ: Uche ụmụaka 5. Ikwupụta uche ha gbasara
gbasara akwụkwọ agụmagụ akwụkwọ agụmagụ ha gụrụ
ha dịka ejije ma ọ bụ iduuazị NGWA NKỤZI
iduuazị/ejije, ụgbọ ojii, tepụ rekọda,
MMỤGHARỊ IHE A KỤZIRI chaatị, dgz.
ULE
ULE NA MMECHI
YORÙBÁ SS 2 TÁÀMÙ KÌN-ÍN-NÍ
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1 ÈDÈ: Àròkô Aláríyànjiyàn OLÙKÖ:
a. Śe àlàyé ìgbésê inú ìlapa èrò

ÀKÓÓNÚ IŚË àkôlé àròkô aláríyànjiyàn kan ní
kíkún.
a. Kíkô àwôn ìlapa èrò àròkô aláríyànjiyàn
b. Àròkô aláríyànjiyàn kíkô b. Tö akëkõö sönà láti lo ìlapa èrò
yçn láti kô àròkô.
d. Yç iśë akëkõö wò
e. Darí akëkõö láti śe àríyànjiyàn

lórí orí-õrõ tí wön yàn ní kíláásì.
AKËKÕÖ:
a. Tëtí sí àlàyé olùkö kí o sì kíyèsí

àwôn ìgbésê ìlapa èrò tí olùkö kô
sílê.
b. Kô àwôn àlàyé ojú pátákó sílê.
d. Lo ìlapa èrò tí olùkö śe láti kô

àròkô.
e. Kópa nínú śíśe àríyànjiyàn lórí

orí-õrõ ní kíláásì.
OHUN-ÈLÒ ÌKÖNI:
Ìwé tí ó ní ìlapa èrò nínú àti

àpççrç àròkô aláriiyànjiyàn.
2. LÍTÍRÈŚÕ: Àtúpalê Ìwé Eré-Onítàn OLÙKÖ:
a. Tö akëkõö sönà láti kà ìwé eré-

ÀKÓÓNÚ IŚË onítàn.
a. Kókó õrõ b. Śe àlàyé ní kíkún lórí ìjçyô

b. Ìfìwàwêdá atótónu iśë nínú ìwé eré-onítàn:
d. Àhunpõ ìtàn
 kókó õrõ
e. Ibùdó ìtàn  Ìfìwàwêdá
 Àhunpõ ìtàn
ç. Êdá ìtàn
 Ibùdó ìtàn
f. Ìlò-èdè  Êdá ìtàn
 Ìlò èdè
g. Ìjçyô àśà  Ìjçyô àśà
 Àmúyç àti àléébù
gb. Àmúyç àti àléébù
d. Kíkô àwôn õrõ pàtàkì pàtàkì tó
súyô sí ojú pátákó kí o sì śàlàyé
ìtumõ wôn.
AKËKÕÖ:
a. Ka ìwé eré-onítàn wá láti ilé àti

nínú kíláásì.
b. Tëtí sí àlàyé olùkö
d. Kô àwôn õrõ tí olùkö kô sí ojú

pátákó ìwé
OHUN-ÈLÒ ÌKÖNI:
 Ìwé eré-oníśe
3. ÀŚÀ: Ìsìnkú OLÙKÖ:
a. Śe àlàyé kíkún nípa oríśiríśi ikú tí

ÀKÓÓNÚ IŚË ń pani
a. oríśiríśi bí ikú ti ń pani: àìsàn, ìjàýbá b. Śe àlàyé bí a ti ń sin oríśiríśi òkú
lóríśiríśi, ikú àìtöjö, fífôwö-rôrí-kú àti ètùtù tí ó rõ mö ôn.
b. Ìtúfõ
d. Ìtöjú òkú d. Kô àwôn õrõ pàtàkì pàtàkì sí ojú
pátákó ìkõwé.
e. Títë òkú ní ìtë êyç
e. Śe àlàyé kíkún lórí ìsìnkú àgbà.
ç. Ìbánikëdùn
AKËKÕÖ:
f. Bí a śe ń sin òkú ní ayé àtijö
a. Tëtí sí àwôn àlàyé olùkö.
g. Ìsìnkú abàmì êdá; abuké, çni ti odò gbé,
çni tó pokùnso, çni tó jábö lórí õpç. b. Kô àwôn õrõ pàtàkì pàtàkì tí
olùkö kô sojú pátákó ìkõwé sínú
gb. Òkú ríró ìwé rê
h. Śíśe eegun òkú/ àgõ fífà abbl OHUN-ÈLÒ ÌKÖNI:
Pátákó
Rédíò
Ìwé kíkà lórí ewì alohùn tó
jçmö ìsìnkú
 Oríśiríśi àwòrán tí ó jçmö
ìsìnkú.
4. ÈDÈ: Gbólóhùn OLÙKÖ:
a. Kô oríśiríśi àpççrç gbólóhùn sí

ÀKÓÓNÚ IŚË ojú pátákó ìkõwé.
a. Oríkì gbólóhùn b. Sô fún akëkõö láti fa ìlà sí abë

b. Àlàyé ìpín gbólóhùn nípa ìhun õrõ-ìśe àti olùwà nínú gbólóhùn
d. Alábödé
d. Śe àlàyé àbùdá gbólóhùn
e. Oníbõ alábödé, oníbõ àti alákànpõ.
ç. Alákànpõ AKËKÕÖ:
a. Tëtí sí àlàyé olùkö
b. Śe àwòkô àwôn àpççrç gbólóhùn

tí olùkö kô sójú pátákó.
d. Fa ìlà sí abë õrõ-iśë àti olùwà rê.
OHUN-ÈLÒ ÌKÖNI:
 Pátákó ìkõwé
5. ÀŚÀ: Eré Ìdárayá OLÙKÖ:
a. Śe àlàyé bí a ti ń śe díê nínú eré

ÀKÓÓNÚ IŚË ìdárayá tí ó mënuba.
a. Oríśiríśi eré ìdárayá b. Tö àwôn akëkõö sönà láti śe

b. Eré òśùpá bí i – bojúbojú, sa-n-sálùbö àwôn eré ìdárayá.
d. Eré abëlé
d. Kô àwôn orin inú eré ìdárayá
e. Eré ìta gbangba bí i; òkòtó, àrìn, náà sójú pátákó
ìjàkadì/ çkç, ògò gbígbõn abbl.
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 eré ìdárayá tí olùkö kô

sójú pátákó.
OHUN-ÈLÒ ÌKÖNI:
 Ôpön ayò
 Ômô ayò
 Òkòtó
 Àrìn abbl
6. LÍTÍRÈŚÕ: Àtúpalê Ewì Alohùn (Àsàyàn ìwé OLÙKÖ:
kan)
a. Jë kí àwôn akëkõö gbìyànjú láti
ka ewì alohùn löpõlôpõ ìgbà.
ÀKÓÓNÚ IŚË
b. Śe àlàyé lórí kókó õrõ, êkö, ìlò-
a. Àkóónú èdè àmúyç àti àléébù inú ìwé
àsàyàn ewì alohùn.
 Kókó õrõ, àśà tó súyô
 Ìhun AKËKÕÖ:
 Lílé/ gbígbè, àdákô, àjùmõkô abbl
 Ìlò èdè: ônà èdè àti ìsôwölo-èdè a. Fi etí sí ewì tí olùkö ń kà fún
 Ìjçyô àśà wôn.
b.Lítírèśõ alohùn mìíràn
b. Gbìyànjú láti kéwì tí o bá mõ.
d. Õgangan ipò àwôn akéwì, êsìn/ ìśe wôn,
d. Ka ìwé àsàyàn yìí.
àkókò ìkéwì abbl OHUN-ÈLÒ ÌKÖNI:
 Ìwé tó jçmö ewì alohùn

 Àwòrán tó bá ewì yìí mu.
 Téèpù
7. ÀŚÀ: Ètò Ìśèlú OLÙKÖ:
a. Śe àlàyé lórí ààtò agbo-ilé àti

ÀKÓÓNÚ IŚË ààtò oyè jíjç.
a. Ààtò agbo ilé b. Śe ètò eré-oníśe lórí àśà ìfinijoyè
 Iśë baálé ilé d. Fi fídíò ayçyç ìfinijoyè han àwôn

 Iśë ìyálé ilé akëkõö
 Iśë obìnrin ilé AKËKÕÖ:
 Iśë ômô ilé
 Ètò oyè jíjç a. Tëtí sí àlàyé olùkö
 Oyè ìdílé
b. Kópa nínú eré-oníśe lórí àśà
 Oyè ìfidánilölá ìfinijoyè
 Oyè êsìn
 Oyè ògbóni d. Wo fídíò ìfôbajç
 Oyè ológun
OHUN-ÈLÒ ÌKÖNI:
Àwòrán

Fídíò ayçyç ìfinijoyè, ìdájö ní

köõtùìbílê abbl.
8. ÈDÈ: Àròkô Oníròyìn OLÙKÖ:
a. Śe àlàyé ìgbésê àròkô

ÀKÓÓNÚ IŚË b. Śe àlàyé ìfáàrà
d. Śe àlàyé ìpín afõ
a. Àròkô oníròyìn
e. Śe àlàyé ìfàmìsí
i. Ìròyìn jàýbá ôkõ kan tó sojú mi pàtó
ii. Ìròyìn eré böõlù tí ó sojú mi ç. Śe àlàyé ìgúnlê
iii. Ìrìn-àjò ojúmitó sí Àgö ôlöpàá f. Śe àlàyé ìlò èdè
AKËKÕÖ:
a. Ka àròkô oníròyìn tí ó pegedé

b. Kô àròkô oníròyìn nípa títêlé
ìgbésê tí olùkö ti śàlàyé rê
OHUN-ÈLÒ ÌKÖNI:
 Ìwé àpilêkôlórí àròkô

 Ìwé iśë àti pátákó ìkõwé
9. ÀŚÀ: Ètò Ôrõ-Ajé (Ìpolówó Ôjà) OLÙKÖ
a. Ìdí tí a fi ń polówó ôjà a. Tç ìpolówó ôjà tí a ti tê sórí

téèpù fún àwôn akëkõö gbö.
b. Bí a śe ń polówó ôjà, b.a êkô tútù, ç ç
jçran êkô b. Fún àwôn akëkõö ní àýfààní láti
śe ìpolówó ôjà ní kíláásì.
d. Ôgbön ìpolówó ôjà ní ayé àtijö àti òde òní,
d. Kó akëkõö lô śe àbêwò sí ôjà
b.a ìpolówó lórí rédíò, tçlifísàn, ìwé ìròyìn, ìkiri
tàbí ìdíkõ.
abbl
AKËKÕÖ
a. Tëtí sí téèpù tí olùkö tê
b. Kópa nínú śíśe ìpolówó ôjà nínú

kíláásì
d. Śe àbêwò sí ôjà tàbí ìdíkõ láti

gbö oríśiríśi ìpolówó ôjà.
OHUN-ÈLÒ ÌKÖNI
Àtç

Fídíò

Rédíò

Êrô agbõrõ sílê

Téèpù

Tçlifísàn

Ìpolówó ôjà lóríśiríśi nínú

ìwé ìròyìn abbl.
10. LÍTÍRÈŚÕ: Itêsíwájú Àtúpalê Ewì Àpilêkô OLÙKÖ
a. kókó õrõ a. jë kí akëkõö ka ewì àpilêkô

b. Àśà àti ìśe tó súyô nínú ìwé náà
b. śe àlàyé ní kíkún lórí ìjçyô
d. Ètò/ Ìhun
àkóónú
e. Ìlò èdè d. kô bí ó śe jçyô nínú ewì àpilêkô
àsàyàn:
ç. Àmúyç àti Àléébù
 kókó õrõ
 ìhun (ètò)
 ìlò èdè
 àmúyç àti àléébù
d. Kô àwôn õrõ tí ó śe pàtàkì
pàtàkì sí ojú pátákó ìkõwé, śíśe
àlàyé lórí ìtumõ wôn.
AKËKÕÖ
a. Ka àsàyàn ewì ní àkàsínú àti

àkàsíta
d. Da àwôn õrõ tí olùkö kô sójú
pátákó kô sínú ìwé.
OHUN-ÈLÒ ÌKÖNI
Àsàyàn ìwé ewì àpilêkô

Àwòrán tó bá ewì kõõkan
mu.
11. ÈDÈ: Õrõ Àyálò OLÙKÖ
a. Àlàyé lórí õrõ àyálò a. Śe àlàyé kíkún lórí õrõ àyálò
b. Òfin tí ó de õrõ àyálò b. Śe àlàyé okùnfa õrõ àyálò
d. Okùnfà õrõ àyálò–Êsìn, Ètò ôrõ-ajé àti bëê d. Śe àlàyé fún àwôn akëkõö lórí
bëê lô. ìlànà õrõ àyálò àfojúyá àti àfetíyá.
e. Ìlànà õrõ àyálò (àfojúyá àti àfetíyá)
AKËKÕÖ
b. kô kókó ìdánilëkõö sílê.
OHUN-ÈLÒ ÌKÖNI
Pátákó ìkõwé
Kádíböõdù tí ó śe àfihàn õrõ
àyálò tí a yá wô inú èdè
Yorùbá.
12. ÈDÈ: Õrõ àgbàsô (Afõ asafõ àti afõ Agbàrán) OLÙKÖ
a. Ìtumõ õrõ àgbàsô a. Śe àlàyé ìtumõ õrõ àgbàsô fún

àwôn akëkõö.
b. Àlàyé lórí afõ asafõ àti afõ agbàrán
b. Jë kí akëkõö mô ìyàtõ láàrin afõ
d. Àwôn atöka õrõ àgbàsô. asafõ àti afõ agbàrán.
e. Àwôn ìsõrí õrõ tí ó máa jçyô nínú õrõ d. Kô àwôn atöka àgbàsô fún
àgbàsô. akëkõö
e. Kô àwôn ìsõrí õrõ tí ó máa ń jçyô
nínú õrõ àgbàsô sí ojú pátákó
ìkôwé.
AKËKÕÖ
a. Tëtí sí àlàyé olùkö.
b. Kí akëkõö śe àgbàsô õrõ láàrin

ara wôn.
d. Kô àwôn õrõ tí ó śe pàtàkì tí

olùkö kô sí ojú pátákó sí inú ìwé.
OHUN-ÈLÒ ÌKÖNI
 Kádíböõdù tí ó śe àfihàn õrõ
atöka õrõ àgbàsô.
13. ÀTÚNYÊWÒ ÊKÖ
14. ÌDÁNWÒ
YORÙBÁ SS 2 TÁÀMÙ KEJÌ
1. ÈDÈ: Àròkô (Lëtà gbêfê) OLÙKÖ:
a. Tö akëkõö sõnà láti kô àròkô

ÀKÓÓNÚ IŚË
b. Gbìyànjú láti kô àròkô tí olùkö bá yàn
a. Àdírësì fún wôn
b. Ìkíni AKËKÕÖ:
d. Àkôlé a. Têlé ìlànà olùkö láti kô àròkô.
e. Déètì b. Gbìyànjú láti kô àròkô tí olùkö bá yàn

fún wôn
ç. Kókó õrõ
OHUN-ÈLÒ ÌKÖNI:
f. Àsôkágbá
 Ìwé àpilêkô lórí àròkô
 Àpççrç lëtà gbêfê tó múná dóko
 pátákó ìkõwé
2. ÌWÉ KÍKA: Àtúpalê Ìtàn Àròsô OLÙKÖ:
a. Jë kí akëkõö ka ìwé ìtàn àròsô ní àkàyé

ÀKÓÓNÚ IŚË
b. Śe àlàyé tó kún lórí ìwé ìtàn àròsô
Akëkõö yóò le śe àtúpalê
d. Kô àwôn õrõ pàtàkì pàtàkì tí ó jçyô
a. Kókó õrõ jáde sójú pátákó
b. Àhunpõ ìtàn àti ìfìwàwêdá AKËKÕÖ:
d. Ibùdó ìtàn a. Ka ìwé ìtàn àròsô wa láti ilé àti nínú

kíláásì
e. Ôgbön ìsõtàn
ç. Ìlo èdè
d. Da àwôn õrõ tí olùkö kô sójú pátákó kô
f. Àśà tó jçyô nínú ìtàn àròsô sínú ìwé rç.
OHUN-ÈLÒ ÌKÖNI:
 Fídíò
 Téèpù
 Tçlifísàn
 Êrô agbõrõ sô
3. ÈDÈ: Aáyan Ògbufõ OLÙKÖ:
a. Tö akëkõö sönà láti túmõ ewì kúkurú

ÀKÓÓNÚ IŚË kan ní èdè geeai sí Yorùbá.
a. Títúmõ àyôlò ewì ní èdè Gêësì kan sí b. Tö akëkõö sönà láti túmõ ewì Yorùbá sí
èdè Yorùbá èdè Gêësì.
b. Títúmõ ewì ní èdè Yorùbá sí èdè AKËKÕÖ:

Gêësì.
a. Túmõ àyôlò ewì kúkurú kan ní èdè
Gêësì àti Yorùbá
b. Túmõ ewì kúkurú ní èdè Yorùbá sí èdè

Gêësì
OHUN-ÈLÒ ÌKÖNI
Ìwé ewì àpilêkô ní èdè Gêësì àti

Yorùbá.
 pátákó ìkõwé
 ìwé atúmõ èdè
4. ÈDÈ: Ìhun Gbólóhùn – oríśiríśi awë OLÙKÖ:
gbólóhùn
a. Śe àlàyé ìyàtõ láàrin àpólà àti awë-
a. Ìhun awë-gbolohun gbólóhùn.
b. Iśë tí awë-gbólóhùn ń śe nínú b. Śe àlàyé àbùdá awë-gbólóhùn.

gbólóhùn
d. Śe àlàyé olórí awë-gbólóhùn
e. Śe àlàyé awë-gbólóhùn afarahç
ç. Fi ìyàtõ han láàrin olórí gbólóhùn àti

awë-gbólóhùn afarahç.
AKËKÕÖ:
a. Fi àpólà gbólóhùn wé awë-gbólóhùn

láti le mô ìyàtõ tó wà láàrin wôn.
b. Sô àbùdá awë-gbólóhùn afarahç
OHUN-ÈLÒ ÌKÖNI:
 Kádíböõdù tí ó ní àkôsílê àpólà õrõ-
orúkô, àpólà-atökùn, olórí awë-
gbólóhùn àti awë-gbólóhùn
afarahç
5. ÀŚÀ: Ètò Ogún jíjç OLÙKÖ:
a. Śe àlàyé ohun tí ogún jíjç jë fún àwôn

ÀKÓÓNÚ IŚË akëkõö.
a. Ìtumõ ogún àti ohun tí à ń jç lógún b. Tö àwôn akëkõö sönà láti śe eré oníśe
lórí ètò ogún pínpín nínú kíláásì.
b. Ìyàtõ láàrin ogún ìyá àti ogún baba
d. Śe àlàyé ìyàtõ ogún ìyá àti ogún baba
d. Õnà tí à ń gbà pín ogún
e. Jë kí akëkõö wo/ tëtí sí ètò ogún pínpín
e. Àwôn tó ní êtö sí ogún
lórí ètò ìyanjú aáwõ lórí tçlifísàn àti rédíò.
ç. Wàhálà tí ó rõ mö ogún pínpín
AKËKÕÖ:
b. Kópa nínú eré ètò ogún pínpín nínú

kíláásì
d. Wo ètò ogún pínpín ní kóòtù
OHUN-ÈLÒ ÌKÖNI:
Àwòrán ohun tí à ń jogún; ilé, ilê,

aśô abbl
 Fídíò tí ó fi ibi tí a ti ń pín ogún
hàn.
6. ÈDÈ: Pípajç àti ìsúnkì OLÙKÖ:
a. Sô oríkì ìpajç àti ìsúnkì àti ìjçyôpõ

ÀKÓÓNÚ IŚË
b. Sô òfin tó de ìpajç, ìsúnkì àti ìyöpõ
a. Oríkì ìpajç fáwëlì
b. Òfin ìpajç d. Sô oríśiríśi ìpajç tí ó wà
d. Fáwëlì pípajç e. Béèrè ìbéèrè löwö akëkõö
e. Köńsónáýtì pípajç ç. Dáhùn ìbéèrè àwôn akëkõö
ç. Ìyöpõ fáwëlì f. Yan kókó sójú pátákó
f. Oríkì ìsúnkì AKËKÕÖ:

g. ìbáśepõ tí ó wà láàrin ìpajç àti ìsúnkì a. Tëtí sí olùkö.
b. Béèrè ìbéèrè löwö olùkö
d. Dáhùn ìbéèrè olùkö
e. Śe àkôsílê sínú ìwé rç.
OHUN-ÈLÒ ÌKÖNI
7. LÍTÍRÈŚÕ: ÌtêsíwájúÀtúpalê Ewì Alohùn OLÙKÖ:
a. Śe àlàyé àwôn kókó õrõ inú ewì náà

ÀKÓÓNÚ IŚË
b. Śe àlàyé ààtò
a. kókó õrõ
b. Êsìn/ ìśe tí ewì rõ mö d. Śe àlàyé ônà èdè àti ìsôwö-lo-èdè tó
d. Ìlù, ijó, orin tí ó jç mö ewì jçyô
e. Ìjçyô àśà àti ìśe e. Kô àwôn õrõ pàtàkì pàtàkì tí ó súyô sí

ojú pátákó
ç. Ìlò èdè
AKËKÕÖ:
f. Àmúyç àti àléébù nínú ewì náà
a. Fi ara balê ka àsàyàn ìwé ewì alohùn
b. Śe àkôsílê àwôn kókó õrõ śíśê-n-têlé
d. Töka sí ônà èdè àti ìsôwö-lo-èdè
e. Kô àwôn õrõ pàtàkì pàtàkì ojú pátákó

ìkõwé sílê
OHUN-ÈLÒ ÌKÖNI:
 Àsàyàn ìwé ewì alohùn

 Àwòrán ohun tí ewì alohùn dálé
 Êrô agbõrõsílê àti téèpù
8. ÀŚÀ: Ètò Ìdájö OLÙKÖ:
a. Śe àlàyé ètò ìdájö látijö àti lóde oni

ÀKÓÓNÚ IŚË
b. Śe àlàyé ewu tó wà nínú dídájö èké àti
a. Õnà tí a fi ń śe ìdájö látijö ni õdõ; àýfààní ìdájö òdodo
baálê, ìjòyè ìlú, ôba. Ipa çmçsê/ ìlàrí
AKËKÕÖ
b. Ìdájö lóde òní: ilé çjö ìbílê, ilé çjö
gíga, ilé çjö kò-të-mi-lörùn, ilé çjö tó ga a. Sô ohun tí o mõ nípa ètò ìdájö
jù. Ìgbìmõ elétíigbáròyé, ipa aködà,
ôlöpàá, wödà abbl.
b. Tëtí sí àlàyé olùkö lórí ètò ìdájö
d. Béèrè ìbéèrè tí ó bá rú ô lójú
OHUN-ÈLÒ ÌKÖNI
Àwòrán tí ó fi ètò ìdájö hàn

Fíìmù àti fídíò ibi tí wôn ti ń fi ìdájö
hàn.
9. ÈDÈ: Àrànmö OLÙKÖ
a. Śe àlàyé fún àwôn akëkõö ohun tí

ÀKÓÓNÚ IŚË àrànmö jë
a. Oríkì àrànmö b. Sô oríśiríśi àrànmö tí ó wà pêlú àpççrç

b. Àrànmö ohùn tí ó múná dóko
d. Àrànmö Fáwëlì
d. Béèrè ìbéèrè löwö akëkõö
e. Àrànmö iwájú
e. Śe àkôsílê sójú pátákó
ç. Àrànmö êyìn
AKËKÕÖ
f. Àrànmö aláìfòró àti àrànmö afòró
a. Tëtí sí olùkö
b. Béèrè ìbéèrè löwö olùkö
d. Dáhùn ìbéèrè olùkö
e. Śe àkôsílê sínú ìwé rç
OHUN-ÈLÒ ÌKÖNI
10. ÈDÈ: Wúnrên onítumõ gírámà OLÙKÖ
a. Olùkö yóò śàlàyé fún akëkõö ohun tí à

ÀKÓÓNÚ IŚË ń pè ní wúnrên onítumõ gírámà.
a. oríkì wúnrên onítumõ àdámö b. Olùkö yóò kô àwôn wúnrên yìí sílê:
yóò, máa, ti, ń, àti bëê bëê lô
b. Ibá-ìśêlê ôjö iwájú
d. Olùkö yóò kö àwôn akëkõö ní ibá yìí;
d. Ibá-ìśêlê löwölöwö ôjö iwájú, löwölöwö, aśetán, atërçrç àti
bárakú.
e. Ibá-ìśêlê atërçrç
AKËKÕÖ
ç. Ibá-ìśêlê aśetán
a. Akëkõö yóò tëtí sí olùkö
f. Ibá-ìśêlê bárakú
b. Akëkõö yóò dáhùn ìbéèrè
d. Akëkõö yóò kô àkôsílê sínú ìwé rê
OHUN-ÈLÒ ÌKÖNI
 Kádíböõdù tí olùkö ti kô àwôn õrõ tí
ó śàfihàn àwôn ibá yìí nínú
gbólóhùn láti ilé.
11. ÀTÚNYÊWÒ ÊKÖ
12. ÌDÁNWÒ
YORÙBÁ SS 2 TÁÀMÙ KËTA
1. ÈDÈ: Àtúnyêwò Àròkô Ajçmö-ìsípayá OLÙKÖ
a. Rán akëkõö létí ìlànà tí wön ní láti têlé

ÀKÓÓNÚ IŚË láti kô àròkô ajçmö-ìsípayá
a. Ìlànà èrò àròkô ajçmö-ìsípayá b. Śe àlàyé àwôn ìlapa èrò lórí àròkô
ajçmö-ìsípayá
b. Àkôlé
d. Tö akëkõö sömà layi kô àròkô
d. Ìfáàrà
AKËKÕÖ
e. Kókó àròkô
ç. Àgbálôgbábõ
b. Lo ìlapa èrò olùkö láti kô àròkô ajçmö-
f. Àtúntò àwôn ìpín afõ
ìsípayá
g. Kíkô àròkô lórí àkôlé bí i ôjà, omi, ìwé-
OHUN-ÈLÒ IKÖNI
ìròyìn, ààwê abbl
2. ÀŚÀ: Ìranra-çni-löwö OLÙKÖ
a. Śe àlàyé oríśiríśi àśà ìranra-çni-löwö àti

ÀKÓÓNÚ IŚË àýfààní wôn.
1. Èsúsú b. Śe àlàyé ipò àśà ìranra-çni-löwö nínú

iśë àjùmõśe àti ôrõ-ajé
2. Àjô
d. Darí akëkõö láti jíròrò lórí çgbë
3. Õwê
aláfôwösowöpõ
4. Àáró
e. Kó akëkõö lô sí ìdí çbu níbi tí wön ti jô
5. Àrokodóko ń fôwösowöpõ śiśë
6. Gbà- mi-o-rà-mí AKËKÕÖ
7. Çgbë Aláfôwösowöpõ a. Tëtí sí àwôn àlàyé olùkö sì śe àkôsílê

kókó kókó õrõ bí ó ti yç
b. Śe ìbéèrè lórí ohun tí kò bá yé ô
d. Kópa nínú ìjíròrò tí olùkö darí lórí çgbë

aláfôwösowöpõ
OHUN-ÈLÒ ÌKÖNI
 Fídíò
 Fíìmù
 Àwòrán
3. ÈDÈ: Õrõ Àyálò OLÙKÖ
a. Śàlàyé kíkún lórí õrõ àyálò

ÀKÓÓNÚ IŚË
b. Śàlàyé okùnfa õrõ àyálò
a. Àlàyé lórí õrõ àyálò
d. Śàlàyé fún àwôn akëkõö lórí ìlànà õrõ
b. Òfin tí ó de õrõ àyálò àyálò àfojúyá àti àfetíyá
d. Okùnfà õrõ àyálò – Êsìn, Ètò ôrõ- AKËKÕÖ

ajé àti bëê bëê lô.
e. Ìlànà õrõ àyálò (àfojúyá àti
àfetíyá) b. kô kókó ìdánilëkõö sílê.
OHUN-ÈLÒ ÌKÖNI
Kádíböõdù tí ó śe àfihàn õrõ àyálò
tí a yá wô inú èdè Yorùbá.
4. ÈDÈ: Àròkô Alápèjúwe OLÙKÖ
a. Olùkö śàlàyé orí-õrõ àròkô alápèjúwe

ÀKÓÓNÚ IŚË fún àwôn akëkõö bí i – Ilé-Ìwé Mi, Títì
Márosê Èkó sí Ìbàdàn, Õgá Yorùbá Mi
a. Kókó õrõ
abbl
b. Ìlapa èrò
b. Olùkö yóò kö àwôn akëkõö bí a śe ń śe
d. Ètò kókó ìlapa èrò wa lórí àròkô yìí.
e. Ìfáàrà d. Olùkö yóò kö àwôn akëkõö bí wôn yóò

śe śe ètò kókó tí wön ní láti kô sílê
ç. Èdè
AKËKÕÖ
f. Ìkádìí
a. Akëkõö yóò tëtí sí olùkö
b. Akëkõö yóò śàpèjúwe bí olùkö Yorùbá

wôn śe rí
d. Akëkõö yóò kô kókó inú ìdánilëkõö sílê

OHUN-ÈLÒ ÌKÖNI
Kádíböõdù tí ó śe àpèjúwe títì
márosê.
5. ÀŚÀ: Õnà Ìbánisõrõ OLÙKÖ
a. Śàlàyé õnà ìbánisõrõ ní ayé àtijö

ÀKÓÓNÚ IŚË
b. Śàlàyé õnà ìbánisõrõ ní ayé òde òní
1a. Lílo êyà ara fún ìbánisõrõ
d. Śàlàyé ohun èlò ìbánisõrõ ní ayé àtijö
b. Śíśe ni ni èékánná àti òde òní
d. Orí gbígbõn AKËKÕÖ
e. Ojú sísë a. Śàlàyé nípa õnà ìbánisõrõ yálà ayé

àtijö tàbí òde òní
ç. Títçnimölê
b. Sô nípa ohun ìbánisõrõ tó mõ
f. Imú yínyín
d. Śàlàyé bí a śe ń fi ìpàrokò bánisõrõ
2. Ìpàrokò
OHUN-ÈLÒ ÌKÖNI
a. Ìbánisõrõ ayé òde òní bí àpççrç ìwé
ìròyìn, tçlifísàn, rédíò abbl  Ìwé àśà tó jçmö õnà ìbánisõrõ
 Tçlifóònù
 Kõýpútà
6. ÈDÈ: Ìhun gbólóhùn OLÙKÖ
a. Tö àwôn akëkõö sönà láti dá àwôn

ÀKÓÓNÚ IŚË àpólà-orúkô mõ nínú gbólóhùn .
a. Àpólà õrõ-oruko b. Śe àlàyé fún àwôn akëkõö lórí fönrán

inú àpólà, ìhun wôn àti ìśesí wôn nínú
b. Àpólà õrõ-ìśe
gbólóhùn
d. Àpólà õrõ-atökùn
AKËKÕÖ
a. Tëtí sí ìdánilëkõö olùkö
b. Kô àwôn àpççrç tí olùkö kô sí ojú

pátákó sí inú ìwé wôn
OHUN-ÈLÒ ÌKÖNI
 Ìwé Gírámà òde òní

 Ìwé Èdè Ìperí Yorùbá
7. ÀŚÀ: Owó yíyá àti gbèsè gbígbà OLÙKÖ
a. Àlàyé kíkún lórí owó yíyá

ÀKÓÓNÚ IŚË
b. Olùkö yóò śàlàyé àwôn ìdí tí a fi ń
1a. Àlàyé lórí owó yíyá yáwó fún akëkõö
b. Ìdí tí a fi ń yáwó d. Àlàyé lórí bí a śe ń gba gbèsè
d. Onídùúró e. Jíròrò pêlú àwôn akëkõö
2. Àlàyé lórí bí a śe ń gba gbèsè ç. Śàlàyé owó yíyá ní òde òní fún àwôn
akëkõö
a. Dídógò
AKËKÕÖ
b. Òsómàálò abbl
a. Tëtí sílê
3. Owó yíyá òde òní
b. Kô kókó ìdánilëkõö sílê
d. Kópa nínú ìjíròrò bí a śe ń yáwó.
OHUN-ÈLÒ ÌKÖNI
 Fíìmù àwòrán bí a śe ń yáwó

8. ÈDÈ: Òýkà Èdè Yorùbá láti Çgbàá dé OLÙKÖ
Àádöta Õkë
a. Śàlàyé ohun tí òýkà jë
ÀKÓÓNÚ IŚË b. Sô ìwúlò òýkà
a. Kín ni òýkà? d. Tö àwôn akëkõö sönà láti kô òýkà láti

çgbàá títí dé àádöta õkë
b. Òýkàa Çgbàá dé Àádöta õkë
e. Śe àlàyé ìgbésê õnà ní kíkún b.a.
d. Ìlò òýkà
i. 20 + 10 =
àròpõ
ii. 13 – 18 =
àyôkúrò
iii. 10 x 5 =
ìsôdipúpõ
AKËKÕÖ
a. Tëtí sí àlàyé olùkö lórí òýkà àti ìwúlò rê
b. Ka òýkà láti çgbàá dé àádöta õkë
OHUN-ÈLÒ ÌKÖNI
Kádíböõdù tí a kô òýkà láti çgbàá

títí dé àádöta õkë
 Kádíböõdù tí a kô òýkà kõõkan sí
9. ÈDÈ: Àmì Ohùn OLÙKÖ
a. Olùkö yóò śàlàyé bí èdè Yorùbá śe jë

ÀKÓÓNÚ IŚË èdè olóhùn
a. Irú èdè wo ni èdè Yorùbá: Èdè olóhùn b. Olùkö yóò śàlàyé oríśi àmì ohùn tí a ní
nínú èdè Yorùbá
b. Àmì tí ó wà nínú èdè Yorùbá
d. Olùkö yóò jë kí o yé àwôn akëkõö pé
d. Àmì òkè
ìró fáwëlì ni ó máa ń gba àmì lédè Yorùbá
e. Àmì àárin àyàfi köńsónáýtì aránmú aśesílébù
ç. Àmì ìsàlê AKËKÕÖ
2. Àwôn õrõ onísípëlì kan náà tí àmì yà a. Akëkõö yóò tëtí sí olùkö.
sötõ – agbôn, ôkô, aya abbl
b. Akëkõö yóò kô kókó ìdánilëkõö sínú
ìwé wôn
d. Jíròrò pêlú olùkö lórí bí a śe ń lo àwôn

àmì yìí.
OHUN-ÈLÒ ÌKÖNI
Ôwö fífi śe àpèjúwe àwôn àmì náà

Kádíböõdù tí olùkö ti śe àfihàn àmì
ohùn mëtêêta sí láti ilé.
10. FÓNËTÍÌKÌ: Àpèjúwe Ìró Köńsónáýtì OLÙKÖ
a. Olùkö yóò kí oríkì fónëtíìkì fún àwôn

ÀKÓÓNÚ IŚË akëkõö
a. Kín ni fónëtíìkì? b. Olùkö yóò śàlàyé bí a śe ń śàpèjúwe

ìró köńsónáýtì
b. Alífábëêtì Yorùbá
d. Olùkö yóò śàlàyé ìró akùnyùn àti ìró
d. Ìró Köńsónáýtì àìkùnyùn
e. Àpèjúwe ìró Köńsónáýtì AKËKÕÖ
i. ibi ìsçnupè a. Akëkõö yóò tëtí sí ohun tí olùkö ń wí
ii. õnà ìsçnupè b. Akëkõö yóò kô kókó ìdánilëkõö sí inú

ìwé wôn
iii. ipò tán-án-ná
d. Akëkõö yóò kópa nínú ìjíròrò
ç. Ìró köńsónáýtì jë méjìdínlógún
OHUN-ÈLÒ ÌKÖNI
Kádíböõdù tí olùkö tí kô àwôn ìró

köńsónáýtì àti àpèjúwe wôn sí
11. FÓNËTÍÌKÌ: Àpèjúwe ìró fáwëlì OLÙKÖ
a. Olùkö yóò śàlàyé oríkì fáwëlì fún àwôn

ÀKÓÓNÚ IŚË akëkõö
a. Kín ni ìró fáwëlì? b. Olùkö yóò śàlàyé ipò ètè, ipò àfàsé àti
ipò ahön nígbà tí a bá ń pe ìró fáwëlì.
b. Àpèjúwe ìró fáwëlì
d. Olùkö yóò śàlàyé oríśi fáwëlì tí a ní.
i. Ipò ètè – pçrçsç, roboto
AKËKÕÖ
ii. Ipò ahön – iwájú, êyìn àti àárin ahön
a. Akëkõö yóò tëtí sí ohun tí olùkö ń kö
iii. Ipò àfàsé – Àránmú àti Àìránmú – ìró
wôn
fáwëlì jë méje
b. Kô kókó ìdánilëkõö sínú ìwé wôn
d. Béèrè ìbéèrè löwö olùkö
OHUN-ÈLÒ ÌKÖNI
 Fídíò
 Êrô agbõrõ
12. ÀTÚNYÊWÒ IŚË

13. ÌDÁNWÒ
TECHNICAL DRAWING
SS 2 FIRST TERM
WEEK TOPIC / CONTENT ACTIVITY

1 SPECIAL CURVES Explain locus, the practical applications of
Locus: definition and special curves e.g.
practical application of (a)parabola in architraves
special curves e.g. parabola, (b) state locus definition of special curves
hyperbola, involutes cycloids (c) models, chart, posters
etc
2 SPECIAL CURVES Demonstration and construction of special

Construction of special curves using different methods (parabola,
curves e.g. parabola, hyperbola)
hyperbola, involutes cycloids Construct parabola, hyperbola involutes
etc.
Drawing instrument, computers.
3 SPECIAL CURVES. Demonstration and construction of special

Construction of special curves using different methods (involutes,
curves, involutes, cycloids cycloids)
Construct involutes and cycloids etc
Drawing instrument, computers
4 LINK MECHANISM Explain the working process of link

Concept of link mechanism mechanism and terms associated with it
e.g. clock & anti clockwise motions,
vertical and horizontal motions, and path
or locus
Interpret different link mechanism
Postal chart models.
5 LINK MECHANISM Demonstrating the plotting of points on

Plotting the loci of points on different link mechanism.
link mechanism Plot the loci of point on different
mechanisms.
Posters, charts model, drawing instrument.
6 TRUE SHAPES Demonstrating how to determine the true

True shapes of truncated shapes of cut geometrical solids
solids-cones, prisms, Determine the shape of cut geometrical
pyramids and cylinders solids
Models, posters, drawing instruments,
card and board.
7 TRUE SHAPES Demonstrate how to develop models of cut

Development of models solids from cardboard sheets
using true shapes of Develop models showing true shapes of
truncated solids cut.
Model posters drawing, instrument
cardboards.
8 INTERSECTION OF SOLID Demonstrating how to determine line and

Two intersecting cylinders. curves of two intersecting cylinder { equal
diameters, unequal diameter and inclined
cylinders}
Determines lines and curves of two
intersecting cylinders.
Models, posters, charts, drawing
instruments.
9 INTERSECTION OF SOLID Demonstrating how to determine lines and

Two intersecting prism curves of two intersecting prism e.g.
square prism, hexagonal prism etc.
Determine line and curves of two
intersecting prisms
Models, poster chart, drawing instrument.
10 INTERSECTION OF SOLID Demonstrating how to determine lines and

Two intersecting pyramids curve of two intersecting pyramids.
Determine line and curves of two
intersecting pyramids
Models, poster chart, drawing instrument
11 INTERSECTION OF SOLID. Demonstrates the development of the

Surface development of surface intersecting solids. E.g.
intersecting solids. (a) Two intersecting cylinders
(b) Two intersecting pyramids
(c) Two intersecting prisms
Develop surfaces of intersecting solids.
Models, posters, chart, cardboard, drawing
instrument.
TECHNICAL DRAWING
SS 2 SECOND TERM
WEEK TOPIC / CONTENT ACTIVITY

1 PERSPECTIVE DRAWING Explain the uses, types and main
Uses and types of perspective terms of perspective drawing
drawing Demonstrate how to simple object in
(a) One point perspective one and two point perspective using
(b) Two point perspective drawing instrument.
Identification and location of main Participate activities in class
terms in perspective drawing e.g. discussion and activity.
horizon, station point, vanishing Making perspective drawing using
point and planes drawing instrument.
Posters, charts, computer, drawing
instrument and materials.
2 AUXILIARY VIEW OF Explains the uses and types of

GEOMETRICAL SOLIDS auxiliary view ( 1st and 2nd ) auxiliary
Uses and types of auxiliary view Participant activity in class discussion
( 1st and 2nd auxiliary view) Video chips, posters and chart.
3 AUXILIARY VIEW OF Demonstrate how to draw the

GEOMETRICAL SOLIDS auxiliary plans and elevation of
Draw the 1st and 2nd auxiliary shaped blocks and geometrical solid.
elevation and plans of shaped Draw auxiliary plans and elevations
blocks of shaped blocks and geometrical
solids
Video chips, posters, charts, drawing
instrument etc.

GEOMETRICAL SOLID. auxiliary view of full geometrical solid
Draw the auxiliary view of full e.g. cones, pyramid, cylinder etc.
geometrical solids Draw the auxiliary view of full
geometrical solid. Cone pyramid,
cylinders.
Video chips, posters, charts, drawing
instrument etc.

GEOMETRICAL SOLID. auxiliary view of truncated
Draw the auxiliary view of geometrical solid e.g. truncated
truncated geometrical solids pyramid, truncated prism.
6 COMPUTER AIDED DRAWING, Demonstrate how to use the

PICTORIAL AND AUXILIARY computer to draw isometric, oblique,
VIEWS. and perspective views.
Use of the computer for isometric Use the computer to draw isometric,
oblique and perspective drawing of oblique and perspective drawing.
shape blocks Computers and application
programmes e.g. CorelDraw and
Harvard graphics.
7 COMPUTER AIDED DRAWING. Demonstrate how to use the

Fictional and auxiliary view Use of computer to draw the 1st and 2nd
the computer to draw the auxiliary auxiliary elevations and plans.
elevations and plans of truncated use the computer to draw the 1st and
geometrical solids. 2nd auxiliary elevations and plans
Computers and application
programmes e.g. CorelDraw and
Harvard graphics
8 TRACES OF A POINT AND LINE Explain how points and lines in space
IN SPACE are traced, guides student to trace
Projection of a point and a line in line In space.
space. Trace a point and line in space
Video clip projector and model
drawing.
9 TRUE LENGTH AND ANGLES Guides the student to determine true

OF A LINE IN SPACE length and angles of a line in space
Draw true length and angles of line in
space.
Video clip, projector, model drawing
instrument and protractor.
TECHNICAL DRAWING
SSIITHIRD TERM
WEE TOPIC/CONTENT ACTIVITY

K
1 PLANES AND VIEWS IN Explains terms used in plane in space
SPACE:- -vertical plane (VT)
Key terms in planes and Horizontal plane(ht)
views in space. Angle of inclination:-
Line inclined to horizontal Draw true length and true angle of a line
and vertical plane. inclined to horizontal and vertical planes:-
Models projector, drawing instruments
and materials.
2 ORTHOGRAPHIC Define, explain and describe the principle

PROJECTION:- of orthographic projection:-
Definition principles and Participate actively in class discussion:-
types of orthographic Models, charts.
projections.
3 ORTHOGRAPHIC -demonstrate how to draw and dimension

PROJECTIONS:- orthographic views:-
Orthographic views (first and Observe and draw orthographic views
third angles). from given pictorial views:-
Drawing instrument and materials.
4 Orthographic projection:- Demonstrate how to draw isometric view

Conversion of given from any given orthographic view:-
orthographic views to Observe and draw isometric view from
isometric vies. given orthographic view:-
Drawing instruments.
5 BUILDING DESIGN AND Explains building design process:-

WORKING DRAWING:- Participation in building design process: -
Building design process. building plan sketches.
6 BUILDING DESIGN AND Guide the students to design building to

WORKING DRAWING:- meet given specifications:-
Prevention of working Design building to meet given
drawings showing specifications:-
a)building plans Models and posters.
b)elevations
c) electrical & plumbing
symbols
d) Dimensions.
7 BUILDING DESIGN AND Guide students in the preparation of

WORKING DRAWINGS:- working drawings showing building plans,
Types of building to be elevations dimensions electrical and
design. plumbing symbols of different of building
types:-
Prepare building plans from sketches of
different building types:-
Models and posters.
8 DETAILS OF PARTS OF Guide students to identify parts of a

BUILDINGS:- building:-
Identification of parts of Identify parts of a building:-
building. Posters.
9 DETAILS OF PART OF Guide students to draw details of a

BUILDINGS:- building with dimension:-
Detail building drawing : Draw the details of a building and indicate
(foundations, floors, walls members and dimensions:-
opening and lintels). Charts.
10 DETAILS OF PARTS OF Guide students to draw, identify roof

BUILDINGS:- types
Roof types and roof Guide students to draw roof members:-
members: pitch roof, cable Identify roof types, and draw roof
roof, hipped roof etc, rafters members:-
wall plates king post purloins Diagrams.
etc.
SENIOR SECONDARY TECHNOLOGY
METAL WORK
SS 2 FIRST TERM
WEEK TOPIC AND CONTENT ACTIVITIES

1 Metal joining processes, The teacher
(I) Explanation of temporary Defines the temporary and
metal joining process permanent methods of joining metals
(II) Permanent metal joining together.
process -Cut mild steel plate and drill through
2 identification of commonfastener the two pieces and use boit and nut
and their uses: to assemble them.
-boit
-Nuts
-pris and scrers etc.
-Riveting
2 Permanent metal joining process Students

Soldering:- Hard and soft soldering. Should demonstrate riveting
Tools and equipment. operation soldering is explained to
Soldering:- be the permanent method of joining
(I)Soft soldering metals together with solder.
(II) Hard soldering The solder meits at the temperature
(III)Soldering Tools And Equipment. lower than the filler metals.
(IV)soldering operations They explain on how soldering iron
(V)Flux. is used with flux for soldering
operations.
3 Brazing, The students cut a thin mild steel

Definition of brazing plate (10x 10 x 1)mm. 2piecs and
(I) Dip use SQ brass rod to lab them
(ii)Furnace (iii) Inflamed Resistance together using furnace or oxy-
(vi) Torch. acetylene flame. For brazing.
.
4 Torch brazing, Demonstrate the brazing operation
Materials, tools and equipment by using sheet of metals in the
workshop oxy-acetylene flame to
joint the pieces of metals (operant
metals together)
5 Introduction to welding, Define welding as the permanent
-Importance of welding basics methods of joining two or more
-welding groups and processes metals together.
-method of applying welding . State the important of welding in the
society.
Students should group the welding
into semi automatics and
automatics.
ARC welding- students should
prepare their work piece prio to
welding .
6 Gas welding Explains the principle of gas welding
C oxyacetylene welding (OAW) system.
principle., State the difference between high
Oxy-acetylene welding system pressure and low pressure acetylene
(1) Low pressure system. welding system.
(2) (2)High pressure system Demonstrate on how gas welding
operation in carried out in the
workshop.
State about 10 safely preventions
that must be observed in the
workshop when using low pressure
and high pressure acetylene system.
7 Oxy-acetylene welding equipment. Introduce students to oxy-acetylene

-cylinders. welding equipment and explain the
-Blowpipe hazards involves in the operation
-Rubber lose. -Explains the function of pressure
-Regulators etc. regulating ganged and the function
of the blowpipe.
-Explains the flash back arrestor is
attach to the hose to present flash
back.
8 OXY- acetylene Define the three type of flame to
Welding flame. student and state their uses.
(A) Natural flame oxidizing flame Student should then use spark
Carbonizing flame higher to rekindle the flame and
(B) Back fire and flash back adjust the flame to the three types of
(C) Welding method flame .
(i)leftward welding The teacher ask the students to cut
(ii)Right word welding the base metal prepare the edge and
demonstrate the welding operation
with the filler rod and the role in
progressing to work left.
-Right ward welding the operation
progresses toward right.
9 Joints: The teacher

A Butt, lap, tee joint etc. interacts students to cut base
B Defect in oxy-acetylene welds metals
-Definition of defects. for the practical purpose. And form
the following
joint,
Butt, Lap, Tee joint.
The teacher mentions different
defect in welding
joints and defined them. E.g. blow
hole , cupping,
cracking of the weld.
10 Temporary joining process, Describe screw thread as

-Mechanical fasteners mechanical fasteners,
-Definition of screw thread Present mild steel rood to student in
-screw thread terms the metals
-Principal ports of an external screw work shop and cut it to a defined
thread dimension, fixe it
-Uses of screw thread in the chuck of a lathe machine and
How screw thread are produced. thread it for
(1) Hand tools students to see.
(2) Power machine tools The teacher them instruct the
students to perform
the same operation on the lathe.
- Students should define screw
thread terms
- e.g. numeral character,. Pitch
etc
- -state the differences between
hand and machine tool with
the stated example. Hammer,
mallet, screw driurs as hand
tools.
- Machine tools are powered
11 Form of screw thread, square thread Electricity e.g. power lack saw,
drilling machines
etc.
12 Form of screw thread, SQUARE Use chart to demonstrate the screw
THREAD ACME, thread Buttress thread form.
thread Mention and sketch some screw
thread and state
where they should be used.
METAL WORK
SS 2 SECOND TERM

1 arc welding, The teacher
Definition of arc welding. Defines arc welding and write down the
Basic types of arc welding. principle involved in establishing the arc.
(i)Non consumable Mention basic types of arc welding and give
electrode arc welding. students work pieces of a given dimension with
(ii) Consumable electrode an electrode to weld a butt joint.
arc welding.
2 Consumable electrode The teacher
arc overcalling, Defines arc welding. students scratch the
Definition of arc welding electrodes on the parent metal with draw it to a
-maintenance of the arc. height arc length (1.5m) and maintains it at that
-metal transfer across the length through out the weld.
arc.
3 Shielded metal arc Explain the principle of operation of (SMAW)
welding (swam), Show the SMAW equipment to students and
-principle of operation ask them to put them into use in the workshop
-SMAW equipment -Using electrode connected to the electrode
(I) D.c transformer. holder.
(ii)Electrode holder -connect the electrode holder to the feasible
(iii)Flexible cable electrode. able which leads directly into the transformer.
The D.C.
State the source of supply of the AC
-Explain how rectifier reduces the AC connect
to the welding connect.
4 Striking the arc, In order to establish an:-There are two methods
A. Taping method which involves touching the electrode with the
B. Scratching method. base metal and with drawing it to a length for
the arc to be established scratching motion
involves scratched the electrode on the parent
metal in the motion the marches is being
scratched.
5 Electrodes, State that the flux coating prevents the weld

Function of electrode from at mospheric contamination and for
coating protective should on the weld.
Classification of electrode Classify electrodes according to welding
conditions.
6 Essential factors for In maintaining high quality weld student must
maintaining high quality select connect size of electrode to suit
weld. connect .maintaining the speed of the weld and
-Connect electrode type angle inclination of the electrode.
-connect electrode size
-connect current
-connect arc length
-connect travel speed
-connect electrode angle
-connect manipulation of
spatter.
7 Arc welding position , Explain the welding position and state the
Arc welding joint , factors that governs the process
Over-head welding -place mild steel plate of specified size for
Vertical welding student to weld in horizontal position, overhead
Horizontal welding. position and overhead position
8 Riverts, Teacher mentions the various types of rivet and
-types and use state their uses and where they are important
-sheet metal work State the advantage of rivet joints students
-Hard work should produce various rivet and drill mild steel
-machine work. plate to have a round hole the hammer them
together to have a rivet joint by loud. Use also
machine to loud machine rivet.
9 Basic sheet metal work Demonstrate the cutting of sheet metals using
hand tools and guillotine, use bending rollers to bend the sheet
equipments. metal. Ask students to use universal jenny
folding machine folding student should use
Sheet metal work hammer and mallets to beat the folded metals
operation:- to shape for finishing.
(A) Cutting tools:-
Hand shares (snips)
Bench shares
(B) Bench tools: stakes,
Bick, iron, Hammer,
Mattets etc.
(C) Machine for sheet
metal work
Gillotine, Bending
Rollers, universal
jenny folding
machine
-Bending
-Flanging
-wiring
(B)
Sheet metal work
joints.
-Grooved seam,
paned down know
up, ship on joint and
ship in joint
10 Pattern development Cut their sheet of mild steel plate and flanch the
(A)method of pattern edge bend, the edges for safety and use wire
development radial line, for rounding up the bottom. And mallet it down.
triangulation parallel line to shape (wired edge)
(B)types of pattern:-
rectangular, plain,
cylindrical, conical
section.etc.
-cylindrical calendaring
-internal gridding and
surface grinding.
Work out the bending allowance for the know
up joints, bend the metal to the shape required
and use ships to cut the excess metal away for
tarnishing.
Explain method of pattern development state

types of patterns used for plain, cylindrical and
conical sections etc.
-Develop simple patterns of shape using
parallel lines radial and triangulation method
and transfer it to the work piece.
Demonstrate the grinding operation using the

grinding disk for both internal and external
surface.
METAL WORK
SS 2 THIRD TERM
1 Heat treatment, Teachers
- Definition of heat should state the important of heat –
treatment, treatment of metals
(i) Heat treatment Students
process should explain heat –treatment in terms of
(ii) Annealing changing the grain structure of the metal in
(iii) Normalizing order to refine its grain.
(iv) Hardening Heating temperature and the mode of
Case Hardening heating and quenching should be very
(v) Tempering etc. important depend on the type of heat-
treatment.
2 - Materials and List material and equipment used for heat-

equipment for heat- treatment of metals.
treatment, - Explains the function and equipment
- Materials:- Coal, brine, used for heat-treatments
water, air, oil etc - State the coaling and heating
- Equipment:- Furnace, equipment and how they are used.
pyrometers, oven,
quenching talks. etc
3 - Forging, Define forging as the process of heating and

- Definition of forging hammering metals to require shape.
- Importance of forging State types of forging and important of
- Method of forging forging metals work shape.
(i) Hand forging
(ii) Drop forging
(iii) Machine forging
4 - Hand equipment, Heat a piece of wild steel plate in the forging
- A Equipments or Black smith furnace.
(i) Forge -Use tong to hold the hot metals to the vice
(ii) The anvil or anvil and ask student to hammer the
(iii) The Vice piece of metal to shape.
(iv) Swage
B Tools
(i) Hammers
(ii) Tongs
(iii) Cold set and
Hardies
(iv) Hot set and
hardies
5 - Hand forging Explain the process of various forging

operations, operations.
Up setting List at least 4 types of forging operation and
Drawing down explain two
Setting down Demonstrates various forging operations
Bending organize a visits local black smith work
Punching and drifting shop. For sites seeing.
etc.
6 Stick cutoff machine Describe the process of sawing, name tools

(i)power hack saws and equipment used for power sawing guide
(ii)Horizontal band saws students to perform power sawing operation
-Definition of stick cutoh successfully.
machine List tools and machines for power sawing
-Four kinds of stick cutoh
machines
(i)power Hack saws
(ii)Horizontal band saws cold
saws Abrasive cutoh saws.
7 The lathe and the lathe Describe the machine, identity the various
operations, part of the lathe and state their function .
Basic cutting operations Describe the at lest four operations carried
-size of lathes and their out in the lathe
functions . -state at last 7 safety precautions e.g.
(i)Turret lathe turning and falling .
(ii)capstan lathe.
8 Lath cutting tools and tool Describe right hand and left round cutting
holders. tools. Explain functions of these cutting
Cutting tools and tools holderstools e.g. slotting tools.
cutting speed for the lath. Explains cutting speed and solve the
problem on the cutting speed.
9 The shaping machine /part State that the direction of rotation of the
of shading machine milling cutter is anti-clock wise
-Quick – return machine State various operation performed on the
-cutting speed milling machine such milling, climb milling,
-work holding ends milling and milling.
-tools and tolls holding
10 Milling machine Define the universal dividing head as being
-Definition used for cutting various gears
-Basic milling operation Explain the in term index and use the
-classification of the milling formula for the gear calculation.
machine and their main ports.
Milling cutter,
Direction of rotation and feed
work holding.
11 The universal dividing heads
(milling machine)
Universal head indexing
BASIC ELECTRICITY
SS2 FIRST TERM
1 ELECTRICITY GENERATION Illustrate, using diagrams, the

operation of hydro-power station.
-Concept of electricity generation
-Types of generating station
-Principles of operation
. Hydro-power station
-Advantages and disadvantages of

hydro-power generation.
2 ELECTRICITY GENERATION Illustrate with diagram, the

operation of the various types of
-Principles of operation of; power station.
.Gas power station
.Steam power station
.Thermal power station
-Advantages and disadvantages of the

types of power station.
3 TRANSMISSION OF ELECTRICITY Illustrate with pictures, showing

-Concept of transmission of electricity parts of the national grid.
-Method of transmission of electricity
-Differences between the short and

medium transmission lines.
4 TRANSMISSION OF ELECTRICITY Display some components of

transmission system (conductors,
-Components of transmission system insulator, protective devices) etc
--Function of components of
transmission system.
-General layout for transmission of

electric power.
5 DISTRIBUTION OF ELECTRICITY Sketch the layout of main

components of electricity
-Basic concept of electricity distribution distribution.
-Layout and main components of
electricity distribution
-Function of sub-station, transformers,

distributors, and feeders.
6 DISTRIBUTION OF ELECTRICITY Take students to see PHCN’s

distribution network.
Field trip
7 DC GENERATORS Demonstrate with the right hand,

fleming’s right hand rule.
Induced EMF
Definition of DC generator
Principles of operation and main parts

of DC generator
8 DC GENERATOR 1 Calculate generated voltages, and

output voltage.
Calculation of generated voltage and
output voltage.
9 DC GENERATORS 2 Sketch diagram of different types

of DC generators.
Types of DC generators.
10 DC GENERATORS 3 Sketch the connecting diagram for

series, shunt, and compound DC
-Methods of connection of DC generators.
generators
-Differences between series, shunt and

compound DC -generators.
-Uses of DC generators.
11 Practical Practical
BASIC ELECTRICITY
SS2 SECOND TERM
1 AC GENERATORS Draw and label the diagram of an AC

generator and explain each part.
-Principles of AC generator
-Description of the
constructional features of AC
generator.
2 AC GENERATOR Draw label and explain the wave generated

by AC generators, showing the
-Characteristics of AC characteristics.
generator.
-Application of AC generator.
3 AC MOTORS Draw and label the main features of an AC

motor.
-Definition of AC motors.
-Principles of operating AC
motors.
-Description of main features

of AC motor.
4 AC MOTOR State with examples, the types of AC

motors.
-Types of AC motors
-Differences between single

and three phase motors.
5 AC MOTORS Display some electrical appliances that use

AC motors, e.g electric fan, drilling machine
Domestic and industrial etc
application of AC motors.
6 MEASURING INSTRUMENTS Use electrical measuring instruments to

measure electrical quantities.
-Identification of electrical
measuring instruments.
Operational range of
7 MEASURING INSTRUMENTS Demonstrate the conversion of moving coil

instrument into ammeter/voltmeter.
-Conversion of moving coil
instrument into ammeter.
-Conversion of moving coil

instrument into voltmeter.
8 MEASURING INSTRUMENTS Carry out practical on measurements of

voltage, current, and resistance using
Measurement of various measuring instruments.
electrical quantities using the
9 INSTRUMENTATION Demonstrate how instrument errors can be

ERRORS reduced during measurements.
-Identification of sources of
errors in electrical measuring
instruments.
-Reduction of electrical
instruments errors.
10 INSTRUMENTATION Taking of readings with electrical

ERRORS instruments with minimal errors.
Measurement of electrical
quantities with electrical
instruments with minimal
errors.
11 Practical Practical
BASIC ELECTRICITY
SS2 THIRD TERM
1 WIRING REGULATIONS 1 Use the current I.E.E regulation for

explanation.
-I.E.E regulation.
-Application of I.E.E regulation.
2 HAND TOOLS AND TESTING Use hand tools and testing

IMPLEMENTS instruments.
-Identification of hand tools.
-Identification of testing instruments.
-Application of tools and testing

instruments.
3 TYPES OF ELECTRICAL WIRING Carry out practical surface wiring.
Types of wiring; surface, conduit,

trunking, ducting etc
4 LIGHTING POINTS AND Display types of lighting points and
SWITCHES switches.
-Identification of lighting points
-Identification of control switches.
5 WIRING REGULATION 2 Demonstrate by joining two ends of

cables with connector block.
-Preparation of cable ends.
-Method of termination of cables.
6 CONDUIT MATERIALS Display various types of conduit

materials.
-Types of conduit materials.
-Classification of conduit materials.
-Application of conduit materials.
7 CONDUIT FITTINGS Display various types of conduit

fittings.
-Types of conduit fittings.
-Classification of conduit fittings.
-Application conduit fittings.
8 INSTALLATION OF CONDUIT Take a field trip to a building site and

SYSTEM observe, demonstrate the practical
process of conduit installation.
Conduit practical work; making out,
preparing the conduit, termination,
fixing, and drawing cables into
conduit.
9 TRUNKING AND DUCTING Describe where trunking and ducting

are used, with the aid of a diagram.
-Types of trunking and ducting
-Types of trunking and ducting

fittings.
-Area of application of trunking and

ducting.
10 POWER SOCKET OUTLETS Catty out practical on a wiring board
-Layout diagram of radial circuit, ring

circuit, final sub circuit, and spur.
-Areas of application.
11 MAINTENANCE AND REPAIRS Demonstrate the repair of a faulty

appliance, dismantle and
-Types of maintenance; preventive reassemble an appliance.
and corrective.
-General preventive maintenance of

electrical appliances.
-Trouble-shooting; faults and remedy.
BASIC ELECTRONICS
SS2 FIRST TERM
1 ALTERNATING CURRENT Teacher explains the concept of

capacitive reactance, inductive
Concept of capacitive, reactance, reactance, and impedance.
inductive reactance and impedance.
Students participate in class.
Define the following terms;

capacitive reactance, inductive
reactance and impedance.
Calculator resistors, inductors,

Intructional Materials;capacitors,
A.C source.
2 ALTERNATING CURRENT. Teacher explains RL, RC and RLC

circuits. Students explain RL, RC,
RL, RC, circuits. and RLC circuits. Calculator
resistors, inductors, capacitors, AC
Symbols units, source. Circuit diagrams, teacher
Abbreviations. demonstrates the operations of RL,
Intructional Materials;RC, and
RLC circuits.
3 ALTERNATING CURRENT; Teacher calculates capacitive

reactance and inductive reactance.
CALCULATION OF CAPACITIVE
REACTANCE AND INDUCTIVE Students calculate Xc and XL in a
REACTANCE (XC and XC) circuit, e.g calculate XL in a circuit
of frequency of 50HZ and
inductance of 20H. Calculate XC in
a circuit of frequency 10HZ and
Intructional
Materials;Capacitance of 100MF.
Circuit Intructional
Materials;Diagrams.
4 ALTERNATING CURRENT. Teacher explains resonance

frequency, series and parallel
Concept of resonance frequency, resonance. Circuit diagrams.
series and parallel resonance. Students explain series and parallel
Intructional Materials;Resonance.
5 ALTERNATING CURRENT Teacher calculates series and

parallel resonance students.
Calculation of series and parallel Calculate series and parallel
resonance. resonance.
Intructional Materials;Calculator,
circuit diagrams.
6 POWER IN AC CIRCUIT. Teacher explains power triangle,

power factor and power factor
Power and power triangle. correction.
Power factor and its correction. Students participate in class,
explain power and power factor in
AC circuits.
Intructional Materials;Charts on
power triangle.
7 POWER IN AC CIRCUITS Teacher explains the advantages

and disadvantages of power factor
Advantages and disadvantages. correction.
Power factor correction. Students state the advantages and
Calculation of power factor. disadvantages of power factor
correction.
Intructional Materials;Chart on
power triangle and power factor.
Teacher calculates power factor.
Students calculate power factor.
8 POWER IN AC CIRCUITS Teacher explains Q-factor and

bandwidth (FH and FL).
Q factor and bandwidth.
Students explain Q-factor and
bandwidth.
Intructional Materials;Calculator,
power triangle circuit diagram.
9 TRANSISTORS Teacher explains the concept of

transistors. Leads discussion on
Concept of transistors. biasing of a transistor. Students
Biasing of transistors. explain the concept of transistors,
draw the transistor symbols.
Explain biasing arrangement, draw
transistor biasing arrangements.
Transistors e.g bipolar,FET, JFET,
MOSFET etc. charts showing
pictures of transistors, it symbols.
10 TRANSISTORS Teacher discusses basic bipolar

transistor circuits. Explains types of
TYPES OF TRANSISTORS transistors and symbols.
Bipolar (NPN and PNP) transistor. Students draw and explain common
Field effect transistor (FET) emitter collector and base circuits.
State types of transistors and
(N-channel and P-channel). symbols.
MOSFET transistors, meaning and Intructional Materials;Chart on

symbols. types of transistors, biasing
arrangements and bipolar transistor
circuits.
11 TRANSISTORS Teacher states the application of

transistors.
APPLICATION OF TRANSISTORS,
Students state the application of
(e.g- amplifiers, switches, etc). transistors charts on areas of
application of transistors.
BASIC ELECTRONICS
SS2 2ND TERM
1 INTEGRATED CIRCUITS (IC) Teacher explains the concept of

AND MICRO PROCESSORS. integrated circuit. Discusses the
advantages and disadvantages of IC.
Concept of integrated circuits Students participate in class, define IC,
(IC). state the active and passive components
Advantages and disadvantages of IC.
of IC. ICs, microprocessors.
Intructional Materials;Charts on ICs

and microprocessors.
2 INTEGRATED CIRCUITS (IC) Teacher leads discussion on application

AND MICRO-PROCESSORS. of IC. Students state the application of
IC.
Application of IC and
microprocessors.
Intructional Materials;Chart on areas of
application of IC.
3 INTEGRATED CIRCUIT (IC) Teacher explains the following terms as

AND MICRO-PROCESSORS. related to micro-processor; RAM, ROM,
EPROM. State application of micro-
Concepts of micro-processors. processor.
Explanation of terms in micro- Students state the application of micro-
processor--- RAM, ROM, processor, define; RAM, ROM AND
EPROM. EPROM as they relate to
Applications of micro-processors. microprocessor.
Intructional Materials;Chart on micro-

processors.
4 RECTIFICATION Teacher explains rectification, guides

discussion on the principle of operation
REGULATION of rectifier, half-ware, and full-ware
rectifiers. Explains regulators and its
functions.
Students explain the use of rectifier in

power supply unit. State the difference
between half-ware and full-ware
rectifiers.
State the functions of voltage regulator

in power supply unit.
Intructional Materials;Diodes, resistors,

transistors, pictures of rectifiers and
voltage regulators.
Students; draw the circuit diagrams of

full-ware and half-ware rectifiers.
5 POWER SUPPLY UNIT Teacher lists and explains the different

types of voltage regulator.
Types of voltage regulators.
State the difference between series
Series voltage regulator. voltage regulator and transistorized
Transistorized electric voltage voltage regulator. Students listen
regulator. attentively, and state the functions of a
voltage regulator in a power supply unit.
Intructional Materials;Pictures of
rectifiers and voltage regulators,
transistorized electronic voltage
regulator.
6 POWER SUPPLY UNIT Teacher explains the principles of

operation of a voltage regulator.
Operation of voltage regulators
(series voltage regulators and Students describe the operation of a
transistorized electronic voltage voltage regulator. Demonstrate,
regulator). constructing a full-ware rectifier circuit
with a transistorized voltage regulator.
Intructional Materials;Project board,

diodes, resistors, transformer, wires,
transistorized voltage regulator.
7 RADIO TRANSMISSION AND Teacher explains the concept of radio-

RECEPTION transmission and reception.
Principles of radio transmission Students listen and participate in class

and reception. discussion, describe the concept of radio
transmission and reception system.
Intructional Materials;Charts showing

block diagram of radio transmission
system.
8 RADIO TRANSMISSION AND Teacher explains the functions of each

RECEPTION stage of AM &FM radio receiver.
Stages of radio receiver (AM & Students carry out systematic detection
FM) e.g. Tuner, AF amplifiers, in a typical radio receiver.
detector and power supply.
stages of a typical radio receiver.
9 RADIO TRANSMISSION AND Teacher demonstrates how to dictate

RECEPTION fault in a radio receiver. Take students
on field trip.
Comparison of AM and FM
receiver, fault detection in , radio Students go on field trip.
receiver.
Intructional Materials;Multimeter,
oscilloscope
10 RADIO TRANSMISSION AND Teacher explains the stages of a TV

RECEPTION receiver using a block diagram.
Block diagram of stages of a TV Students describe each stage of a TV

receiver. receiver using block diagram.

stages of a typical receiver.
11 HAND TOOLS Teacher defines hand tools. Explains the

different hand tools and their uses.
Meaning of hand tools.
Students participate in class discussion,
Types and uses of hand tools ask and answer questions, copy notes.
(soldering iron, nose- plier, side-
cutter etc), electrician knife, Intructional Materials;Various hand
brushes, screw-drivers. tools, charts showing hand tools.
BASIC ELECTRONICS
SS2 THIRD TERM
1 MEASURING INSTRUMENTS Teacher explains the concept of

Concept of measuring
instruments. Explain the terms analogue and digital
measuring instrument. Students listen to
Classification of measuring teacher’s explanations, participate in
instrument (analogue and discussion.
digital).
Define measuring instrument.
Differentiate between analogue and
digital.
Intructional Materials;Various
measuring instruments both analogue
and digital.
2 MEASURING INSTRUMENTS Teacher demonstrates using measuring

instruments to measure electric
Types and uses of measuring quantities;
instruments (multimeter,
voltmeter, ammeter, Multimeter, voltmeter, ohmmeter,
oscilloscope, ohmmeter, ammeter, wattmeter, oscilloscope etc.
wattmeter etc)
Explains the uses of measuring
instruments.
Students use measuring instruments to

measure electronic quantities; various

measuring instruments, circuit boards.
3 TRANSDUCERS AND Teacher explains the meaning of

SENSORS transducers and sensors, and their types
(acoustic and photo electric transducers)
Transducers
(Proximity sensor). Demonstrate the uses
Sensors of sensors.
Types and uses of a. Students participate in class
transducers discussion.
Types and uses of sensors. b. Observe teacher’s demonstration
c. Define transducers and sensors.
d. State types of transducers.
e. State types of sensors.

f. Explain uses of transducers and
sensors.

different types of transducers and
sensors.
4 TRANSDUCERS AND Teacher describes the operation of a

SENSORS transducer, and the operation of a
sensor.
Principles of operation of
transducers and sensors. Students participate in class discussion.
Practice use of sensor as demonstrated
by teacher.

different types of transducers and
sensors.
5 TRANSDUCERS AND Teacher explains the different types of

SENSORS acoustic transducers. Explains the
application of acoustic transducers e.g
Acoustic transducer. tweeter, micro-phone, underwater
Types of acoustic transducers, speaker.
e.g loud-speaker, microphone, Students participate in class discussion,
ear-phone. ask and answer questions, copy notes.
Application of acoustic Intructional Materials;Loud-speakers,
transducer. micro-phones, ear-phones, and charts
showing acoustic transducers.
6 NUMBER SYSTEM Teacher explains different number

system.
Identification and formation of
different number systems e.g. Students participate in lessons, write
binary, octal, hexadecimal sequentially in figure, different number
system.
Intructional Materials;Logic modules
7 NUMBER SYSTEM Teacher demonstrates addition and

subtraction in binary numbers. Converts
Simple calculation in binary from one number base to another.
number. Students practice addition and
subtraction of number base, convert from
Conversion from one base to one base to the other.
another, e.g. binary to octal or
hexa to binary and vice versa. Intructional Materials;Logic modules,
charts showing different number system.
8 LOGIC GATES Teacher explains logic gates, leads

students to identify different logic gates.
Concept of logic gates.
Students listen attentively, participate in
Types of logic gates, e.g. OR, class discussion,
NOR, AND, NAND, etc.
different logic gates.
9 LOGIC GATES Teacher demonstrates the construction of

truth table of the above logic gates.
Construction of TRUTH tables
(OR, NOR, AND, etc) Students construct TRUTH tables of OR,
NOR, AND, and NAND.

different TRUTH tables.
10 LOGIC GATES Teacher demonstratesconstruction of

NOR, XOR, XNOR, logic gates.
Construction of TRUTH table.
(NOR, XOR, XNOR). Intructional Materials;Charts showing
different TRUTH tables.
AUTO MECHANICS WORK
SS 2 FIRST TERM
1 PETROL ENGINE – TWO Teacher define and explain two stroke cycle
STROKE CYCLE operation. Students examine the working
sequence.
Resources; Live engine, i.e two stroke charts.
2 PETROL ENGINE – Teacher explain and illustrate four stroke cycle

FOUR STROKE CYCLE. engine. Students observe the working operation
of four stroke.
Resources; Live engine, charts, posters.
3 PETROL ENGINE – Teacher distinguish between two stroke and

ADVANTAGES OF FOUR four stroke cycle engine. Students observe the
STROKE AND TWO differences between two stroke and four stroke
STROKE engine.
Resources; Charts, posters on spark ignition

engine (SIE)
4 Teacher explain and illustrate the principles of

DIESEL ENGINE—TWO operation of two & four stroke cycle engines,
STROKE CYCLE AND emphasize on the difference between the two.
FOUR STROKE CYCLE. Students observe the operational sequence of
tow stroke & four stroke cycle. Distinguish
between the layout and advantages.
Resources; Live engine of compression ignition

engine (CIE). Two and four stroke.
5 COMPONENTS OF A Teacher illustrate with sketches, types of

TRANSMISSION UNIT transmission components, i.e pressure plate,
(CLUTCH) – disc, release bearing.
IDENTIFICATION OF
PARTS AND Students make sketches on types of clutches.
CHARACTERISTICS OF Observe the operation. Resources; Gearbox,
CLUTCHES. posters, charts.
6 COMPONENTS OF A Teacher list various parts in a transmission

TRANSMISSION UNIT system. Students identify transmission
(CLUTCH) components.
CONSTRUCTION AND
OPERATION OF A Resources; Live vehicle, clutch , gearbox,
SINGLE PLATE posters, charts.
CLUTCH.
7 COMPONENTS OF A Teacher dismantle and identify parts of
TRANSMISSION UNIT gearbox, illustrate and explain. Students
(GEAR BOX)— observe the operation, and the dismantling.
OPERATION OF A
SLIDING MESH Resources; Live vehicle, gearbox, posters,
GEARBOX AND charts, etc
REVERSE MECHANISM.
8 SUSPENSION SYSTEM Teacher assist in tracing faulty system.

—LEAF SPRING AND Students identify faulty suspension.
COIL SPRING
Resources; Leaf spring, spring, hydraulic
suspension, chart.
9 SUSPENSION SYSTEM Teacher demonstrate the removal and

—HYDRAULIC replacement of suspension system. Students
SUSPENSION SYSTEM. observe and demonstrate the removal and
replacement of suspension system.
10 SUSPENSION SYSTEM Teacher identify faulty areas. Students observe

—FAULT FINDING IN the fault finding. Resources; Charts, posters,
SUSPENSION SYSTEM leaf spring, and copulas spring
11 SUSPENSION SYSTEM Teacher repair faulty suspension system.

—REPAIR OF Students observe the repair of the faulty side.
SUSPENSION SYSTEM
Resources; Coil spring, leaf spring.
12 SUSPENSION SYSTEM Teacher demonstrates how the suspension

—ADVANTAGES OF system works. Students observe how the
SUSPENSION SYSTEM suspension system works.
TYPES
Resources; Suspension system, charts,
posters.
AUTO MECHANICS WORK
SS 2 SECOND TERM
1 STEERING SYSTEM— Teacher explain the effect of faulty system.

STEERING FAULTS, Students note the effects of faulty steering
GEARBOX, RACK AND system. Resources; Real objects, steering,
PINION, WHOM & WHEEL, gear box e.g whom & wheel.
WOM & NUT ETC
2 STEERING SYSTEMS— Teacher demonstrate how to remove and

ADJUSTMENT OF replace steering unit. Demonstrate the
STEERING UNIT adjustment of the steering unit. Students
observe the removal of steering unit,
observe and participate in adjustment of
steering unit. Resources; Posters, charts,
spanner, hammers, screw drivers.
3 ENGINE LUBRICATION— Teacher demonstrates on oil viscosity.

VISCOSITY AND VISCOSITY Students observe and listen attentively as
INDEX the teacher demonstrates.
Differentiate grade of oil.
4 The teacher will list quality of lubricant.

ENGINE LUBRICATION—OIL
FILTERS & QUALITIES OF Students observe and touch oil, and feel
LUBRICANTS the viscosity. Resources; Tools and
equipments, oil can.
5 COOLING SYSTEM—AIR Teacher guide in identifying parts of cooling

COOLING, WATER AND AIR system, demonstrate removal.
COOLING SYSTEM.
Students identify cooling system parts.
Resources; Radiator, fan- blade, fan belt,

rubber hoses, charts.
6 PROPERTIES OF FUEL— The teacher explains the properties of fuel.

FUEL PROPERTIES Students observe and listen attentively as
the teacher demonstrates.
Resources; live vehicle chart, posters.
7 CARBURETTORS—SIMPLE The teacher will describe with sketches, the

AND MULTI-JET operation of different types of caburrators.
CABURETTORS. Students copy the sketches. Resources;
live vehicle charts, posters.
8 CABURETTORS— REMOVE Teacher will carry out diagnosis of faults in

AND REPLACE carburetors. Students carry out simple
CABURATTORS. carburetor maintenance. Resources; live
vehicle, spanners, hammers, posters,
charts etc.
9 AIR CLEANER, FUNCTIONS The teacher will define and explain the
OF AIR CLEANER, functions of cleaner. The students will
SERVICING OF AIR remove and replace air cleaner. Resources;
CLEANER. live vehicle, spanner, hammer, charts, etc.
10 AIR CLEANER— Teacher demonstrates how to remove and

IMPORTANCE OF replace air cleaners.
SERVICING AIR CLEANERS.
Students remove and replace cleaners.
Resources; complete air cleaner, spanner,

and screw drivers, etc.
AUTO MECHANICS WORK
SS 2 THIRD TERM
1 BRAKING SYSTEM— The teacher will explain the operations of

MECHANICAL AND mechanical and hydraulic operation of disc
HYDRAULIC OPERATION and drum brakes.
OF DISC AND DRUM Students identify the operational differences
BRAKES. between types of brakes.
Resources; master cylinder, wheel cylinder,

brake calipers, live vehicle, tools and
equipment, charts.
2 BRAKING SYSTEM— The teacher will illustrate and draw master

MASTER CYLINDER cylinder.
OPERATIONS
The students will assess the correct function
of master cylinder.
Resources; master cylinder, live vehicle,

tools, equipments, charts, etc
3 BRAKING SYSTEM-- The teacher will demonstrate how to remove

ADJUSTMENTS OF and replace brake component parts.
BRAKES
The students will carry out a simple brake
adjustment on a hydraulic operation.
Resources; live vehicle, tools, equipments,

charts, and posters.
4 The teacher will demonstrate how the wheel

BRAKING SYSTEM— cylinder operates.
FAULTS IN BRAKING
SYSTEM. The students will carry out a simple wheel
cylinder operation.

5 BRAKING SYSTEM— The teacher demonstrates how to remove

FAULTS IN BRAKING the brake to find out the fault.
SYSTEM.
The students carry out a simple brake
adjustment on an hydraulic operation.
Resources; complete tool box, live vehicle,
equipments, etc.
6 BRAKING SYSTEM— The teacher will demonstrate the procedures

REMOVAL, AND for bleeding brakes.
REMOVAL OF BRAKE
The students will participate in brake
LINING bleeding during operation.

charts, equipments etc.
7 WHEEL AND TYRE—ROAD The teacher will carry out a demonstration on

WHEELS AND TYRE vulcanizing of tubes and tubeless tyres.
PRESSURE.
The students will explain the vulcanizing of
tubes and tubeless tyres.
Resources; live vehicle, wheel rims, tyres,

tubes, tyre pressure guage, vulcanizing
equipments.
8 WHEELS AND TYRE The teacher will state the causes of tyre
SERVICE—VULCANIZED wear, and remedies.
TUBES AND TUBELESS
TYRES. The students will practice the process
involved in vulcanizing.
Resources; tubes, tyres, tyre pressure,

vulcanizing equipments.
9 WHEEL AND TYRE The teacher will explain wheel construction.

SERVICE—WHEEL
CONSTRUCTION The students will listen attentively.
Resources; wheels, wheel rims, live vehicle,
equipments, etc.
10 WHEELS AND TYRE The teacher will explain types of tyre

SERVICE—TYRE construction. Students practice the
REGULATIONS procedures involved in tyre construction.
Resources; tyre, tubes, tyre pressure gauge,

11 MANAGEMENT— The teacher will define management, explain

the function of management, explain the
 Definition of purpose of managing resources.
management,
planning, organizing, The will students listen to the teacher
controlling, staffing,
attentively and participate in class discussion.
directing/supervising.
 Managing resources. Resources; organizational chart of a
 Concept of authority.
business organogram.
BUILDING CONSTRUCTION
SS2 FIRST TERM
1 BUILDING DRAWING Teacher identifies the front, side, and rear

elevations of a bungalow, guides students to
Introduction to building produce the elevations/view of bungalow.
drawing.
Students draw the elevations/views of a
building plan.
Resources; building plan, pencils, paper,

eraser, drawing instruments etc.

Building plans. produce the elevations/view of bungalow.

building plan.


Elevations and views of a produce the elevations/view of bungalow.
bungalow.
building plan.

4 SECTIONS Teacher shows and explains the position of

sectioned part, guides students to produce
Sectioning, cross and sections.
longitudinal sections.
Students explain sectioning, draw the
sections (cross and longitudinal).
Resources; paper, pencil, eraser, drawing

board, drawing instruments etc.
5 SECTIONS Teacher shows and explains the position of

sectioned part, guides students to produce
- Interpretation of sections.
sectioning
- Production of Students explain sectioning, draw the
sectioning. sections (cross and longitudinal).
Resources; paper, pencil, eraser, drawing

board, drawing instruments etc.
6 SPECIAL DETAIL Teacher explains detailing of drawing,

explain doors and windows schedules,
Detailing of drawings. guides students to draw.
Students identify door and windows

schedules, produce detailed drawing.
Resources; paper, board, eraser, drawing

instruments etc.
7 SPECIAL DETAIL Teacher explains detailing of drawing,

explain doors and windows schedules,
- Doors and window guides students to draw.
schedules.
Students identify door and windows
schedules, produce detailed drawing.
Resources; paper, board, eraser, drawing

instruments etc.
8 PLANTS AND EQUIPMENTS Teacher identifies various plants and

USED FOR EXCAVATION equipments used for excavation of
AND EARTH WORK earthwork e.g. shovel, bulldozer, dragline,
buckets etc, visiting any construction site.
Plants and equipments for
excavation and earthwork. Students list and explain the functions of
plants and equipment, identify different
types of tools or plants/equipments used for
the excavation of earthwork, visit
construction.
Resources; shovel, bulldozer, dragnet,

buckets, digger etc.
9 PLANTS AND EQUIPMENTS Teacher identifies various plants and

USED FOR EXCAVATION equipments used for excavation of
AND EARTH WORK earthwork e.g. shovel, bulldozer, dragline,
buckets etc, visiting any construction site.
Functions of plants and
equipments. Students list and explain the functions of
plants and equipment, identify different
types of tools or plants/equipments used for
the excavation of earthwork, visit
construction.
Resources; shovel, bulldozer, dragnet,

buckets, digger etc.
10 EXCAVATION Teacher explains problems associated with

excavation in wet ground, loose soil, water
- Definition of logged site, visiting construction site.
excavation
- Excavation Students identify various problems
problems. associated with excavation, visiting any
construction site.
Resources; visiting construction site,

pictures of drawings.
SS2 SECOND TERM
1 EXCAVATION PROBLEMS Teacher explains problems associated with

Solution to excavation excavation in wet ground, loose soil, water
problems. logged etc.
Students identify various problems associated

with excavation, visit any construction site.
Resources; visit any constructions site,

2 EXCAVATION PROBLEMS Teacher explains problems associated with

excavation in wet ground, loose soil, water
Safety rules during logged etc.
excavation.
Students identify various problems associated
with excavation, visit any construction site.
Resources; visit any constructions site,

3 CONCRETE Teacher defines concrete, explains properties

of concrete and characteristics of concrete,
- Definition of the concrete process, explains different types
concrete
of concrete.
- Properties and
characteristics of Students define and identify properties of
concrete
concrete process, explain types of concrete.
- Process of
concrete Resources; sand, cement, gravel,
production. reinforcement bars.
4 CONCRETE Teacher defines concrete, explains properties

of concrete and characteristics of concrete,
Types of concrete test. the concrete process, explains different types
of concrete.
Students define and identify properties of

concrete process, explain types of concrete.
Resources; sand, cement, gravel,

reinforcement bars.
5&6 FOUNDATION Teacher identifies different types of foundation

e.g. raft, pile, pile strip etc, visit construction
Types of foundation. site.
Students list different types of foundation e.g.
raft, pile, pile strip etc, visit construction.
Resources; drawings, visit any construction

site.
7 GROUND FLOOR Teacher define basement, explain the

differences between building and basement,
- Definition of problems associated with basements.
basement.
- Difference Students explain basement, differentiate
between between building and basement, list problems
basement and
of basement.
solid ground floor.
- Resources; drawings, visit any construction
site.
8 GROUND FLOOR Teacher define basement, explain the

differences between building and basement,
- Problems related problems associated with basements.
to basement
- Detailed drawing Students explain basement, differentiate
required. between building and basement, list problems
of basement.
Resources; drawings, visit any construction

site.
9 WALL OPENINGS Teacher defines openings in wall, explain how

openings can be constructed in wall, explain
- Definition of functional requirement of openings in wall,
openings in wall
visit any construction site.
(doors and
windows) Students define openings in wall, explain how
- Methods of
openings in wall can be constructed, state
constructing wall
openings. functions of openings in wall, visit construction
site.
Resources; drawings, visit construction site.
10 WALL OPENINGS Teacher defines openings in wall, explains

how openings can be constructed in wall,
- functions of wall explain functional requirement of openings in
openings.
wall, visits any construction site.
- Role of lintels.
Students define openings in wall, explain how
openings in wall can be constructed, state
functions of openings in wall, visit construction
site.
Resources; drawings, visit construction site.
11 SUSPENDED UPPER Teacher defines and explain upper floor, list

FLOOR the functions of upper floor, explain the
method of constructing concrete floor.
- Definition of
concrete upper Students define and explain upper floor, list
floor the functions of upper floor, identify method
- Methods of used in constructing concrete floor.
concrete floor
construction. Resources; spirit level, wooden float, line and
pegs, builder’s square etc.
12 SUSPENDED UPPER Teacher defines and explain upper floor, list

FLOOR the functions of upper floor, explain the
- Functions of
upper floor Students define and explain upper floor, list
- Suspended the functions of upper floor, identify method
timber upper used in constructing concrete floor.
floor.
Resources; spirit level, wooden float, line and
pegs, builder’s square etc.
SS2 THIRD TERM
1 SUSPENDED UPPER FLOOR Teacher defines and explains upper floor,

lists the functions of upper floor, explain the
Formwork for suspended Students define and explain upper floor, list
upper floor. the functions of upper floor, identify
methods used in constructing concrete
floor.
Resources; spirit level, wooden float, line,

builder’s square etc.
2 ROOFS Teacher defines roof and explains it

purposes, states the components of roof,
- Definition and identify roof materials, drawing.
purpose of roof
- Roof. Students define and state the purpose of
roof, identify roofing materials, explain
types of roof, draw diagrams of roof.
Resources; roofing sheets, nails, 2x2

timber, 2x4 timber etc.

- Functional identify roof materials, drawing.
requirement of roof
- Materials used for Students define and state the purpose of
roof construction. roof, identify roofing materials, explain


- Types of roofs identify roof materials, drawing.
- Problems of roof
Students define and state the purpose of
roof, identify roofing materials, explain

5 DRAINAGE INSTALLATION Teacher explains the setting out between

excavation, explain the gradient of trench
- Setting out and excavation, laying of drainage pipes,
excavation of
trenches for explain the types of drainage pipes and
drainage. methods of testing.
- Types of drainage
pipes. Students involve in practical, excavate the
setting out, set out the gradient of fall to
trench.
Resources; shovel, digger, head pan, lines

and pias etc.

Laying of drainage. excavation, laying of drainage pipes,
explain the types of drainage pipes and
methods of testing.
Students involve in practical, excavate the

trench.

and pias etc.

Methods of testing drainage. excavation, laying of drainage pipes,
explain the types of drainage pipes and
methods of testing.
Students involve in practical, excavate the

trench.

and pias etc.
8 SANITARY APPLIANCES Teacher defines and explains soils and

AND INSTALLATION waste appliances, states the materials for
sanitary appliances, explain the installation
- Soil and waste process of various appliances.
appliances.
- Materials for Students define soil and waste appliances,
sanitary appliances. state materials for sanitary appliances,
sketch and explain the various sanitary
appliances.
Resources; drawings, visiting of

construction site.
9 SANITARY APPLIANCES Teacher defines and explains soils and

AND INSTALLATION waste appliances, states the materials for
sanitary appliances, explain the installation
- Types of sanitary process of various appliances.
appliances
- Installation of Students define soil and waste appliances,
sanitary appliances. state materials for sanitary appliances,
sketch and explain the various sanitary
appliances.
Resources; drawings, visiting of

construction site.
10 TYPES OF ELECTRICAL Teacher state IEE regulation, identify

WIRING MATERIALS various electrical wiring materials, explains
the uses of electrical materials, show
- Explanation of IEE students different types of material used for
regulation
conduit wiring.
- Identification of
electrical wiring Students state IEE regulation, identify the
materials
electrical wiring materials, explain the uses
- Uses of electrical
of electrical wiring materials, identify
wiring materials
- Types of electrical various types of electrical wiring.
wiring.
Resources; electrical wiring materials; IEE
regulation, drawing etc.
WOOD WORK
SS2 FIRST TERM
1 HAND TOOLS SAFETY; SAFETY Teacher place safety notice.

PRECAUTION IN CARRYING, Students demonstrate safe ways of
STORING, AND HANDLING OF carrying, storing and handling hand
HAND TOOLS. tools.
Resources; safety and posters.
2 MACHINE SAFETY; GENERAL Teacher displays safety charts and

MACHINE SHOP SAFETY posters. Students observe safety
rules.
Resources; safety charts and posters.
3 SAFETY OF ELECTRICAL Teacher describes precaution in the

EQUIPMENTS use of electrical equipments. Students
observe safety rules.
Resources; safety charts and posters
4 PREVENTION OF MECHANICAL Teacher describes precaution to

FAULTS prevent mechanical faults. Students
observe safety rules.
5 SAFETY IN MACHINE Teacher emphasizes behavior in the

OPERATION machine shop. Students observe
safety rules.
6 SAFETY DEVICES AND Teacher emphasizes the correct use

APPLIANCES; PUSH STICK, of safety devices and appliances.
PUSH BLOCK, GUARDS, EYE Students use appropriate safety
GOGGLES, ETC devices and appliances.
Resources; push stick, push block,

guards, overall etc.
7 THE USE OF APPROPRIATE Teacher shows correct use of safety

SAFETY DEVICES AND devices and appliances.
APPLIANCES
Students use appropriate safety
devices and appliances.
Resources; push stick, guards,

overall, eye goggles, etc
8 FIRST AID; Teacher displays first aid materials.

Students define first aid.
Define first aid,
Resources; first aid box, and
First aid box, and materials.
Materials.
9 FIRST AID CHARTS AND Teacher displays first aid charts, and
POSTERS. posters.
Students identify materials on the

charts and posters.
Resources; posters and charts.
10 DEMONSTRATE HOW TO APPLY Teacher applies first aid in different

FIRST AID IN DIFFERENT situation as an example.
SITUATION.
Students apply first aid.
Resources; video clips.
11 DESCRIBE HOW TO TREAT A Teacher demonstrates how to treat a

CUT simple cut.
Students observe how to treat a cut.
Resources; material in first aid box.
12 PRECAUTION OF FIRST AID Hand gloves to be used after

MATERIALS AFTER USED LIKE treatment, and should be disposed.
DISPOSAL ETC
Students observe how to dispose
already used materials.
Resources; materials in first aid box.
WOOD WORK
SS2 SECOND TERM
1 TYPES OF MAINTENANCE E.G Teacher describe types of

CORRECTIVE, PREDICTIVE AND maintenance. Students differentiate
PREVENTIVE MAINTENANCE. the three types of maintenance.
Resources; charts and posters.
2 DETAILED ILLUSTRATION OF Teacher demonstrates corrective

CORRECTIVE METHOD OF method of maintenance. Students
MAINTENANCE, ADVANTAGES observe corrective method of
AND DISADVANTAGES maintenance.
Resources; grease and oil.
3 PREDICTIVE METHOD OF Teacher emphasizes on checking all

MAINTENANCE; ADVANTAGES the time, the parts of the machine.
AND DISADVANTAGES Students observe and take notes.
Resources; posters and charts.
4 PREVENTIVE (CHARTS AND Teacher use charts and posters to

POSTERS) METHOD OF display.
MAINTENANCE, ADVANTAGES
AND DISADVANTAGES. Students observe the charts and
posters.
5 REASONS FOR MAINTENANCE OF The teacher will give reasons for

TOOLS AND MACHINES. maintenance.
Students state reasons for

maintenance.
6 MAINTENANCE OF HAND TOOLS Teacher demonstrate; grinding,

sharping, oiling, topping. Students
observe and demonstrate correct
techniques of grinding, sharpening,
oiling, etc.
Resources; hand tools, grinding

machine, saw set, files etc
7 TOPPING, RE-SHARPING AND Teacher demonstrates; topping, re-

SETTING SAWS. sharping, and setting saws. Students
observe and demonstrate correct
techniques.
8 STORING OF HAND TOOLS TO Teacher demonstrates storing of

PROLONG THE LIFE SPAN hand tools in cupboard.
Students observe storing method of

tools.
Resources; oil stone, grinding etc
9 MAINTENANCE OF MACHINES Teacher shows the machine parts

requiring greasing and oiling.
Students observe demonstration.
Resources; grease, oil, brush and

grease gun etc
10 THE IMPORTANCE OF Teacher explains the reasons for

LUBRICATING MACHINE PARTS lubricating machine parts. Students
lubricate machine parts correctly.
Resources; grease, oil, brush etc
WOOD WORK
SS2 THIRD TERM
1 DESIGN AND CONSTRUCTION; Teacher demonstrates sequence in

timber preparation.
TIMBER PREPARATION, HAND
TOOLS AND MACHINE. Students carry out sawing and planning
activities with hand tools and
machines.
Resources; unplanned timber. Hand

tolls and machines.
2 WOOD-WORK JOINTS; TYPES, Teacher demonstrates types of

CLASSIFICATION AND USES. classification and practical use of wood
work joints.
Students classify and state practical

applications of wood work joints.
Resources; wood, hand tools and

machines.
3 PRACTICAL WORK OF Teacher demonstrates correct use of

CONSTRUCTIONS OF JOINTS tools and machines for making wood
work joints.
Students construct halving joints.
Resources; wood and hand tools.
4 TYPES OF ASSEMBLING (PRE- Teacher engage students in making

ASSEMBLING, SUB- and assembling wood work joints.
ASSEMBLING, AND FINAL
ASSEMBLING). Students make and assemble wood
work joints.
Resources; ca-crap, sash crap, etc
5 WOOD FINISHES AND Teacher describes types, uses, and

FINISHING; PREPARATION OF characteristics of wood finishes.
WOOD SURFACES FOR
FINISHES, TYPES OF WOOD Students prepare wood surface for
FINISHES, ETC application of finishes.
Resources; spray gun, hand brush,

cotton wool, glass paper, nose mask,
etc
6 WOOD ABRASIVE AND WOOD Teacher demonstrates production of

ADHESIVES; GRADES, USES, wood abrasives from local materials.
SELECTION, CLASSIFICATION,
CHARACTERISTICS, ETC Students produce wood abrasives from
local materials.
Resources; local materials for

producing wood abrasives.
7 WOOD FITTINGS; HINGES, Teacher displays various fittings.

LOCKS, WOOD SCREW, NAILS,
BOLTS, ETC Students examine and identify various
types of fittings, and state their uses.
Resources; various fittings.
8 VENEERING; METHODS OF Teacher displays common non-wood

PRODUCTION, TOOLS, AND materials, posters, diagrams, and
MATERIAL PROCESSES; e.g sketches to show methods of
plywood production, non-wood producing veneers.
materials.
Samples of non wood materials.
Resources; posters, charts, veneers,

press, glue, and veneering tools.
9 WOOD BENDING; METHODS, Teacher demonstrates wood bending

TOOLS, AND DEVICES using formers and kerfing.
INVOLVED IN WOOD BENDING.
Students apply principles and
techniques of wood bending to produce
shapes.
Resources; bending devices, tools, and

materials, bent shapes etc
10 PROJECT DESIGN AND Explain the concept of design, design

DRAWING; preliminary free hand factors, fundamentals and process.
sketching of furniture items, Describe types of drawings, cutting list
preparation of working, drawing, and bills of materials. Make preliminary
cutting list and bill of materials. free hand sketches, prepare working
drawings, cutting list. Resources;
furniture items, drawing instruments,
and materials.
11 INTRODUCTION TO BUSINESS Discuss varieties of business

OPPORTUNITIES IN WOOD opportunities in wood work.
WORKING.
Take students to timber yard, machine
-Merchandising shops, saw mills, spraying shops, etc.
-Log Visit saw mills timber sheds, carving

shops, spraying shops, wood turning
-Timber and plywood. shops, etc
-Wood turning. Resources; films and videos, catalogs,
-Furniture spraying and decoration. posters, directory of local and foreign
manufacturers of furniture, materials,
fittings, etc
HOME MANAGEMENT
SS 2 FIRST TERM
WEEK TOPIC/CONENT ACTIVITIES

1- Energy management -Explains the meaning and
1- Meaning of energy process of energy management.
management. -Guides students on discussion.
2- Ad vantages Students:
3- Guidelines for energy 1-Ask and answer questions.
management. 2- Copy notes.
4- Fatigue – meaning, types-, Learning Materials: chart
physiologic fatigue etc. showing the processes of
Prevention of fatigue. managing energy.
2- Energy management - Demonstrate the use of labour

Work simplification saving devices.
1- Application of management Students: Participate in class
process to energy use. discussion.
2- Relationship between time Instructional Resources: Real
and energy management. objects e.g. labor saving devices
3- Factors that affect energy e.g. blender.
use.
4- Meaning and advantages.
3- Work simplification -Guides students in class
1- Guidelines and principle of discussion.
work simplification. -Collects and marks note.
2- Ways of achieving work Students: 1- Participate in class
simplification. discussion. 2- Copy notes.
3- Application of work
simplification principles to
specific tasks e.g. meal
preparation etc
4- Human and social skills 1- Explain the meaning and

development importance.
1- Meaning of human rights and 2- Give students
development. assignments.
2- Human skills- Types e.g. Students: 1- Listen to the
courage, zeal, enthusiasm explanation. 2- carry out the
etc. assignment.
3- Social skills-Types e.g. Learning Materials : charts.
communication, respect etc.
4- Importance of human and
social skills.
5- Ways of developing human
and social skills.
5- Human rights 1- Motivate students to stand

1- Meaning. for their rights.
2- Fundamentals of human Students: 1-Participate in
rights. class discussion.
3- Rights of the child. Learning Materials: charts
4- Rights of a woman. and pictures of violation of
5- Human rights violation. human rights.
6- Sexually Transmitted Diseases 1- Explain the meaning of

(STIs or STDs ) sex education and STDs.
1- Sex education – meaning and 2- Guides students in class
importance. discussion.
2- Meaning of STDs. Students : 1- Listens to the
3- Types and causes. teacher. 2- Take part in
4- Signs/ symptoms of each class discussion.
type. Learning Materials : charts
5- Prevention and treatment. and pictures of infected
6- Care and support of infected persons.
persons.
7- Courtship and marriage 1- Guides students in
1- Boys and girls relationship. discussion.
2- Courtship- meaning and 2- Give assignment.
importance. Students :
3- Marriage meaning and 1- Participate in class discussion.
importance. 2-Carryout assignment.
4- Types of marriage. Learning Materials : charts and
pictures.
8- Marriage( continued ) 1- Explain boy and girl
Planning a family relationship.
1- Advantages and 2- Guide students in class
disadvantages of each type : discussion.
2- Factors to consider when Students: 1- Listen to
choosing a partner for teacher. 2-Copy notes.
marriage. Learning Materials: charts.
3- Procedures for marriage
(engagement).
4- Tips to successful marriages-
love, companionship etc.
5- Establishing a family.
Financial plans family
planning. Advantages of
family planning.
9- Scientific study of food nutrients
1- Food nutrients- sources and
functions.
2- Effects of deficiency and
excess of each nutrient.
3- Treatment of the effect.
10- Effect of heat on nutrients -Demonstrate the effect of heat
1- Test for- protein e.g. millions on these nutrients.
reagent. Carbohydrate- iodine Students: Carry out the practical.
test fats and oil e.g. blotting Learning Materials: Real objects
paper. meat, eggs, yam and butter.
2- Practical.
3- Effect of heat on proteins e.g.
meat.
4- Carbohydrate e.g. starch
(yam).
5- Fats and oil e.g. butter, palm
oil.
6- Practical.
11- Food storage and preservation Meaning of food preservation.
1- Guidelines for preserving Discusses methods of food
foodstuffs. storage and preservation.
2- Methods of food storage. Students: 1- Listen to the
3- Methods of food preservation. teacher. 2-Carryout the practical
4- Practical work on food work.
preservation. Learning Materials : Real
objects maize, meat etc.
12- Food storage and preservation 1- Guide students in
1- Preservation of foods discussion. Students:
continued. listen and partake in class
2- Guidelines for food discussion.
preservation
13- Revision Revision
14- Examination Examination
HOME MANAGEMENT
SS 2 SECOND TERM

1- Flour and Flour mixture 1- Teacher discusses flour and its
1- Types of flour, rice, mixture
cassava, wheat, plantain 2- Demonstrate uses of flour in
2- Characteristics of each cooking.
type. Students: 1- Listen to teacher,
3- Uses of flour in cooking use flour in cooking (practical)
e.g. cakes, doughnut etc: 1- Learning materials
Practical 2- Real objects
3- Samples of flour e.g. wheat
flour .
2- Laundering equipments 4- Leads students on discussion.
1- Classification and uses of - Gives assignment.
laundering tools and Students: Participate in class
equipment. discussion
2- Guidelines for utilization 5- Carry out assignment.
3- Care and maintenance 6- Learning materials- sample of
4- Laundering agents: - Types laundering agent(real object)
laundering blue, fabric e.g. starch, detergent etc
rinses etc.
Stiffening agents etc
5- Characteristics are uses of
laundering agents.
3- Laundering Processes 1- Explains the meaning of
1- Revision for laundry. laundry and reasons of
2- Steps and guidelines in laundry, discusses the process
laundry work. of laundry and carryout
3- Practical laundry of specific practical.
items e.g. cotton, wool, Students :
fabrics and satin using Listen and participate in the
laundry agents e.g. starch, practical.
dettol, blue etc. Learning materials : Same as
number 2 above.
4- Stain and stain removal 1- Explain the meaning and types

1- Meaning of stain and of stain.
types. 2- Demonstrate the skills in
2- Stain removing agents. removing different stains.
3- Process / procedures of Students – listen to teacher and
removing stain. copy notes.
4- Practical. L earning materials : Real
objects , bleach, stained fabric etc
5- Interior decoration 1- Discuss interior decoration and
1- Meaning and importance of flower arrangement.
interior decoration. 2- Demonstrate the arrangement
2- Uses and application of of flowers.
elements and principles of Students :
art and design. Listen to teacher, participate in the
3- Guidelines for interior practical.
decoration. Learning materials: Flower vases,
4- Flower arrangement – fresh flowers (real object).
Types of flower
arrangement.
5- Flower vase and holders.
6- Guidelines and steps in
arranging flower. Practical
6- Maintenance and care of home 1- Discusses cleaning agents.

1- Tools and equipment for 2- Prepares cleaning agents.
cleaning the home. Students: participate in making
2- Cleaning agents and cleaning agents.
materials, types.
3- Practical- preparation of
simple cleaning agents.
7- Maintenance and care of home - Discuss the maintenance and care

( continued ) of the home.
1- Care of home furnishing - Prepare simple cleaning agents.
and ornaments. Students: listen to the teacher.
2- Bed making. Participate in practical.
3- Practical.
4- Cleaning different
functional areas of the
home. Practical
8- Environmental friendly 1- Teacher- Discusses friendly
consumption practices. and non friendly consumption
- Friendly and non-friendly practices.
consumption practices. 7- Gives assignment.
1- Friendly environmental 8- Students: participate in the
consumption practices e.g. discussion
foods, housing, clothing, 9- Carry out assignment learning
toiletries or beauty. materials real object: Chart.
Practical ( visit to
saloon).Non friendly
environmental
consumption practices e.g.
Tobacco, Cocaine, heroin,
etc
9- Environmental friendly 10-Teacher gives group project.

consumption practices. 11-Award mark on project-
1- Promotion of developing song and
environmental friendly messages.
consumption practices e.g. 12-Student-carry out the project
Through messages and
songs. 13-Learning materials-chart.
2- Group word in developing
messages on promotion of
friendly environmental
consumption practices
practical.
10- Principles of consumer -Discuss and explain the functions of
education consumer agents.
1- Meaning and importance of Students: listens and copy notes.
consumer education. Learning materials: charts.
2- Consumer agents- Types
and functions of each
agent.
11- Consumer legislation -Explains consumer legislation and

1- Types of consumer their functions.
legislation- SON Standard Students: listens to the teacher.
Organization of Nigeria,  Asks and answer
price control board etc. questions.
2- Functions of consumer Learning materials: charts.
legislation.
3- Regulations of agencies.
13- Examination Examination
HOME MANAGEMENT
SS 2 THIRD TERM

1- Test interpretation 1- Explain the interpretation of
1- Making a time plan to show test.
the order of work. 2- Makes time plan.
2- Interpretation of test. Students: listens to the teacher.
Participate in time planning.
Learning materials: past WAEC
and NECO questions.
2- Test interpretation 1- Explain the interpretation of

1- Making a time plan to test.
show the order of work. 2- Makes time plan.
2- Interpretation of test. Students: listens to the teacher.
Participate in time planning.
Learning materials: past WAEC
and NECO questions.
3- Developing creative problem Explains the meaning and

solving skills and importance of creative
entrepreneurship entrepreneurship.
Creative entrepreneurship
1- Meaning and importance.
2- Relationship between
creativity and
entrepreneurship.
3- Creative problem solving-
importance and
development.
4- Developing creative problem 1- Discuss skills of
solving skills and entrepreneurial.
entrepreneurship 2- Conduct practical on
Entrepreneurial activities of entrepreneurial.
1- Skills- e.g. creativity, Students: listens and
management, participates in practical.
communication and critical Learning materials: beads and
thinking. tools for beads making,
2- Activities (enterprises) designing cards and tools for
fashion, designing, fast-food, designing cards.
bed making.
3- Practical.
5- Money management - Guide students in discussion of
1- Meaning and importance. money management and family
2- Guidelines and steps in money budget.
management. Students: listen and make family
3- Family budget- meaning and budget.
importance. Learning materials: chart.
4- Steps in budgeting.
6- Wealth creation 1- Explain the meaning and

Capital market and investment advantages of wealth.
1- Meaning and types of wealth. 2- Discuss the topic with the
Advantages. students.
2- Ways of creating wealth e.g. Students: listen and copy notes.
saving, investing and trading. Learning materials: stock
3- Meaning, advantages. exchange shares, firms and
4- Guidelines for investing. certificate, charts .
5- Opportunities- stock shares, e-
marketing, net marketing,
treasury bills.
7- Utilities in the home 1- Discuss the uses of water and

Water sources.
1- Sources, uses in the home. 2- Carryout practical on water
2- Purification and storage. purification.
3- Water cycle. Students: participate in the
4- Hardness of water. practical.
5- Laundry water.
Practical (water purification)
8- Utilities in the home Explain

Electricity  Electricity in the home.
1- Definition of related terms-  Discuss the topic with
current, voltage etc. students.
2- Meter reading and electric bills.  Collect and mark notes.
3- Safety measures in the use of Students: listen to teacher, copy
electricity. notes.
Learning materials: charts.
9- Utilities in the home Explain
Household Fuel  Electricity in the home.
1- Meaning , types  Discuss the topic with
2- Advantages and disadvantages students.
of each type.  Collect and mark notes.
Students: listen to teacher, copy
notes.
Learning materials: charts.
10- Prevention of wastage 1- Discuss wastage
1- Disadvantages of wastage Lead students to discuss
2- Causes of wastage causes and types of
3- Type of wastage wastage
 Water , gas, food, toiletries Student –participate in
etc class discussion
4- Prevention of wastage in the Learning materials: charts
home and real object

12-/13- Examination Examination
FOOD AND NUTRITION
SS 2 FIRST TERM

1 Kitchen equipment and Teacher
utensils. Guides the discussion on
1- Identification of - Identification of correct kitchen
different equipment for equipments.
various tasks. - Demonstrate how to use one
a. Large equipment kitchen equipment.
-mechanical - Supervise the students practice.
equipment. Students
b. Small equipment. - Identify kitchen equipment.
- Participate in class discussion.
- Practice using one kitchen
equipment each.
Learning materials
- Charts on kitchen equipments.
- Visit to an institutional kitchen.
2 Labour saving devices. Teacher

1- Use of labour saving - Leads the discussion on labour
devices. saving devices.
2- Importance of labour - Demonstrate on the use of some
saving devices. of the devices available.
3- Factors to consider when - Correct notebooks and make
choosing labour saving necessary corrections.
devices. Students
- Listen and participate in the
discussion.
- Ask and answer questions.
- Practice using the saving devices.
Learning materials
- Pictures of both small and large
labour devices e.g. cut outs,
photographs of labour saving
devices.
3 Labour saving devices. Teacher

1- Operation of labour - Demonstrate on the operation of
saving devices. labour saving devices.
2- Care and maintenance – - Demonstrate the care and
practical. maintenance.
Students
- Observe the teacher’s
demonstration.
- Participate using the saving
devices.
Learning materials
- Blender, fruit extractor, mixer.
- Liquid soap, sponge.
- Clean towel.
4 Time and energy management Teacher
in food preparation. - Explain the meaning of time and
1- Meaning of time and energy management.
energy management. - Discusses its importance.
2- Tasks that require time - Displays a chart on the guidelines
and energy management for time and energy management.
e.g. laundry, cake making - Displays time and energy saving
etc. devices.
Students
- Identify time and energy saving
devices in the chart.
Learning materials
- Charts showing drawing of time
and energy saving devices.
- Time and energy saving devices.
- Charts stating guidelines for time
and energy management.
5 Time and energy management Teacher
in food preparation. - Discusses the importance of time
1- Importance of time and and energy management in food
energy management in preparation.
food preparation. Students
Learning materials
Charts showing the importance of time and
energy management in food preparation.
6 Flour mixture Teacher
1- Types of flour in cooking. 1- Explains the types of flours in flour
-whole wheat flour. mixtures.
-all purpose, instant 2- Guides the discussion on raising
blending flour etc. agents such as air, baking powder,
yeast etc.
2- Flour from local foodstuff. 3- Demonstrates how to mix, use
3- Raising agents. different types of flour mixtures,
-Air, baking powder, cakes, brew etc.
yeast, Students
Palm wine, steam. - Participate in class discussion.
- Practice how to prepare products
from flour mixtures.
Learning materials
1- Flours, raising agents.
2- Flavourings and colourings in flour.
1- Flour mixtures - Displays process flours from local
a. Cakes, burns, sweets, foodstuffs.
(puddings and jellies). - Supervises student’s work.
- Practical. - Gives a chalkboard summary.
Students
Listen attentively.
- Demonstrate the use of flour
mixtures.
- Copy notes from chalkboard.
Learning materials
- Baked products of flour mixture.

1- Flour mixtures- Pastries Describes the natural and artificial
and breads. flavourings.
- Practical continues. - Displays process flours from local
foodstuffs.
Students
- Observe each of the flour.
- Participate in bread making.
Learning materials
- Flours.
- Raising agents.
- Flavourings.

1- Food flavourings and - Displays the natural and artificial
colourings. flavourings and colourings.
- Natural and artificial. Students
- Food colouring materials. - Participate in the class discussion.
- Differentiate each.
Learning materials
Natural and artificial colourings and
flavourings.
10 Food study (egg) Teacher

1- Types of eggs. - Displays the different types of eggs.
2- Nutritional value of eggs. - Explains the
3- Test for eggs e.g. water, 1- Nutritional value of eggs.
eye view test. - Uses of eggs in cookery.
- Demonstrate the test for egg
freshness.
Students
- Identify the eggs on display.
- Listen to the teacher.
- Ask questions.
- Draw the structure of an egg.
Learning materials
- Diagram of an egg structure.
- Different types of egg samples.
11 Egg cookery Teacher

1- Uses of egg in cookery. - Demonstrate methods of cooking
- Baking, binding agents, eggs.
raising agents, thickener. - Gives chalkboard summary.
Practical. - Collects notebooks and make
necessary corrections.
Students
- Draw the structure of an egg.
- Practice how to test for egg
freshness.
- Practice cooking eggs in groups.
Learning materials
- Diagram of an egg structure.
- Different types of egg samples.
12 Revision
13 Examination
FOOD AND NUTRITION
SS 2 SECOND TERM

1 Milk and milk products. Teacher
1- Types of milk (Aninet Explains the types of milk (aninet and
type). plain
- Fresh milk- pasteurized. - milk.
- Homogenized, sterilized, - Explain the food value of milk and
and evaporated. milk products.
- Cultured milk nono - Demonstrate the production of milk
yoghurt. products.
- Plant milk source and soy - Practical.
beans. Students
- Types of milk products- - Participate in the discussion.
wara (local cheese). - Ask and answer questions.
- The food value of milk. - Participate in practical
- Uses of milk. demonstration.
Learning materials
A. Sample of milk products.
Tin milk.
Nono yoghurt.
- Charts with labeled milk and milk
products.
2 Sea foods Teacher
Type of fish in local and sea - Explain the different types of sea
water. food.
- Classes of sea food e.g. - Discusses the nutrional value of
fine fish, lean and shell. sea food.
- Food value. - Demonstrates sea food cookery by
- Methods of cooking. frying, grilling.
- e.g. baking, - Supervises students practical.
grilling, steaming and Students
frying etc. - Participate in the discussion.
Practical. - Ask and answer questions.
- Participate in the practical cooking
some sea foods.
Learning materials
A chart showing different types of sea.
Samples of any available sea food.
Real objects.
3 Food study (meat) Teacher
Definition of meat. - Explains the meaning of meat.
- Types of meat. - Explain types of meat e.g. Cow- beef.
- Different cuts of meat. -Pig- pork.
- Food value. -Lamb- mutton.
- Factors to consider -Crab- veal.
when choosing meat. Students
- Structure of meat. Participate in the discussion.
Ask and answer questions.
Learning materials
A chart showing the structure of meat.
- Pictures showing different meat cuts.
4 Food study (meat) continued Teacher

- Structure of meat. - Draw the structure of meat and
- Cooking method for explain.
meat. - List the advantage and disadvantage
- Effect of heat on cooking of cooking meat.
meat. - Demonstration (practical).
- Advantages and Students
disadvantages of - Participate in the discussion.
cooking method. - Ask and answer questions.
- (Practical - Participate in practical demonstration.
demonstration). Learning materials
- A chart showing the structure of
meat.
- A picture of different meat cuts (food
and nutrition text book).
5 Poultry Teacher
- Definition of poultry. Explain the definition of poultry.
- Types of poultry e.g. Explain the different types of poultry.
chicken turkey, goose, Discuss the food value of poultry.
game. Explain the factors to consider when
- The nutrive value. choosing poultry.
- Structure of a chicken. Practical demonstration.
- Factors to consider Students
when choosing poultry. Participate in the discussion.
- Preparation of poultry for Ask and answer questions.
cooking. Participate in practical demonstration.
- Cooking method – Learning materials
stewing, frying, grilling, Sample of poultry (chicken).
roasting etc. Real object.
Practical demonstration. A chart showing the structure of
poultry (chicken).
6 Condiment and seasoning. Teacher
- Types of herbs and spice - Explain condiment and
local, curry, thyme and scent seasoning.
leaves. - Explain the different types of
- Local spices – ginger, garlic, herbs and spices (local and
pepper. foreign).
Foreign herbs –bay leaf Students
parsley. - Participate in the discussion.
Foreign spices – curry - Ask and answer questions.
powder, thyme. Learning materials
Sample of different herbs and spices
(local) curry leaves, scent leaves.
7 Storage and preservation of Teacher

foods. - Explain the of food storage and
- Meaning of food storage and preservation.
preservation. - Explains the meaning of food
- Reasons for food storage and preservation (local
preservation. and foreign).
- Types of foods to be Students
preserved (local and Participate in the discussion.
foreign). Ask and answer questions.
Copy summary work.
Learning materials
A sample preserved food.
8 Storage and preservation of Teacher
foods. - Explains the different steps in
- Preparation of food for food preservation and storage.
preservation. - Discuss the advantages and
- Advantages and disadvantages of food
disadvantages of food preservation.
preservation. Students
- Methods of food Participate in the discussion.
preservation. Copy summary work.
Learning materials
A chart showing steps involved in food
preservation.
9 STORAGE AND PRESERVATION Teacher
OF FOOD: Explain the difference between jam
- Making of jam/mamalade and marmalade.
- Important ingredients in jam - Explain the importance of
making (sugar, pectin, fruit) sugar, pectin, and acid fruit.
- Methods of preparation of - Explain the methods of making
jam/mamalade jam/ marmalade.
- Practical demonstration Students
Participate in the discussion.
Ask and answer questions.
Participate in practical demonstration.
Learning materials
Samples of jam and marmalade.
10 Test interpretation/practical Teacher
- Discuss the general rules for
making jam/ marmalade.
- Practical.
Students
Practical demonstration.
FOOD AND NUTRITION
SS 2 THIRD TERM

1 Preservation of foods. Teacher
Convenience foods. - Explain the meaning of
- Definition of convenience convenience foods.
foods. - Explain preserving food in
- Preserving foods. relation to convenience.
- Types of convenience foods. E.g. using chemicals and
- Advantages and preservatives.
disadvantages of 1- Frozen foods.
convenience. 2- Dehydrated foods.
3- Tinned or canned foods.
4- Processed foods.
- Mention the various types of
convenience foods.
Students
1- Participate in class discussion.
2- Identify convenience foods.
3- Ask and answer questions.
Learning materials
A chart showing a table of advantages
and disadvantages of convenience
foods.
2 Preservation of foods. Teacher
- Convenience foods. Leads discussion on:
- Advantages and - Types of food preservation.
disadvantages. - Methods of food preservation.
- Guidelines for selecting - Guidelines for selecting
convenience food. convenience.
- Practical on the use of - Prepares food for preservation.
convenience in food - Supervises the students work
preparation. in groups.
Gives a chalkboard summary.
Students
Demonstrate the use of convenience
foods.
Learning materials
Charts
3 Choice and storage of food Teacher

stuffs. - Lead discussion on equipment.
- Storage equipments. - Explain the different between
- Storage of perishable and perishable and non-perishable
non-perishable foods. examples.
- Factors affecting food - Explain the various factors
selection. affecting food selection.
Students
Copy the chalk/white board summary
in their notebooks.
Learning materials
Charts showing perishable foods.
4 Choice and storage of food stuff. Teacher
- Bulk purchasing. - Explain the meaning of bulk
- Shopping list market survey purchase.
cost analysis. - Discuss the advantages and
- Storage method. disadvantages of bulk
purchase.
- Explain the following term in
relation to
Bulk purchase.
a. Shopping list.
b. Market survey.
c. Cost analysis.
Students
Participate in class discussion.
Draw up a good shopping list.
Learning materials
Samples of shopping list.
5 Choice and storage of food stuff. Teacher
- Meaning of common terms. - Lead in discussion.
- Price list. - Explain the meaning of the
- Food list. various terms and their
- Bulk buying. functions to food storage and
- Commercial foods. food stuff.
- Home made foods. Students
- Brand name. Participate in class discussion.
- Net weight. Copy the chalk/white board summary
- Gross weight. in their notebooks.
Learning materials
Samples of food/ shopped items.
6 Test interpretation and practical

7 Food budgeting Teacher
- Meaning of food budgeting. - Explains the meaning of food
- The family budget. budgeting.
- Types of family budget e.g. - Discuss family and their types
primary and secondary (primary and secondary
budget. budget).
- Factors influencing food - Explains the factors influencing
budgeting. food budgeting.
Students
Participate in class discussions.
Learning materials
A chart showing a family
budget.
8 Food budgeting Teacher
- Types of food budgeting. Lists the various types of food
- Factors to consider when budgeting.
budgeting our food. Explain the factor to consider when
- Shopping list. …………….
- Petty cash. Students
- Food cost. Write an imaginary budget for a family
- Making a price list. of four.
Periodical and preparing food Learning materials
budget considering the A chart showing an imaginary food
nutritional need of family budget.
members.
9 Nutritional needs of the family. Teacher
- Meaning of the nutritional Plan a simple and adequate meal for
needs. a family.
- Nutritional need of different Students
e.g. infants and children Listen and participate in discussion.
- Adolescents Learning materials
- Adults and the aged Food items, dishes cooking utensils
- Pregnant and lactating etc.
mother.
10 Meal planning Teacher
- Factors affecting meal Explain meal planning
planning. - Discuss the factor affecting
- Planning of adequate diet. meal planning.
Students
Participate in the class discussion.
Learning materials
Sample of planned meal.
CLOTHING AND TEXTILES
SS 2 FIRST TERM

1 PATTERNS Teacher: Displays paper patterns and
- Taking of body explain the marking, then demonstrate how
measurement to draft patterns.
- Drafting of bodice block – Resources: Paper patterns, tape measure,
male and female pencil, block pattern, ruler
2 PATTERNS Teacher: Demonstrates how to draft a block

- Drafting of block for skirt for a skirt.
or short Resource: Brown paper, ruler, tape measure,
pencil
3 PATTERNS Teacher: Demonstrates how to draft a block
- Drafting of block for for a sleeve.
sleeve Resource: Brown paper, ruler, tape measure,
pencil
4 ADAPTATION OF PATTERNS Teacher: Defines alteration of patterns.
i. Definition Displays the paper pattern and explains the
ii. Adaptation of block markings and notations on them.
patterns to different Resources: Ruler, pencil, brown paper,
style of choice and fit. charts on pattern adaptation.
5 ALTERATION OF PATTERNS Teacher: Defines alteration, demonstrates

i. Definition – addition or the adjustment of patterns to a given
reduction measurement, demonstrate how to reduce or
ii. Alteration for fit and enlarge pattern sizes.
style – commercial or Resources: Block pattern, tape measure,
drafted. ruler, pencils etc
iii. Advantages and
disadvantages of
using pattern in
garment construction
6 FREE HAND CUTTING Teacher: Leads discussion on measurement
i. Cutting of bodice front required for a garment. Demonstrates how to
and back cut a garment freely.
ii. Skirt front and back Resource: Scissors, pins, tailor’s chalk,
iii. Sleeve thread, needle etc.
iv. Advantages and
disadvantages of free
hand cutting.
7 FREE HAND CUTTING Teacher: Leads discussion on the features of
- Practical – construction of a baby dress. Demonstrate how to cut a
a simple baby dress simple baby dress.
RESOURCE: Catalogue, pencil, tape
measure, brown paper
8 GARMENT FEATURES Teacher: Discusses the factors to consider
Arrangement of Fullness when arranging fullness. Leads discussion
- Gathers on the use of different style features
- Pleats – knife, box effectively and appropriately.
RESOURCES: Garment with different styles
and features, catalogue, tape, measure,
pencil, eraser etc.
9 GARMENT FEATURES Teacher: Leads discussion on the basic rules
Arrangement of Fullness that governs the arrangement of fullness
- Smocking for children RESOURCES: Same as above
- Shirring
10 GARMENT FEATURES Teacher: Leads discussion on the basic rules
Arrangement of Fullness that govern the arrangement of fullness
- Tucks RESOURCES: Same as above
- Darts – waist, bust etc
11 COSTUME AND FASHION Teacher: Explains the differences between
DESIGNING fads and fashion. Discuss the fashion of
Trends In Fashion yesterday and today.
i. Definition of fashion RESOURCES: Photographs of parents,
and fashion designing grandparents, old magazine, catalogue.
ii. Trace and compare
fashion trend over the
years.
iii. Distinguish between
fashion and fashion
fad.
12 COSTUME AND FASHION Teacher: Guides students in sketching
DESIGNING appropriate styles. Guides students to adapt
i. Sketching appropriate the sketched style on the block pattern.
styles for costume RESOURCES: tape, material, block patterns,
designing using sewing machine, pins etc.
different style features
to flatter the design
e.g. collar, sleeve
ii. Cutting out patterns
iii. Adaptation of basic
blocks for costume.
SS 2 SECOND TERM

1 GARMENT FEATURES STYLE Teacher: Demonstrates how to draft pattern
FEATURE for the different style features – collars and
- Drafting patterns for cuffs.
collars and cuffs Resources: Garment with different style
features, brown paper, pencils, tape
measure
2 GARMENT FEATURES STYLE Teacher: Guides students to list the
FEATURE functions of different style features.
- Drafting patterns for Demonstration
yokes and pockets Resources: Garment with different style
measure
3 GARMENT FEATURES STYLE Teacher: Leads discussion on how these
FEATURE features can be used to flatter the figure.
- Drafting patterns for Belts Demonstrates how to draft pattern for Belt
and frills and frills.
Resources: Garment with different style
measure
4 DECORATIVE DESIGNS Teacher: Guides students to enumerate
i. Embroidery work- them. Discusses points to consider when
decorative stitches planning an embroidery work. Demonstrates
e.g. satin stitches how to transfer designs unto fabrics using
stem stitch etc. tracing paper/carbon etc
ii. Points to consider Resources: Pressing iron, album, samples
when planning of embroidery threads etc.
embroidery work
iii. Types of embroidery
design e.g. self made,
iron on, transfer etc.
5 DECORATIVE DESIGNS Teacher: Guides students to identify
Materials for Embroidery different types of design used for
i. Threads – anchor, embroidery. Discusses and demonstrates
raffene the method of transferring designs unto
ii. Needles – Crewel, fabrics.
sharp Resources: Embroidery machine, samples
iii. Types of embroidery of embroidery needles, textbook.
work e.g. household
articles
iv. Transferring designs
unto fabric – using
tracing paper.
6 DECORATIVE DESIGNS Teacher: Explains the traditional
Traditional Designs background of beads and sequins. Leads
i. Traditional discussion on how to use bead/sequins to
background of beads form decorative designs. Practical
and sequins demonstration on methods of designing
ii. Methods of designing beads.
beads e.g. bead Resources: Samples of beads, sequins,
stitched down embroidery thread and needle.
separately.
Beads/sequins thread
linked and sewn
down.
7 DECORATIVE DESIGNS Teacher: Discusses the types of needle
Needle Craft craft and practical demonstration
i. Definition and uses RESOURCES: Tatting tool kit, pair of
ii. Tatting scissors, crochet hooks, chart showing
iii. Crochet picture of needle craft.
8 DECORATIVE DESIGN Teacher: Demonstrates to students how to

Needle Craft make them and then supervises them.
i. Appliqué Resources: Charts showing pictures of
ii. Patch work e.g. baby appliqué, patchwork, tape measure, etc.
cot cover, pillowcase
etc.
9 DECORATIVE DESIGN Teacher: Practical demonstration on making
i. Macramé of different macramé knot e.g. flat, spiral,
ii. Making decorative Josephine knots.
articles using the Resources: Macramé twine, pair of scissors,
needle craft e.g. table tape measure etc.
dolly, centre piece.
10 DECORATIVE DESIGNS Teacher: Practical demonstration and
Needle Craft supervision of students.
- Making of soft toys – Resources: Different materials, pair of
duck, dog, teddy bear scissors, tracing paper, tracing wheel,
etc. pencil, tape measure.
SS 2 THIRD TERM

1 HOUSEHOLD LAUNDRY Teacher: Defines dry cleaning, discusses
Dry Cleaning the different methods of dry cleaning and
i. Definition and importance types of dry cleaning agents.
ii. Methods of dry cleaning Resources: Samples of dry cleaning
iii. Dry cleaning agents e.g. agents.
French chalk, talcum
powder, kerosene etc
2 HOUSEHOLD LAUNDRY Teacher: Discusses the general rules for

Dry Cleaning removing stains during dry cleaning.
i. Types of dry cleaning – Discusses the advantages of dry cleaning
home and commercial clothes. Demonstrates how to use dry
ii. General rules for removing cleaning agents to remove stains.
stains during dry cleaning. Resources: Samples of dry cleaning
iii. Advantages of dry agents, samples of soiled George
cleaning wrapper, textbook.
3 CARE OF CLOTHES Teacher: Discusses the meaning of

Clothing Repair repairs in clothing and textiles.
i. Meaning of repairs Demonstrates how to repair clothes using
ii. Types of repairs – patching, darning.
patching, darning etc Resources: Samples of torn garment,
pieces of plain fabric, needle, threads,
sewing machine, textbook.
4 CARE OF CLOTHES Teacher: Guides students to list other
Clothing Repair. types of repairs in clothing. Demonstrate
i. Other simple repairs e.g. the repair of broken zippers, slack elastic
loose buttons, broken etc
zippers, slack elastic Resources: Buttons, zipper, elastic, pieces
of fabric, needle etc.
5 CARE OF CLOTHES Teacher: Explains the meaning of

Renovation Processes reconstruction/remodelling and
i. Meaning of renovation differentiate them. Discusses on
ii. Reconstruction/ renovation techniques. Guides students to
Remodelling renovate some household articles.
Resources: Samples of torn materials,
faded garment, scissors, etc.
6 CARE OF CLOTHES Teacher: defines dye and discuss on the
Renovation Process different types of dye stuff, methods of
Dyeing dyeing and supervises students to
i. Definition renovate old garment by dyeing.
ii. Types of dye e.g. acid, Resources: Samples of different dyes,
vat, basic etc plastic basin, wooden stick, water,
iii. Methods of dyeing e.g. tie- scissors, needle and thread, nylon twine
dye, batik etc
7 DRESS SENSE Teacher: Explains the meaning of good

Good grooming grooming and its principles.
i. Meaning of good Resources: magazines showing picture of
grooming a well groomed individual
ii. Principles of good
grooming e.g. exercise,
relaxation, sleep etc
8 DRESS SENSE Teacher: Distinguishes between proper

Good grooming and improper dressing. Discusses on
Harmonization of colours colour combination.
i. Primary, secondary and Resources: Colour wheel chart, colour
tertiary colour triangle.
ii. Group of colours – warm,
cool, contrast etc.
9 DRESS SENSE Teacher: Explains the meaning of a
Wardrobe planning wardrobe, discusses on the points to
i. Meaning of wardrobe consider when planning the wardrobe.
ii. Principles of wardrobe Explains clothes suitable for different
planning – basic rules occasions – their features
iii. Clothes for different Resource: A wardrobe or cupboard,
occasions hangers.
10 DRESS SENSE Teacher: Discusses on the factors that
Wardrobe planning could influence decisions to buy or make
- Factors influencing decision clothes. Guides students on ways of
to buy or make clothes. selecting and purchasing good readymade
- Selecting and purchasing clothes.
readymade cloths Resources: Sample of different dresses,
textbooks.
11 DRESS SENSE Teacher: Guides students to mention the
Dress Accessories different types of accessories. Explains
i. Definition of dress how to select matching accessories for
accessories different clothes and occasions.
ii. Types of dress Demonstrates how to make some simple
accessories e.g. accessories e.g. necklace, hat
handbags, shoes, ties etc. Resources: Samples of beads, necklace,
iii. Factors to consider when earring. Charts showing different
choosing accessories. accessories, textbooks.
iv. Making simple
accessories e.g. hat,
necklace, earning.
INTERPRENEURSHIP (TRADE SUBJECTS)

BLOCK LAYING AND BRICK LAYING
SS2 FIRST TERM
1 BASIC PRINCIPLES OF Teacher defines soil, explains formation of soil,

SUB STRUCTURAL states types of soil.
CONSTRUCTION
Students define soil, identify types of soil,
Types of soil. explain various nature of soil.
Resources; sample of soil starter tools
2 BASIC SUB- Explain the process of investigating soil/

STRUCTURAL identification of soil and its importance, explain
CONSTRUCTION methods used in soil investigation, mention
tools/apparatus used for soil investigation,
-Site and soil investigation. explain how to determine the capacity of soil.
-Bearing capacity of soil. Students explain methods used in soil
investigation/identification of soil, state
tools/apparatus used in soil investigation, state
the importance of soil investigation.
Resources; soil samples, tools/equipments.
3 BASIC PRINCIPLES OF Explain the process of investigating soil/

SUB STRUCTURAL identification of soil and its importance, explain
CONSTRUCTION methods used in soil investigation, mention
tools/apparatus used for soil investigation,
Tools for manual explain how to determine the capacity of soil.
excavation and precaution
for safe working conditions. Students explain methods used in soil
investigation/identification of soil, state
tools/apparatus used in soil investigation, state
the importance of soil investigation.
Resources; soil samples, tools/equipments.
4 BASIC PRINCIPLES OF Teacher define timbering to trenches, state

SUB STRUCTURAL and explain purpose of timbering to trenches,
CONSTRUCTION name members or parts of timbering to
trenches, state precautions to be taken when
working on excavated trenches, organize
-Timbering to trenches. practical on timbering.
-Types of timbering to Students define timbering to trenches, state

trenches. purpose for timbering to trenches, name types
of timbering to trenches, take notes/draw types
of timbering to trenches, participate actively in
practical.
Resources; tools, timber, nails, adjustable

props etc.
5 BASIC PRINCIPLES OF Teacher define timbering to trenches, state

SUB STRUCTURAL and explain purpose of timbering to trenches,
CONSTRUCTION name members or parts of timbering to
trenches, state precautions to be taken when
Organize practical work on working on excavated trenches, organize
timbering to trenches. practical on timbering.
Students define timbering to trenches, state

purpose for timbering to trenches, name types
of timbering to trenches, take notes/draw types
of timbering to trenches, participate actively in
practical.
Resources; tools, timber, nails, adjustable

props etc
6 FLOOR CONSTRUCTION Teacher define floor, explain what is a floor,

mention types of floor, state materials for floor,
-Definition of floor, state functions of a floor, explain method of
-Explain the floor, construction of various types of floor, state and
explain the equipments for the construction of
- State types floor, floors (e.g. concrete mixer.
-Material for floor Students define floor, name types of floor,

materials, equipments etc, take down notes,
and drawing.
Resources; existing building stair, cement, fine

and coarse aggregate.

state functions of a floor, explain method of
-Application of floors. construction of various types of floor, state and
-Drawings of floors. floors (e.g. concrete mixer.
Students define floor, name types of floor,

and drawing.


Method of construction and state functions of a floor, explain method of
method of concrete mixing. construction of various types of floor, state and
floors (e.g. concrete mixer.
Students define floor, name types of floor,

and drawing.

9 WALL Teacher defines, explains and states the

functions of wall, mentions types of wall, state
- Definition of wall the materials for wall, state the principles of
- Functions of wall
wall constriction (bonding).
- Types of wall
Students take down notes, participate actively
in the practical work.
Resources; tools, blocks,/bricks, stones,

concrete etc
10 PRINCIPLES OF WALL Teacher defines, explains and states the

CONSTRUCTION functions of wall, mentions types of wall, state
the materials for wall, state the principles of
wall constriction (bonding).
Students take down notes, participate actively

in the practical work.
Resources; tools, blocks,/bricks, stones,
concrete etc
11 OPENINGS IN WALLS Teacher explain openings in wall, state

functions of openings in wall, explain the
Explain openings in a wall, different types of timber used for windows and
functions of openings in timber used for windows and doors
wall, method of fixing doors construction, state method of timber
and window in opening. conversion, explain method of preservation of
timber, organize visits to Nigerian forest
reserve and saw mills.
Resources; timbers, tools, yanding wall etc
12 OPENINGS IN WALLS Teacher explain openings in wall, state

functions of openings in wall, explain the
Methods of fixing doors different types of timber used for windows and
and windows in openings. timber used for windows and doors
construction, state method of timber
conversion, explain method of preservation of
timber, organize visits to Nigerian forest
Resources; timbers, tools, yanding wall etc
SS2 SECOND TERM

1 OPENINGS IN WALL Teacher explain openings in wall, state
(CONT) functions of openings in wall, explain the
different types of timber used for windows
Materials for the construction and timber used for windows and doors
of door and windows. construction, state method of timber
conversion, explain method of preservation
of timber, organize visits to Nigerian forest
Resources; timbers, tools, yarding wall etc
2 BONDING Teacher explain bond/bonding, state types of

bonds, mention materials for bonding,
-Bond sketch/prepare drawings of various bonds
-Types of bond. and carry out practical work on bonds.
-Materials for bonding. Students construct different types of bonds

using bricks, blocks, construct different types
of bonds using combination of bricks/blocks.
Resources; tools, bricks/blocks, mortar.
3 BONDING Teacher explain bond/bonding, state types of

bonds, mention materials for bonding,
Practical work on various sketch/prepare drawings of various bonds
bonds. and carry out practical work on bonds.
Students construct different types of bonds

using bricks, blocks, construct different types
of bonds using combination of bricks/blocks.
Resources; tools, bricks/blocks, mortar.
4 TIMBER/TIMBER Teacher explains timber and how it is

CONVERSION AND obtained, state applications of timber in
SEASONING construction industry, explain conversion of
timber (with sketches).
Nigerian timber and products
for windows and doors. State methods of conversion, explain
seasoning, and its methods, with the aid of a
diagram, show various methods of
seasoning, state types of doors, and
windows.
Students visit timber yards to observe

activities on timber.
Resources; models, pieces of timber.

Methods of timber
conversion/seasoning. State methods of conversion, explain
windows.


Functions of openings in
dwelling. State methods of conversion, explain
windows.


Types of timber doors and
windows. State methods of conversion, explain
windows.

8 CONCRETE Teacher explains and name types of

concrete, materials for concrete, methods of
-Concrete. mixing concrete.
-Types of concrete. Students take down notes, state methods of
-Materials for concreting. mixing concrete.
Resources; cements, fine and coarse

aggregate and tools
9 METHODS OF Teacher state types of concrete mixer,

PROPORTIONING, MIXING explain different ratios for different concrete
AND TESTING CONCRETE mix, explain water cement ratio, mention
means of transporting wet concrete to its
-Types of concrete mixer, placing point, state precaution taken while
mixing ratio of cement, fine handling fresh concrete.
Students operate concrete mixer, explain
-Water-cement ratio different types of mix, manually mix concrete,
transport fresh concrete to point of placing
with a wheel-barrow or head pan.
Resources; head pan, wheel-barrow, mixers,

cement, fine and coarse aggregate.
10 METHODS OF HANDLING Teacher state types of concrete mixer,

AND PLACING explain different ratios for different concrete
CONCRETE. mix, explain water cement ratio, mention
means of transporting wet concrete to its
placing point, state precaution taken while
handling fresh concrete.
Students operate concrete mixer, explain
different types of mix, manually mix concrete,
transport fresh concrete to point of placing
with a wheel-barrow or head pan.
Resources; head pan, wheel-barrow, mixers,

cement, fine and coarse aggregate.
SS2 THIRD TERM
1 METHODS OF Teacher explain pumping of ready mixed

HANDLING AND concrete, explain factors influencing choice of
PLACING OF transportation system of wet concrete, state
CONCRETE compacting tools and equipments, reasons for
compacting concrete, explain curing of concrete,
-Pumping of ready mix state reasons for curing concrete.
concrete.
Students carry out mixing, transporting and
-Factors for choosing placing of concrete in a form, reasons for choosing
transporting wet a particular transport system for a particular work.
concrete.
Resources; tools, equipments.
2 METHODS OF Teacher explain pumping of ready mixed

HANDLING AND concrete, explain factors influencing choice of
PLACING CONCRETE transportation system of wet concrete, state
compacting tools and equipments, reasons for
-Tools for compaction compacting concrete, explain curing of concrete,
of concrete. state reasons for curing concrete.
-Reasons for Students carry out mixing, transporting and
compacting concrete. placing of concrete in a form, reasons for choosing
a particular transport system for a particular work.
3 COMPACTING AND Teacher explain pumping of ready mixed

CURING OF concrete, explain factors influencing choice of
CONCRETE transportation system of wet concrete, state
compacting tools and equipments, reasons for
compacting concrete, explain curing of concrete,
state reasons for curing concrete.
Students carry out mixing, transporting and

placing of concrete in a form, reasons for choosing
a particular transport system for a particular work.
4 METHODS OF Teacher explain joints in concrete structure, state

CONSTRUCTION jointing materials, explain the methods of making
JOINTS IN joints in concrete construction.
CONCRETE
STRUCTURE Students carry out simple construction joint work.
Types of joints. Resources; tools, equipments and construction

materials e.g particle board.
Jointing materials and
their application.
Methods of making
construction joints in
concrete structures.
5 USES OF FORM Teacher explain, and state materials for formwork,

WORK IN explain functional requirements of formwork, state
CONSTRUCTION and explain the advantages of steel over timber
WORK formwork, state and explain types of formwork.
- Form work Students select appropriate materials for a specific

- Materials from formwork, erect formwork, dismantle formwork,
formwork demonstrate care of formwork.
- Functions of
formwork Resources; timber, steel etc
- Advantages of
steel over timber
formwork
- Types of
formwork.
6 USES OF Teacher explain, and state materials for formwork,
FORMWORK IN explain functional requirements of formwork, state
CONSTRUCTION and explain the advantages of steel over timber
formwork, state and explain types of formwork.
(Formwork cont).
Students select appropriate materials for a specific
formwork, erect formwork, dismantle formwork,
demonstrate care of formwork.
Resources; timber, steel etc
7 TECHNIQUES OF Teacher explains and states types of floor, explain

LAYING PRE-CAST properties of per-cast floor, state precautions
FLOOR FINISHES taken while laying precast floor and floor finishing
materials, explain methods of laying floor tiles,
-Properties of pre-cast state common defects in pre-cast floor.
floor finishes.
Students identify various floor finishes, take a trip
-Procedures and to construction sites, observe various types of
precautions in laying floor tiles.
floor finishing materials.
Resources; floors under-finishing, tiles of various
-Methods of laying tiles types and sizes.
and common defects in
pre-casting floor.
8 TECHNIQUES OF Teacher explains and states types of floor, explain

LAYING SYNTHETIC properties of per-cast floor, state precautions
FLOOR TILES taken while laying precast floor and floor finishing
materials, explain methods of laying floor tiles,
Synthetic floor tiles and state common defects in pre-cast floor.
sizes.
Students identify various floor finishes, take a trip
to construction sites, observe various types of
floor tiles.
Resources; floors under-finishing, tiles of various

types and sizes.
9 ORGANIZATION AND Teacher explain rendering/plastering, state

EXECUTION OF functions of rendering, state and explain the
EXTERNAL AND quality the quality of good rendering/plaster,
INTERNAL explain procedures for rendering/plastering,
organize and carry out practical on rendering or
RENDERING plastering. Students state qualities of a good
rendering, carry out practical rendering.
-Rendering/plastering.
Resources; tools, equipments, cement and fine
-Functions of aggregate and water.
rendering/plastering.
-Quality of good
rendering.
10 ORGANIZATION AND Teacher explain rendering/plastering, state

EXECUTION OF functions of rendering, state and explain the
EXTERNAL AND quality the quality of good rendering/plaster,
INTERNAL explain procedures for rendering/plastering,
RENDERING organize and carry out practical on rendering or
plastering. Students state qualities of a good
-Procedures for rendering, carry out practical rendering.
rendering/ plastering.
Resources; tools, equipments, cement and fine
-Arrange and carry out aggregate and water.
practical on rendering
or plastering.
CARPENTRY AND JOINERY
SS2FIRST TERM

SAFETY RULES IN THE MACHINE SHOP
1 Machine safety rule i. Teacher is to explain the general

safety in machine shops
ii. Students to demonstrate the
safety use of machine
iii. Machine
2 Electrical equipment i. Teacher is to explain the way to
safety operate electrically, use machine
ii. Students to observe the rules in
operating machine
iii. Machine
3 Safety devices on a i. Teacher explain how to the safety
machine device is to be used in a workshop
(machine)
ii. Students to demonstrate the use
of devices on a machine
PORTABLE POWER TOOLS AND MAINTENANCE

4 Portable power planer i. Teacher display portable power
plane and explain its parts
operations and maintenance
ii. Students should operate the
power plane
iii. Portable power display to students
5 Portable circular saw i. Teacher to students the use of
portable circular saw
6 Portable power drill i. Teacher demonstrate the use and
maintenance of power drill
ii. Students to observe safety rules
when handling the power
iii. Teacher show students the
portable power drill
7 Portable router and jigsaw i. Explain the use and maintenance
of router and jigsaw
MACHINES AND MAINTENANCE
8 Circular saw machine i. Name and discuss the operations
of the circular saw and
maintenance
ii. Make simple machine
maintenance
iii. Charts
9 Cross cut machine i. Explain the maintenance and
operation of the machine
ii. Observe the safety rules
iii. Charts
10 Surface planer and i. Explain the use of the machines,
thickness machine their maintenance
ii. Students to make simple
maintenance on the machines
11 Wood turning machine i. Explain the parts of the Lath
machine, its operations and
maintenance
ii. Students to observe safety rule in
the machine
SS2SECONDTERM

ADHESIVES
1 Animal glue i. Teacher explain the

characteristics and its uses
ii. Use it on a given project
iii. A project to be glued
2 Casein glue i. Explain the characteristics and the
uses
ii. Use it on a project
iii. A project ready for gluing
3 Urea formaldehyde i. Explain the characteristics and its
uses
ii. Use it on a project
4 Resernol adhesine and i. Explain the use of adhesive and
epoxy resin the application
ii. The characteristics
IRON MOMONGREY
5 Screws, nails, hinges i. Display screws, nails and various
types of hinges
ii. Students sketch them
6 Sketches of different i. Sketching various iron mongrey
types of wells, hinges ii. Display iron mongrey
handles
7 Fixing of locks, hinges, i. Demonstrate how to fix iron
handles, brackets casters mongrey
ii. Students fix the iron mongrey
iii. Display iron mongrey
8 Specifications of nails, i. Explain ordering of various iron
screws, locks, handles mongrey
ii. Sketch various types of iron
mongrey
DOORS AND WINDOWS
9 Types of doors and i. Display doors and windows
windows models
ii. Identify their differences
10 Sketching joints use in i. Demonstrate the process of
construction of doors and constructing doors and windows
windows ii. Students to construct a simple
door and window frame and
sashes
iii. Use wood
SS2THIRD TERM

FORMWORK AND CENTRING
1 Farm work and centring i. Displays samples of prepared
mould for farm work and centres
ii. Construct simple farm work
iii. Use a template
2 Centre for various i. Prepare a mould for the shapes
shapes of arches ii. Select the materials to use
3 Timbering to tranches i. Display tools to be used

ii. Students name the tools to be used
ESTIMATION AND COSTING

4 Sketching and working i. Teacher to select simple projects
drawing ii. Calculate the quantity materials
5 Interpretation of drawing i. Teacher interpret drawing to
and sketches students
ii. Students interpret other drawings
iii. Use the chalk board
6 Calculation and i. Teacher explain the cutting list
estimation ii. Students to observe a table of
cutting list of the materials
FINISHES
7 Reasons for applying i. Uses of finishes
finishes ii. Identify items that have been
finished
8 Preparation of surface i. Explain the step in value before
for finishes apply finishes
ii. Students identify tools and
materials used to prepare a surface
iii. Glue, sawdust, scraper, sandpaper
9 Types of finishes i. Explain the types of finishes
ii. The characteristics
iii. Students list types of finishes
10 Application of finishes i. Explain the methods used
ii. The safety to be observed during
the application
11 Tool and equipment i. List the tools and the equipment to
be used
12 The maintenance of tools i. The maintenance of the tools
and equipment ii. Clearing of the tools
iii. Returning them to the proper place
13 Revision
14 Examination
CATERING CRAFT
SS 2FIRST TERM

1 FOOD SERVICE Teacher: Explains the meaning of
Silver Service silver service. Discusses of mis-en-
- Definition of silver place in silver service. Explain the
service procedure in silver service. Enumerate
- Mis-en-place of silver the various advantages and
service disadvantages of silver service
- Procedure for silver Students: Participate in the discussion,
service ask and answer questions. Practice
- Advantage and the different types of food services
disadvantage of silver Teaching and Learning Materials:
service Silver serving equipment, charts on
- Practical Mis-en-place.
demonstration
2 TABLE LAYING/SETTING Teacher: Explain the laying of table

Laying of Table Cloth: cloth. Discuss the steps in laying the
- Steps for laying the table with the correct covers.
table cloth Demonstrate the laying of table cloth.
- Setting of the table Students: Participate in the discussion,
for cover ask and answer questions. Observe
- Practical and practice the table laying/setting
demonstration of Teaching and Learning Materials:
table laying/setting Table accompaniments, table cloth
3 TYPES OF KITCHEN Teacher: Explain the types of kitchen

EQUIPMENT AND THEIR equipment.
USES Students: Participate in the discussion,
 Definition of kitchen ask and answer questions .
equipment Teaching and Learning Materials:
 Categories of kitchen Kitchen equipment e.g. Pots,
equipment steamers, refrigerator etc
 Uses and maintenance
of kitchen equipment
4 CARE AND MAINTENANCE OF Teacher: Explains the process and
KITCHEN EQUIPMENT maintenance of the equipment.
i. Large equipment Demonstrate the process in care and
ii. Small equipment maintenance of various equipment.
iii. Labour saving Students: Practice the cleaning of
equipment various equipment. Practice the
iv. Practical storage of maintenance of various
equipment.
Teaching and Learning Materials:
Cleaning materials e.g. detergents
5 PRINCIPLES OF COOKING Teacher: Explains the process, care
METHOD and maintenance of equipment.
Boiling: stock making, soups Demonstrate the processes in care of
sauces maintenance of various equipment
 Types of soup Student: Practice boiling method e.g.
- Clear soup soups, sauces.
- Vegetable soup Teaching and Learning Materials:
 Effects of heat on the Ingredients for soups and sauces.
food values
 Practical
6 PRINCIPLES OF COOKING Teacher: Explains the methods of
METHOD making stock soup and sauces.
i. Roasting fish, beef Demonstrate the method involved in
and poultry preparing soup, stock an sauce.
ii. Effects of heat on Students: Participate in the discussion.
food values Practice roasting e.g. fish
iii. Advantages and Teaching and Learning Materials:
disadvantages of Ingredients for roasting fish
roasting
iv. Practical
7 PRINCIPLES OF COOKING Teacher: Explains The Meaning Of

METHOD Roasting And Mention Types Of Food
i. Grilling fish, meat and Items
poultry Students: Explains Grilling And In
ii. Effects of heat on Relation To Cooking Fish. Explain The
food values Effect Of Heat On The Food Value.
iii. Advantages and Practical Demonstration
disadvantages of Teaching And Learning Materials: A
roasting picture of a Griller. Ingredients for
iv. Practical grilling poultry
8 COOKING METHOD Teacher: Explain baking and mention
Baking: pastry and types of products to bake cake, bread
confectionary etc. demonstrate practical cake
i. Cake decoration. Royal icing, fondant icing
ii. Cake decoration (sugar craft)
- Royal Icing Students: Participate in the discussion.
- Fondant Icing Practice the preparation of cake
- Butter Icing decoration using different methods.
iii. Practical Teaching and Learning Materials:
ingredients for baking bread.
Ingredients for fondant, butter and
royal icing.
9 SPECIAL MENU Teacher: Explains the meaning of

 Vegetarian vegetarian. Enumerates the various
- Definition of types of vegetarian. Demonstrates the
vegetarian dishes for various types of
- Types of vegetarians vegetarians.
- Menu for different Students: Participate in the discussion.
vegetarians Practice the preparation and cooking
- Practical of vegetarian meals.
Ingredients for cooking vegetarian
meals.
10 MEAL FOR VUNERABLE Teacher: Explain the meaning of
 Definition of vulnerable vulnerable. Explain the various types
 Types of vulnerable of vulnerable. Demonstrate the
 Manual worker preparation of some dishes for
 Sedentary worker different venerable.
Students: Participate in the
preparation of special meals
Ingredients for preparing vulnerable
meals.
CATERING CRAFT
SS 2SECOND TERM

1 PRINCIPLES OF MENU Teacher: Explain the meaning and
PLANNING scope of menu.
i. Definition of menu Explain the factors affecting menu
ii. Scope of menu planning
iii. Factors that affect Students participate in the discussion.
menu planning Copy chalkboard summary.
iv. Guide for menu Materials: Charts and pictures showing
planning types of menu
2 PRINCIPLES OF MENU Teacher: Enumerate the various types

PLANNING of menu. Explain the various types of
 Types of menu menu. Explain the disadvantages and
 Table d’hôte/set price advantages of various types of menu.
menu Students participate in the discussion.
Cyclical Menu Copy chalkboard summary.
 Advantages and Materials: Charts and pictures showing
disadvantages of cyclical types of menu
menu
 Characteristics of table
d’hole menu
3 PRINCIPLES OF MENU Explain the meaning of Ala carte menu.
PLANNING Explain the advantages and
 Ala carte (from the card) disadvantages of Ala carte menu
 Advantages and Students participate in the discussion.
disadvantages of Al carte Copy chalkboard summary.
menu Materials: Charts and pictures showing
types of menu
4 SPECIAL MENU Teacher: Demonstrate the processes of
Breakfast Menu types of Breakfast Menu
 Tea service Students participate in the discussion.
 Dinner Copy chalkboard summary.
 Supper Materials: Charts and pictures showing
 Luncheon types of menu
 Carte de jour
 Plate du jour
5 TYPES OF FOOD SERVICE II Teacher: Demonstrate the various
Types of food service: Guerdon types of food services
 Silver service Students participate in the discussion.
 Water service Copy chalkboard summary.
 Vending, buffet and Materials: Charts and pictures showing
banquet types of menu
6 TEST INTERPRETATION II Teacher: Discuss test interpretation on
Food and beverage services in food and beverages service
a restaurant Students participate in the discussion.
Copy chalkboard summary.
Materials: Charts and pictures showing
types of menu
7 SPECIALIZED SERVICES Teacher: Discuss different specialized
specialized (or in situ) service
 Tray service Students participate in the discussion.
 Trolley Copy chalkboard summary.
 Room service Materials: Charts and pictures showing
 Lounge service types of menu
 Home delivery
 Drive in
Visitation to a speciality
restaurant
8 SPECIALIZED SERVICE Explain the meaning of banquet
 Banquet service service. Discuss the various functions
 Merchandiser of the merchandiser, beverage vendor.
 Hot beverage vendor Students participate in the discussion.
 In cup system Participate in the visit of a specialty
 Cold beverage vendor workshop.
 Visit a speciality Materials: Charts showing different
restaurant specialized service.
9 TEST INTERPRETATION III Teacher: Explains test interpretation

Food Production Students: Practice test interpretation on
food production.
Materials: Samples of questions
10 COOKING METHOD Teacher: Explains micro-waving of
 Micro-waving e.g. poultry, poultry, left-over food. Explains the
left-over food effect of heat on food value
 Effect of heat on food Students: Participate in the discussion
value ask and answer questions
 Advantages and Materials: A picture showing a micro-
disadvantages of micro- wave oven
waving food
11 PASTRY AND Teacher: Explains the principles of
CONFECTIONARIES cooking method, baking and frying in
Dough and Dough Product: pastry and confectionaries.
 Bread making Demonstrate the baking of bread,
 Doughnut making doughnut, chin-chin, puff-puff.
 Buns (puff-puff) Students: Practice of baking of bread
and frying doughnut, puff-puff and chin-
chin
Materials: Ingredients for bread,
doughnut, puff-puff and chin-chin.
CATERING CRAFT
SS 2THIRD TERM

1 SPECIAL MEAL (Other Groups) Teacher: Explain the meaning of
i. Types of groups different groups
 Infants Demonstrate menu for the various
 Pregnant women groups.
 Lactating women Students: Participate in the
 Adolescent discussion, ask and answer
 Adult or aged questions. Practice menu for the
 Invalid various groups
 Convalescent Materials: A chart showing the
ii. Practical different groups. A picture of
pregnant women
2 FOOD COMMODITIES Teacher: Explain the process of
i. Egg and Egg Dishes making custard and its uses.
- Custard making Demonstrate the preparation of
ii. Uses of egg in cookery, binding, custard
thickening and raising agent Students: Practice the making of
iii. Practical custards
Materials: Ingredients for making
custards. A picture showing
different types of dishes.
3 FOOD COMMODITIES Teacher: Practical demonstration of
Egg and Egg Dishes: egg dishes
- Poached egg Students: Practice the making of
- Fried egg egg dishes
- Scrambled egg Materials: picture showing different
- Omelette types of egg dishes (textbook,
catering book)
4 FOOD COMMODITIES Demonstrate the production of
Traditional dishes dishes using local food stuff
 Tuwo/soup, amala, masa etc Participate in the practical, ask and
 Vegetable soup answer questions.
Practical Materials: A chart showing different
dishes. Ingredients for the
traditional dishes.
5 FOOD COMMODITIES Teacher: Demonstrate the
International Dishes production of international dishes
 American Dishes Students: Participate in the practical
 Chinese dishes Materials: Ingredients for
 Indian and other African international dishes
countries.
Practical
6 FOOD COSTING/CONTROL Teacher: Explain the meaning of
i. Definition of food costing food costing and control.
and control Enumerate the various objective of
ii. Objective of food costing food costing and control.
and control Students: Participate in the
iii. Advantages and discussion, ask and answer
disadvantages of food questions
costing. Materials: dish costing sheet
7 FOOD COSTING /CONTROL Teacher: Explain the meaning of
Dish Costing dish costing. Explain the purpose of
 Definition food costing and control. Explain
 Purpose of food costing and dish costing sheet and factors to
control consider in costing
 Factors to consider when Students: Participate in the
costing discussion, ask and answer
Practical questions
Materials: Dish costing sheet.
Portion control equipment
8 FOOD COSTING AND Teacher: Explain the meaning of
CONTROL portion cost per cover. Explain the
i. Portion cost per a cover various profit margins in each dish
ii. Profit margin on various produce
dishes Students: Participate in the
iii. Portion control discussion, ask and answer
questions. Copy board summary.
Do assignment
Materials: Dish costing sheet.
Portion control equipment
9 PRICING POLICY Teacher: Explain pricing policy.

 Food control in the kitchen Explain different elements of food
 Essential kitchen records costing and control.
 Kitchen sales and analysis Students: participate in the
discussion. Copy board summary.
Material: Food control sheet
10 FOOD COSTING/CONTROL Teacher: Explain the role of control
i. Kitchen section cost in food production
performance establishment
ii. Control of food production Students: participate in the
iii. Volume forecasting discussion. Copy board summary
iv. Standard yield Material: Food control sheet
v. Main objective of standard
recipe.
COSMETOLOGY
SS2 FIRST TERM
1. FEET AND HANDS TEACHER:

1. Care of feet 1. States ways of caring for the feet and
i). Effect of shoes on feet. hand.
ii). Managing of feet. 2. Statesthe reasons for wearing good
2. Care of the hand. shoes.
i). Massaging 3. Outlines tips for buying good shoes.
ii). Application of oil. 4. Shows proper technique for caring for
hands.
5. Demonstrates proper trimming of nails.
2. 6. Lists common nail disorders.
FEET AND HANDS 7. Gives examples of nail diseases.
Practical on the massaging 8. Demonstrates massage of hand and
of feet and toes. feet.
-hands.
STUDENTS:
1. State the effect of wearing poor fitted
shoes.
3. FEET AND HAND 2. State proper care of hand and feet.
Nail disorders 3. Practice trimming of hand and toe nail
(white spots, bitten nails, correctly.
brittle nails etc) 4. Practice the massage of hand and feet.
5. Identify toe, feet, nail disorders.
4. 6. Copy notes on board.
FEET AND HAND
Nail diseases INSTRUCTIONAL RESOURCES:
(Ring worm, felon and Pumice stone, massaging creams, picture
ingrown nail). of various types and styles of shoes,
poster on good shoes, pictures/charts on
nail disease and disorder.
5. SKIN
Type of skin (oily skin, dry
skin etc). TEACHERS:
1. Defines skin
2. Lists skin types
6. 3. Explains skin care
SKIN 4. States and demonstrates the steps
Skin care products involved in the caring of skin
Common skin problems and 5. Lists some skin care product and defect.
treatments 6. Lists common skin problem and their
-Practical corresponding treatment.
7. 7. Demonstrates treatment of skin
COLOUR WHEEL/CHART problems.
Classification of colours
(Primary, secondary, STUDENTS:
neutral, tertiary intermediate 1. List skin types
etc). Colour wheel chart 2. Give examples and usage of skin care
products.
8. 3. Copy notes
4. Picture how to care for skin.
RULES OF PERSONAL 5. Identify common skin problems amongst
HYGIENE their peers.
Personal hygiene 6. Carry out simple skin treatment
Grooming and grooming
materials INSTRUCTIONAL RESOURCES:
Characteristics of grooming Chart/magazines showing different types
(daily bath, daily teeth care). of skin care product. Picture showing
different skin defects.
9. TEACHER:
STERILIZATION 1. Explains the classes of colours
Methods of sterilization 2. Copy notes
Types of sterilization 3. Draws and explain a colour wheel/chart
4. Practice combinations of colours on
drawing books using poster colours.
INSTRUCTIONAL RESOURCES:
Poster colours, colour wheel, chart,
brushes, pencils, card board sheets etc.
TEACHER:
1. Explains what personal hygiene of a
cosmetologist is.
2. Lists grooming materials and enumerate
the appearance of well groomed
cosmetologist.
3. Displays pictures of well groomed
cosmetologist.
STUDENTS:
1. Explain good grooming
2. Identify grooming materials
3. Copy notes.
4. Practice good grooming
Chart and posters showing well groomed
cosmetologist grooming materials.
TEACHER:
1. Defines sterilization
2. States method of sterilization
3. Lists types of sterilization
4. Lists materials and tools of sterilization.
5. States process of sterilization.
STERILIZATION STUDENTS
10 Materials/tools for 1. Define sterilization
sterilization. 2. Copy notes on board
Processes of sterilization 3. Observe video/film of sterilization and
practice. practice.
4. Visit shops, markets and departmental
store and compile a list of chemicals for
sterilization.
5. Carry out sterilization according to the
manufacturer’s instructions.
INSTRUCTIONAL RESOURCES
Sterilizers, washing pan, buckets, dippers,
needles, combs, brushes, ultra-violet rays.
FIRST AID TEACHER

11 First Aid 1. Defines first aid
Contents of a first aid box 2. Displays a first aid box and use its
and their uses. contents to demonstrate how to administer
first aid on a volunteer.
STUDENTS
FIRST AID 1. Identify first aid materials
12
First aid treatment for burns 2. copy notes
cuts etc. 3. Practice administering first aid
Practice. 4. Watch video clips and note the contents
and processes of first aid treatment.
INSTRUCTIONAL RESOURCES
First aid box, charts showing first aid
procedures some firs aid materials,
dummy, video clips.
COSMETOLOGY
SS2 SECOND TERM
TREATMENTS OF HAIR LOSS TEACHER:

1 1. Explains briefly the meaning of hair
Hair loss loss.
2. States reason for hair loss
Reasons for hair loss
3. Explains treatment for hair loss and
(Old age, poor scalp condition dandruff.
etc.) 4. States some preventive measures
for hair loss.
5. Displays charts showing different
types of hair loss.
2 TREATMENTS OF HAIR LOSS STUDENTS:

1. Define hair loss
Hair colouring 2. Give more reasons for hair loss.
3. Identify treatment materials used for
Types of hair colouring hair loss.
4. Draw different types of hair loss in
their note books.
5. Carry out treatments on volunteer.
Display sample materials for hair loss.
Display charts/film showing hair loss.
TINTING AND COLOURING TEACHER:

3 OF HAIR 1. Explains the term colouring.
Selection of the correct colour 2. Displays the different colours used
and shade for hair practical, hair for hair colouring.
colouring. 3. Explains the difference between
temporary, semi- permanent and
permanent colouring.
4. Demonstrates hair colouring/ tinting
4 TINTING AND COLOURING on a volunteer.
HAIR
Selection of the correct colour or STUDENT:
shade for hair 1. Define colouring / tinting.
Practical hair colouring. 2. Copy notes
3. Select the correct colour or shade
for the hair.
4. Practice the right procedure of hair
CHEMICAL HAIR RELAXER colouring on a volunteer.
5 Chemical hair relaxers 5. Visit a beauty salon to identify some
Types of hair relaxers colouring products.
(Cold wave, texturizers etc.)
Purchasing tips on relaxers with INSTRUCTIONAL RESOURCES:
(NAFDAC No. & Expiration Hair colour, bowls, protective gloves,
Date) towels, etc.
CHEMICAL HAIR RELAXERS: TEACHER:

6 Chemical hair relaxers, 1. Explains chemical/ hair relaxer
materials (combs, shampoo, 2. Names types of relaxers
petroleum base, hair 3. Lists purchasing tips.
conditioner, protective gloves, 4. States chemical hair relaxing
water.) procedures.
5. Carries out practical demonstration
on a dummy.
CHEMICAL HAIR RELAXERS:
7 Procedures for chemical hair STUDENTS:
relaxing 1. Explain chemical hair relaxers.
Practical on hair relaxing. 2. Name types of relaxers.
3. Copy notes.
4. List tools and materials for chemical
hair relaxing.
FACIAL DEFECTS AND 5. Practice how to apply chemical hair
8 TREATMENT relaxers in groups on a dummy.
Facial defects
- Winkles INSTRUCTIONAL RESOURCES:
- Acne Shampoo, comb/brushes, protective
- Pimple gloves, neck strip, petroleum base,
water.
9 FACIAL DEFECTS AND
TREATMENT TEACHER:
Treatments for facial defects 1. Explains the terms.
Practical 2. Differentiates between the terms.
3. Outlines different facial defects
4. Lists treatment materials
5. Applies facial treatment on a
dummy/ volunteer.
10 STUDENTS:
FACIAL DEFECTS AND
TREATMENT 1. Explain and differentiate between
Recommendations for facial the three terms
treatments (avoid too much 2. Copy notes.
intake of oily foods etc). 3. Suggest more treatment methods.
4. Apply and practice facial treatments
REVISION AND on a volunteer.
11 EXAMINATION 5. Practice facial aerobics.
INSRUTIONAL RESOURCES:
EXAMINATION Facial treatment creams pictures on
12 facial/aerobics and facial defects.
COSMETOLOGY
SS2 THIRD TERM

1 APPLICATION OF MAKE-UP TEACHER:
Facial make- ups 1. Methods types of facial make-up
- Base foundation materials.
- Loose powder 2. Displays make-up materials.
- Lip sticks 3. Demonstrates make-up application
- Eye pencils on dummy or volunteer.
Make up materials(facial mask, 4. Lists make-up tools.
foam, facial towel etc) 5. Explains the
treatment/maintenance of make-up
tools
2 APPLICATION OF FACIAL 6. Outlines the method of sterilization.
MAKE-UP
Reasons for facial make-up STUDENT:
(beautification, concealing facial 1. Identify make-up materials.
defect, maintenance of 2.Copy note
implements (proper storage, 3. Practice the use and stages of
sterilization) make-up tools.
4. Practice the maintenance of make-
up tools.
3 APPLICATION OF FACIAL 5. Visit cosmetic store to make list of
MAKE-UP facial make-up.
Application of facial make-up 6. Make albums of models wearing
- Cleansing good facial make-up.
- Moisturizing
- Foundation INSTRUCTIONAL RESOURCE S:
Colour wheel, chart, lip pencils,
- Concealer
powder, brush, make-up kit,
- Powder
sterilization kit, toner, exfoliator.
- Eye shadow etc.
4 LIP AND LIP STICK TEACHER:

Lip 1. Names different shapes of lip
Types of lip colours 2. Displays lip sticks and color wheel.
Types of lipsticks 3. Demonstrates lip tricks using video
film.
4. Applies lipstick on volunteer.
5 LIP AND LIPS STICK STUDENT:

Technique for lip colour 1. Copy notes on board
application 2. Practice the mixing of lip colour
Practical wheel.
Lip tricks 3. Observe the process of lip tricks
from video film.
4. Application of lip sticks on a
dummy or volunteer.
Colour wheel, chart, lip pencils, lip
sticks, lip balm, video film etc.
6 EYE BROWS, EYE LIDS AND TEACHER:

EYELASHES 1. Lists types of eyebrow
Eye brows and eyelashes 2. Lists materials for eye brows, eye
Materials for eyebrows, eyelids lids and eyelashes.
and eyelashes. - tweezers
- Tweezers - eye pencil
- Eye pencil - mascara etc
- Mascara 3. Practical on the use of eye brows,
eye lids and eye lashes materials.
7 EYE BROWS, EYELIDS AND STUDENT:

EYELASHES. 1. Identify different shapes of eye
Practical on the use of eye brow.
brows, eye lids and eye lashes 2. List materials used for eye brows,
materials. eye lids and eye lashes.
3. Copy notes on board.
4. Practice the use of wax, tweezers
etc.
5. Apply eye pencil, mascara etc. on
a dummy.
INSTRUCTIONAL RESOURCES :
Dummy, eye pencil, eye shadow,
mascara, tweezers, charts showing
different shapes of eye brows etc.
8 ARTIFICIAL HAIR TEACHER:
Hair pieces and wigs 1. Explains the difference between
Difference between wigs and hair wig and hair piece.
pieces. 2. States reasons for wearing wigs.
Reasons for wearing wigs. 3. States care for wigs.
4. Demonstrates the making of wigs.
9 ARTIFICAL HAIR 5. Demonstrates application of hair
Caring for wigs and hair pieces extension on a dummy or volunteer.
Tips when buying hair pieces and
wigs
STUDENT:
10 ARTIFICIAL HAIR 1. Differentiate between wigs and hair
Production of wigs piece.
(Practical) 2. Copy notes on board.
3. Practice application of hair
11 ARTIFICIAL HAIR extension on volunteer.
Procedure for fixing artificial hair. 4. Collect samples to see
Practical on fixing of artificial hair. manufacturer’s instructions for care
and handling of wigs and hair pieces.
Sample of wig, hair pieces, needles,
12 Revision thread, scissors, nets, dummy, etc.
13 Examination
DATA PROCESSING
SS 2 FIRST TERM
WEE TOPIC / CONTENT ACTIVITIES

K
1 Data Models - Defines Data Model
-definition of data models -Discusses the concept of data modeling
-types of data models -Give example ties of data models
Instructional Resources: charts, software
package.
2 Data Modeling -Demonstration how to Create Table, Form,
-creating tables Queries and Reports
-creating forms watch teachers demonstration
-creating queries Instructional Resources: computer set, software
-creating reports packages.
3 Data Modeling -Explains the significance of data model

-significance of data model -Participate in classroom activities
-exampled of standard of a Instructional Resources: computer set, software
standard data model data packages
models
4 Normal Forms -Demonstrate how to create table in normal
-examples of tables in first forms
normal forms -Watch teacher demonstration
-tables in second and third Instructional Resources: computer set, tutorial
normal forms packages.
-problems of table in first
normal form
5 Normal Forms Explain the determinant of normal forms

-determinants of normal unique determinant
forms non unique determinant
-foreign keys -State the concept of foreign key.
-Differentiate between primary key and foreign
key.
-Students should participate in creating tables
in normal form
Intentional Resources: computer set, tutorial
package.
6 Entity Relationship Explain the main components of an entity
Entities relationship
attributes and (er) model with examples
relationships -illustrate relationship between entity and
attribute with (er) diagrams
*listen and participate
Instructional Resources:Charts and computer
set
7 Entity – Relationship Give additional features of Entity Model e.g.
Model connectivity and cardinality.
-additional features of entity -Listen and participate in class discussion
model Instructional Resources: Charts and computer
set
8 Relational Model -Explain and demonstrates how to create and
-creating relations using sql modify relation using SQL
-modifying relations using sql -Listen and participate
Instruction Resources: SQL soft ware,
computer set.
9 Relational Model -State integrity constraints over relations such
-Integrity constraints over no not null, unique, primary key, foreign key
relations and check
-The constraints to define the ways
automatically enforce the integrity of a
database.
Instructional Resources: Computer set, sql
software
10 Relational Model enforcing -The SQL to show how to enforce integrity
integrity constraints constraints e.g. no action
Instructional Resources: SQL software,
computer set
11 Relational Model Explains how to use SQL and query a relational
-querying relational data data e.g. to create a view statement” create
view name and select query”.
12 File Organization -Define file organization
-methods of file organization -State and explain methods of file organization
e.g. heap, sentential, hash and btree files
-State characteristics of each file structure.
Instructional Resources: Computer set, chart.
13 Revision
14 Examination
DATA PROCESSING
SS 2 SECOND TERM

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

Environment states what each in used for e.g.
-uses of the components of standard menu to see file, edit, view, arrange,
the warded layout and effects, file in the place to make a
new sheet open a file, save, print and scan.
students to participate actively in the practice
instructional resources computer set,
CorelDraw software.
4 Object -defines objects transformation

Transformation -guides the students to draw an object after
-definition which, they will practice scaling, stretching etc
-object stretching on the object.
-scaling, mirroring, rotating, Instructional Resources: Computer set,
skewing objects etc. CorelDraw software.
5 Object Transformation -Draw an object and guides the students to

-object shaping and text perform the different kind of transformation on
kerning it.
-editing and shaping Instructional Resources: computer set,
-colour and pattern filling CorelDraw software.
6 Object -Draws an object and guides the students to

Editing/Arrangement duplicate and move it.
-object duplication -guided the students to group the duplication
-object movement object and align them etc.
-grouping and alignment Instructional Resources: computer set,
-intersecting and trimming CorelDraw software.
7 Object Editing / -Draws an object and demonstrates object and

Arrangement demonstrates object envelop roll – up and
-object envelop blending of two or more objects.
-blending students follows teachers example to practice
CorelDraw software.
8 Working With Layout -leads the students to create a drawing page

-drawing page and and background.
background -guide the students to create border and set
-border guidelines.
-set guidelines Instructional resources computer set,
CorelDraw software.
9 Working With Layout -Lead the students to import images (pictures)

-importing image from another package like paint or ms – word.
-inverting image -lead the student to in set images on their
-adding armistices drawing page and add artistic texts.
CorelDraw software.
10 Maintenance Of Computer -Explain and demonstrates how to make

-general cleaning of the computer dust free
workshop and computers. -Students to clean the computers and the
-basic maintenance workshop with the supervision of the teacher.
procedure -Participation in carrying out basic maintenance
like blowing dust out. etc.
Instructional Resources: computer set, broken
down computer sets(scraps)
11 Maintenance Of Explains and demonstrates how to charge and

Computers replace batteries and how to clean the lines of
-battery charging and DVD drive.
replacement Instructional Resources: AC power source
-DVD drive lens cleaning screw driver and clean clothes.
12 REVISION
13 EXAMINATION
DYING AND BLEACHING
SS2 FIRST TERM
1-2 TECHNIQUES OF TIE AND DYE BY The teacher demonstrates tie

PLEATING (TWO COLORS) various pleating technique. Use
Need for advance technique of pleating, twine and stick to teach the
100% cotton material, colored guinea students. Allow the students to tie
brocade (cotton material). the method discussed. Source for
the materials to be used in
practical lesson. Students take
active part in the lesson.
3-4 TWISTING AND KNOTTING Tie and die twisting and knotting.
Teacher demonstrates for the
Use of cotton materials in twisting and students to see. Students partake
knotting. by trying to do what the teacher
has done. Students enumerate
the materials involved.
5-6 CIRCLE TECHNIQUE IN TWO Need for creating sense of beauty

COLOURS. and variety. Display fabrics of
multi-color works produced by
Creation of variety in colours. circle technique.
Students participate in the

practical work. Practice dying in
multi-colors.
7-8 MARBLING IN TWO COLOURS Explain the processes involved in

two colors of marbling. Students
Meaning of marbling. participate by helping the teacher
Why two colours of dying. to fold the cloth, and prepare the
dye bath.
9-10 STITCHING METHOD; Need for the production of

stitching in tie/dye process.
Need for creativity in tie and dye. (two Demonstrate the processes
colours) involved. Students participate in
the practical.
11-12 FOLDING METHOD (TWO COLOURS) Need for folding method to

increase the knowledge of
Various ways of folding method. students. Demonstrate for the
students to see. Students ask
questions, and partake in
practical.
13 REVISION
14 EXAMINATION
DYING AND BLEACHING
SS2 SECOND TERM
1-2 EXHIBITION OF FIRST TERM Need for exhibiting the students’

WORK;- work. Promotion of tie and dye by
exposure of the students’ work.
Need for exhibiting the students’ Mounting of the works by the
works produced the previous term (1st students under the supervision of
term). the teacher. Invite teachers and
students to witness the exhibition.
3-4 TIE & DYE BY CRIS-CROSSING Teacher demonstrate for the

WITH FLAT WOOD students to see. Involve the
students in the practical work. Allow
Meaning of cris-crossing of wood in the students to ask questions where
the dye. necessary not clear. Produce a
Design formation. sample of the cris-cross method of
dyeing.
Dyeing and finishing process.
5-6 CRIS-CROSS IN MULTI-COLORS. Show a sample to the students.

explain how that was produced.
Meaning of multicolor as in crisc- Explain the process involved in cris-
crossing method of dyeing. crossing multi-color. Partake in the
practical work.
7-8 DIPPING METHOD (2 OR 3 COLORS Explain the meaning and process

involved in dipping method,
Need for creativity in tie and dye demonstrate for the students to see.
process by dipping method. Students partake in the practical
process. Produce a sample.
9-10 PROJECT WORK ON THE Overview of the method discussed.

METHODS DISCUSSED Production of each of the method in
tie & dye. Students produce the
Need for production of samples of works. Each group producing a
each of the methods discussed. particular method.
11 REVISION
12 EXAMINATION
DYING AND BLEACHING
SS2 THIRD TERM
1-2 EXHIBITION OF SECOND TERM Need for exhibition of the previous

WORK;- term’s work. Propagation of the
students’ work through exhibition. The
Promotion of art works. teacher guides the students to arrange
Need for consciousness of the the works for exhibition by show-casing
work in school. their works.
3-4 SPLASH DESIGN Demonstrate for the students to see.

Students join hands with the teacher to
Need for enriching the students produce a sample of the splash design.
knowledge of tie and dye. Use of Ask questions where not clear. Clean up
foam and brush to splash the the work area. Hang the work in the
design/dye. studio.
5 INTRODUCTION TO Explain how bleaching is carried out.

BLEACHING Allow the students to ask questions
where not clear. Let a student narrate
Need for knowledge in reverse the processes involved in bleaching and
way of pattern making through dyeing process.
bleaching.
Need materials such as jik,

parozone.
6-8 BLEACHING PROCESS. Demonstrate for the students to see.

Engage the students in practical work.
Need to acquire knowledge in Students come to school with colored
bleaching process. materials/cloths. Produce some designs
through bleaching with jik/parozone.
9-10 FOLDING AND BLEACHING Demonstrate for the students to see.

Fold the cloth and tie very well. Prepare
Need for combining folding with diluted bleach in a plastic basin. Dip the
bleaching to form design in textile. folded cloth inside. Allow to stay for
between 15 and 20 minutes. Wash the
cloth thoroughly, then loose to reveal
the pattern.
11-12 EXHIBITION OF THE WORKS Teacher guides the students to form

PRODUCED. shelves for exhibition of the students’
works. Invite the school authority and
Need for the propagation of the the students to witness and watch the
trade (dyeing and bleaching) in work produced by the students during
the school and beyond. the term.
13 REVISION & EXAMINATION
ELECTRICAL INSTALLATION AND MAINTENANCE WORK
SS 2 FIRST TERM

1 ELECTRICAL WORKSHOP Teacher: Explain the rules to follow in
i. Types of workshop building electrical workshop. Display
ii. Arrangement of tools equipment and materials in the
and accessories in workshop
electrical workshop Students: Observe displayed equipment
and material.
Instructional material: diagram of
electrical workshop. Electrical tools.
2 ELECTRICAL TOOLS Teacher: Explain different types of tools.
Types of tools Explain their usage. Identify the stated
- Hand tools tools by their names
- Machine tools Students: Observe displayed equipment
Uses of electrical tools and material
Instructional material: Hammer, cutter,
pliers
3 HANDLING OF ELECTRICAL Teacher: pick one of the tools, example,
TOOLS hacksaw and stand at an angle to the
- Position of an individual in table with vice and cut a pipe.
handling the tool, example Students: Participate in the cutting of
handsaw. pipe on a table vice
- Position – at an angle. Instruction material: Handsaw, table
vice, aluminium pipe.
4 MAINTENANCE OF Teacher: Explain some of the steps to
ELECTRICAL TOOLS be taken in maintaining the electrical
- Type of maintenance tools i.e. cleaning, greasing.
- Steps taken in maintaining Students: Clean and apply grease to
the selected tools i.e. by lubricate the iron parts of the tools.
cleaning and greasing the Instructional Material: pliers, petrol,
iron parts towel and lubricating agent.
5 INSULATOR Teacher: Display some insulating
- Definition of insulator materials to students.
- Types of Insulator Students: request define insulator and
- Uses mention where it is applicable.
Instructional materials: rubber, paper,
glass, ceramics
6 CONDUCTOR Teacher: Display some conductors.
- Definition of conductor Students: define conductor and mention
- Types of conductor types and where applicable
- Usage Instructional Materials: cooper,
aluminium
7 ELECTRICAL ACCESSORIES Teacher: Display some accessories.
- Definition of accessories Define the accessories.
- Identification of Students: identify some of the
accessories accessories. Identify the major parts.
- What it is made of. Instructional materials: ceiling rose,
lamp holder.
8 TYPES OF ACCESSORIES Teacher: Identification of major parts of
- How to identify the accessories by name. IEE
accessories regulation
- IEE regulation on Students: Identify some of the
accessories accessories by their names
Instructional materials: Lamp holder,
switch, junction box.
9 INTRODUCTION TO CABLE Teacher: define cable. Display cable.
- Definition of cable Identify the major parts of a cable.
- Major parts of cable Students: Identification of cables based
- Definition of flexible cord on their names.
- Types of flexible cord. Instructional materials: PVC cable etc
10 ARMOURED CABLE Teacher: define cable. Display
- Definition of armoured armoured cable. State different types of
cable armoured cable.
- Types of armoured cable Students: Observe the displayed
- Its application and IEE armoured cable
Instructional material: Mics. Cable
11 INSTALLATION OF Teacher: identify the sizes of armoured
ARMOURED CABLE cable. Strengthen the armoured cable.
AND IEE REGULATION Students: observe and later participate
in the practice.
12 REVISION
13 -14 EXAMINATION
SS 2 SECOND TERM

1 INTRODUCTION TO JOINT. Teacher: explain procedure for joining
- Definition of joint and termination cable.
- Explain termination of Students: Mention Procedure for
conduction. terminating.
Instructional material: aluminium
conductor.
2 TYPES OF JOINTS Teacher: Display the married joint
- Married joints specimen, t joint specimen, britianal joint
- T-joint specimen to the students
- Britania joint Students: identify the different joints by
their names.
conductor, pliers, cutter.
3 PRACTICAL CLASS ON Teacher: explain the steps to take in
JOINTING carrying out the practical. Cut the
aluminium conductors into sizes.
Students: follow the steps given by the
teacher.
conductor
4 TERMINATION 1 Teacher: sketch the diagram on the
Three points of light connected in board. Adhere to IEE termination in
parallel regulation.
Students: adhere to the sketched diagram
and put the design to practice on their
board with the aid of the following
accessories; 3 lampholder, switch, pvc
cable, clip board.
5 TERMINATION II Teacher: sketch the diagram on the
Two points of light connected in board.
series. Students: identify the components or
accessories to be used. Design the
project on their board using the diagram.
Instructional materials: 2 lamp holders,
joint, switch, cable.
6 INTRODUCTION TO Teacher: display different types of bulb.
ILLUMINATION Explain the difference between darkness
- Definition of illumination and light. Explain luminous flux with unit.
- Definition of illumination Explain luminous intensity with unit.
technology Students: observe the displayed object.
- E = 1/u2 Ask questions where necessary.
- E = 1/u2co˂0 Instructional material: students’
classroom
7 OVER HEAD INSTALLATION Teacher: explain over head installation.
- Types of accessories for Display some accessories both in
over head installation; conductor and insulator material.
conductor and insulator. Students: observe the displayed objects.
Ask questions where necessary.
Instructional material; aluminium
conductor in ceramic insulators
8 UNDERGROUND INSTALLATION Teacher: explain underground
- Types of accessories for installation. Display some accessories
underground installation. both on conducting material and
Conductor and insulator. insulating material.
Students: observe the displayed objects.
Instructional material: armoured cable,
cable lines
9 ADVANTAGES AND Teacher: state some of the advantages

DISADVANTAGES OF and disadvantages of overhead and
UNDERGROUND AND underground installation. Display some
OVERHEAD INSTALLATION unit on overhead and underground
installation.
Students: observe the displayed charts.
Instructional material: armoured cable,
cable lugs, aluminium conductors,
ceramic insulators.
10 REVISION
11-12 EXAMINATION
SS 2 THIRD TERM

1 INTRODUCTION TO TESTING Teacher: explain and give reasons for
- Definition of testing testing and inspection of domestic
- Steps taken in carrying out installation.
testing Students: observe the displayed
instrument.
Instructional material: magger, charts.
2 TYPES OF TESTING Teacher: state the types of test. State
- State the types the sequence of test e.g. polarity.
- Sequence of testing Students: observe photocopies of
completion and inspection certificates.
Instructional material: photocopies of
complete installation.
3 POLARITY TEST Teacher: Display the instruments
- Explain polarity test required. Demonstrate their uses.
- Explain steps taken in Students: observe the displayed
carrying out polarity test instruments
Instructional material: megger, chart,
testing lamp
4 PRACTICAL CLASS ON Teacher: demonstrate by using board
POLARITY and follow the sketched diagram.
- Demonstrate the test Students: observe the demonstration.
- Sketch the diagram Carry out the test.
5 INSULATION RESISTANCE Teacher: Display the instrument
TEST required. Demonstrate their uses.
- Explain insulation Students: observe the displayed
resistance test. instruments.
- Identify the steps taken in Instructional material: megger.
carrying out installation
resistance.
6 PRACTICAL CLASS ON Teacher: Display the instruments
INSULATION RESISTANCE required. Demonstrate by using board
TEST. and follow the sketch diagram.
Students: observe the demonstration.
Carry out the test.
7 EARTH CONTINUITY TEST Teacher: Display the instruments
- Explain earth continuity required. Demonstrate its uses.
conductor. Students: observe the instrument
- Steps taken in carrying out displayed.
earth continuity test
8 PRACTICAL ON EARTH Teacher: Demonstrate by using board
CONTINUITY TEST and follow the sketch diagram.
- Demonstrate the test Students: observe the demonstration.
- Sketch the diagram Carry out the test.
9 VISUAL INSPECTION TEST Teacher: Explain what a visual test is.

- Explain visual inspection With the aid of a sketch diagram.
- Steps taken in carrying out Engage the students to participate
visual inspection Students: participate in carrying out
visual inspection.
10 STATUTORY REGULATION Teacher: Explain statutory regulation
- Explain statutory regulation according to IEE regulation. Display
- Guide the students on how some of the guide
to use IEE regulation Students: observe the displayed guide.
handbook.
11 REVISION
12-13 EXAMINATION
FISHERIES
SS 2 FIRST TERM

1 Fish Pond 1. Meaning of fish pond Teacher guides
2. Types of fish pond students in making
- Earthen sketches of different
- Concrete pnd types
- Barrage
- Rosary
- Diversion
- Parallel
2 Other - Tanks(fibre glass Guide the students to
Culturing - Pen & cages construct school fish
facilities - Happp pond.
- Race ways
Practical
3 Components - In-lets Arrange a visit to a
of pond - Out-lets standard fish pond
- Dykes
- Spill ways
- Monks etc
Practical
4 Culture - Monoculture Teacher explains
system - Polyculture culture systems, gives
- Mono-sex culture examples and ask
- Integrated fish farming questions. Students
Practical give their own
examples and ask their
own questions
5 “ cont. - Intensive fish farming “
- Semi-intensive fish farming
- Extensive farming
6 Water Quality - Meaning Carry out laboratory
- Conditions of water quality experiment on water
that promote good health of quality
fish survival
Practical
7 Water Quality - Dissolved oxygen (Do) Guide the students to
Parameters - PH carry out the tests on
- Temperature water quality
- Turbidity
- Conductivity
Practical
8 Methods of - Use of dissolved oxygen Guide the students to
monitoring meter carry out the tests on
water quality - Wrinklers method water quality
- Use of PH meter parameters.
- Litmus test
9 Optimum - Dissolved oxygen (Do) 5.0- Laboratory experiment
water 8.0) on water quality
parameters - Turbidity less than 3.0cm parameters
10 How to - Use of oxygen pump Students write reports
increase - Beating the water top with on the demonstrations
oxygen in the paddle
pond - Making rowing movement to
create water current
- Add fresh water
- Change the water
11 Revision Revisions Revision
12-13 Examination Examination Examination
FISHERIES
SS2 SECOND TERM

1 Fish feed 1. Natural Fish Feed: Display feed
- Photo planktons –Algae & water stuffs and diss the
plants nutritive value of
- Zoo-planktons – Amoeba , rotifers each feed stuffs
- Earthworms or materials
2 Fish Feed - Molluses Display feed
cont. - Insects and larvae stuffs and diss the
- Paw- paw leaves nutritive value of
- Maggots each feed stuffs
or materials
3 Fish Feed Artificial Feed Display feed
cont. - Artificially formulatedfeeds, e.g; stuffs and diss the
pellets & unpelleted feeds nutritive value of
each feed stuffs
or materials
4 Fish Feed - Rice bran Display feed
cont. - Soya bean cake stuffs and diss the
- Groundnut cake nutritive value of
each feed stuffs
or materials
5 Fish Feed - Fish meal Display feed
cont. - Bone meal stuffs and diss the
- Blood meal nutritive value of
- Wheat bran each feed stuffs
- Cotton seed cake or materials
6 Fish Feed - Red oil Display feed
cont. - Garri/corn flower stuffs and diss the
- Vitamin premix nutritive value of
each feed stuffs
or materials
7 Nutritive value 1. Energy yielding feeds –sources: “
of feed - Corn & wheat bran
components - Garri & rice
2. Protein yielding Feeds –sources:
- Soya bean
- Fish meal
- Groundnut cake
- Blood meal
8 Summary of - Protein & amino acids Display feed stuff
the essential - Carbohydrate and discuss their
nutrients of - Fats & fatty acids nutritive value
requirements - Vitamins and minerals
of fish
9 Exploitation of - 4% -5% body weight for Students should
feeding regine fingerlings, juveniles and sub- determine the
adults feeding regine of
- 2.5-3.5% body weight for adults a number of fish
based on their
body weight
10 Period of - Three(3) times daily fir fingerlings students should
feeding - Two(2) times daily for adults, be engaged in
feeding the fish
11 Methods of - Broad casting Teacher guides
feeding - Spot feeding the students to
- Automatic feeding (using practice the
automatic feeder) different feeding
methods
12 Revision Revisions Revision
13-14 examination examination examination
FISHERIES
SS2 THIRD TERM

1 Establishment 1. Pre operations before the Teacher guides
of fish pond establishment of new pond the discussion on
- Site selection the preparation of
- Surveying of the land the ponds to
- Clearing and stumping of the land stocking
Practical
2 “ cont - Construction of dam Demonstration of
- Construction of core trench the activities
- Construction of spill way involved in pond
- Construction of monk establishment
Practical
3 “ Cont. - Liming “
- Impoundment of the pond
- Pond fertilization
- Pond inoculation
Practical
4 Preparation of - Drain & dry the pond Prepare the old
pond (old - Desilting –removal of silts & debris pond for stocking
Ponds) for - Check cracks
new stocking - Lime
Practical
5 “ cont - Impoundment “
- Fertilization
- Inoculation
- Stocking
Practical
6 Stocking 1. Definition and meaning Demonstrate the

2. Principles of stocking: stocking
- stock fish of same species to avoid principles
cannibalism
- stock fish of same age with same
growth rate
- avoid over stock since it results in
competition for feed, space oxygen
7 Procedures 1. Period of stocking: Demonstrate the
for stocking - Morning or late in the evening stocking
2. Stocking density: procedures
- 2-4 fish per square metre
3. Procedures for stocking:
- Immersed the bags (polythene bag
or fire glass tank containing
fingerlings, water and dissolved
oxygen) in the pond water for
30minuits
- Open the bag carefully
- Allow pond water to gradually flow
in & mix ith the water in the
bag/tank
- Allow the fingerlings to swine off
into the pond
Practical
8 Pond Practice carried out to ensure fish Demonstration of
management production: the various pond
- Disease control management
- Hygiene
9 “ cont. - regular feeding “
- regular change of water
- regular supply of oxygen
10 Fish Fingerlings should be transported by “
Transportation using oxygenated bags & clean big
containers
- feeding should be done daily
- sorting should be done monthly.
12 Examinations Examinations Examinations
13-14 Examinations Examinations Examinations
GARMENT MAKING
SS2 FIRST TERM
1 FIGURE TYPE Analyze different figure types

and their variations.
- Different figure types
- Three main figure types; short, Resources; chart of various
fatie. figure type, mirror, measuring
- Four variation of the main figure tape etc
types.
2 SELECTION OF FABRICS FOR Resources; chart of color wheel.
DIFFERENT FIGURE TYPE
- Identification of suitable color for

various figure types.
- Color appropriate and texture of
fabrics for different figure types.
3 FABRIC DESIGN AND PATTERNS Explain design and pattern
suitable fo various figure types.
Fabric design and patterns suitable for
different figure types e.g lines or stripes, Resources; fabrics of various
prints, floral design. textures and design.
4 CHOICE OF STYLE Explain how to solve figure

problems using styles,
Identification of suitable styles for various demonstrate modeling of styles
figure types. to determine their effects on
- Identification of figure problems various figure types.
e.g. large burst and hips, thin waist
Resources; simple dress of
and neck, long neck etc
various styles, full length mirror.
5 IDENTIFICATION OF STYLE Describe styles features that

FEATURES. conceal figure problems.
Identification of style features that Resources; mirror.

conceal figure problems.
6 DRAFTING OF PATTERNS Teacher demonstrates the

actual drafting of back bodice
Measurement for drafting bodice blocks. block.
- Drafting of back bodice block. Resources; brown papers,

pencils, measurement tape,
pins, scissors, long ruler.
7 DRAFTING OF FRONT BODICE BLOCK Teacher demonstrates the

actual drafting of front bodice
Measurement for drafting front bodice block.
block.
Resources; brown papers,
- Drafting of front bodice block. pencils, measurement tape,
pins, scissors, long ruler.
8 PRINCIPLES OF ADAPTATION AND Explain the meaning and

TECHNIQUES OF ADAPTATION techniques of adaptation.
-Meaning of adaptation Materials Resources; front and back

for adaptation. bodice blocks, brown paper etc
- Darts manipulation.
- Processes of slashing and
spreading.
- Ease and seam allowances
required for each section.
9 ADAPTATION OF BODICE INTO Teacher demonstrates the
BLOUSE PATTERN adaptation of blocks into blouse
pattern.
- Sketching of simple blocks into
blouse pattern. Resources; front and back
- Transfer of bodice unto new paper. bodice block, brown paper,
- Incorporating style features unto scissors, long ruler, cello-tapes,
new paper. arm holes curves etc.
10 ADAPTATION INTO BLOUSE STYLES Demonstrates the adaptation

into blouse style.
Slashing and spreading to incorporate
style features. Resources; front and back
bodice blocks, brown paper,
pins, scissors, pencil, eraser,
arm hole curves etc
11 ADAPTATION INTO SHIRT STYLES Teacher demonstrates the

adaptation of shirt styles using
Measurement for drafting of shirt blocks. shirt blocks.
- Drafting of back and front shirt Resources; front and back shirt
blocks. blocks, brown paper, pencil, arm
hole curves etc.
12 ADAPTATION INTO SHIRT PATTERN. Demonstrates the adaptation of

shirt blocks unto a new paper.
--Sketching of shirt styles.
Resources; front and back shirt
--Transfer of shirts block unto a new blocks, brown paper, pins,
paper. eraser, cello-tape, arm hole
--Incorporation of styles features by curves etc
splashing and spreading.
--Addition of seam and ease allowances.
13 REVISION
14 EXAMINATION
GARMENT MAKING
SS2 SECOND TERM
1 DRAFTING OF SKIRT BLOCKS Demonstrates the drafting of front

and back skirt blocks.
Measurements required for skirt blocks.
Resources; brown paper, pencils,
- Drafting of back and front blocks. pins, tapes, T-square, long ruler,
skirt guide/curves, rulers, scissors
etc
2 ADAPTATION OF SKIRT BLOCK Teacher demonstrates the

adaptation of skirt styles from the
Description of different styles of skirts, basic skirt blocks.
gored, yoked, pleated, and circular
skirts. Resources; basic skirt blocks,
brown paper, pencil, eraser, cello-
tape, skirt guides, ruler etc
3 DRAFTING OF SLEEVE BLOCKS Teacher demonstrates the drafting

of the sleeve block.
- Measurement for drafting sleeve
block.
- Drafting of sleeve block. Resources; brown paper, pencils,
pins, T-square, long ruler, arm
holes curves, scissors, measuring
tape etc
4 ADAPTATION OF SLEEVES Teacher demonstrates the

adaptation o the sleeve styles e.g
- Description on the 3 classes of puffed sleeve, flare/bell sleeve,
sleeves e.g set-in, raglan and
magyer, raglan etc
kimono.
- Variation of sleeve styles in each, Resources; basic sleeve block,
e.g set-in-puff sleeve and cowl
bodice block, brown papers,
sleeve, flare or bell sleeve.
- Kimono sleeve, and dolman or scissors, pencils, pins, cello-tape,
bat sleeve. arm hole curves, paper etc
- Raglan sleeve with puff at
shoulder.
5 ADAPTATION INTO PUFF AND Teacher demonstrates the
FLARE adaptation of sleeve styles e.g
puffed sleeve, flare etc
Sketching of different sleeve styles.
Resources; basic sleeve block
-Transfer of sleeve block bodice, bodice blocks, brown
-Identification of point of
papers, scissors, pins, cello-tapes,
adaptation
- Incorporation of puff and flare long ruler, arm hole curves etc.
through slashing and spreading.
- Addition of allowances.
- Transfer onto a new paper.
6 COLLARS Teacher demonstrates the
adaptation of simple collars from
- Classification of collars e.g. flat, the basic collars.
rolled, shirt collar.
- Variation of collars under each Resources; drafted collars, bodice
class. blocks, brown paper, paper,
- Sketching of different collars.
scissors, pins, pencil etc
7 DRAFTING OF BASIC COLLARS Teacher demonstrates the drafting

of basic shirt collar without stand.
-Points to consider when
designing collar. Resources; drafted collars, bodice
- Measurement for drafting collar blocks, brown paper, scissors,
- Drafting of basic shirt collar pencil, eraser, ruler etc
without stand.
8 ADAPTATION OF ROLLED COLLAR Teacher demonstrates using the
(SHAWL) adaption of blouse pattern into
shawl collar.
-Measurement of neckline
adapted blouse pattern. Resources; drafted collar, bodice
- Adaptation into shawl collar using block, brown paper, scissors etc
adapted blouse pattern.
9 DRAFTING OF BASIC TROUSER Teacher demonstrates the drafting
BLOCKS of trouser blocks.
- Measurement for drafting trouser Resources; brown paper, pencils,

blocks. pins, T-square, long ruler, scissors
- Drafting of trouser blocks. etc
10 ATTACHMENT OF CUFFS Teacher describes the functions of

cuffs., demonstrates the cutting of
- Description and functions of three different types of cuff e.g
cuffs.
straight band, buttoned/shirt, etc
- Cutting of three types of cuffs
e.g. straight band Resources; basic sleeve block,
Buttoned/shirt
bodice block, brown paper, pencil,
Turn up pins, ruler etc
- Attachment of cuff on shirt

sleeve.
11 REVISION
12 EXAMINATION
GARMENT MAKING
SS2 THIRD TERM
1 ADAPTATION OF GOWNS FROM Teacher demonstrates the

BLOUSE AND SKIRT PATTERN adaptation of gowns using
blouse and skirt patterns.
- Tracing out of the patterns unto new
brown paper. Resources; blouse pattern,
- Sketching of desired simple gown skirt patterns, sleeve block,
into flared skirt. brown paper, pencil, pins
- Incorporation of styles features on
cello-tapes, scissors, ruler,
the patterning e.g opening, fastening
through slashing and spreading.
-Transferring of adapted pattern unto curves.
a new paper.
2 METHOD OF SEWING GARMENTS Teacher demonstrate the unit
method of sewing garment.
- Flat method and circular.
- Procedures for flat method of sewing Resources; adapted
garment. blouse/shirt patterns, sleeves,
- Steps involved in circular method collars, facings, garment
sewing. fabric, sewing tools and
equipments.
3 GARMENT MAKING Teacher explains and

identifies different methods of
- Graining—identification of fabric grain folding fabric for cutting out
lines e.g. warp and weft grain lines.
and the selection of pattern
- Importance of straight/warp grain
line. pieces required.
- Different methods of folding fabric for
Resources; garment fabric,
cutting out.
pattern pieces, adapted
- Selection of pattern pieces required.
blouse/shirt patterns, tools,
equipments etc
4 LAYING OF PATTERN PIECES ON Teacher demonstrates laying

FABRICS of pattern pieces on fabrics.
- Pinning accurately Resources; garment fabric,

- Methods of transferring pattern pattern pieces, adopted
markings e.g use of tracing wheel blouse/shirt patterns, sewing
and tailor tack etc tools and equipments etc
5 CONSTRUCTION OF SIMPLE BLOUSE Teacher demonstrates the

construction of making simple
- Cutting out using correct strokes- blouse.
short and long at appropriate
sections Resources; adapted blouse,
- Neatening raw edges. patterns, sleeve garment
- Joining pattern pieces with loose
fabric, sewing tools and
stitching for fitting and adjustment.
equipments etc.
6 MAKING UP OF A BLOUSE Teacher demonstrates the

unit method of making a
- Permanent stitching of pattern pieces blouse.
using circular method. Processes of
sewing garment.
Resources; adopted blouse
patterns, sleeves, collars,
facings, garment fabric,
sewing tools and equipments
etc.
7 EDGES FINISHING Teacher demonstrates the

edge finishing e.g hemming,
- Different method of finishing edges. scallop edge, bias binding
- Hemming, scallop edge, bias binding,
and attachment of lace.
attachment of lace.
Resources; lace, bias binding,
sewing tools and equipments
etc.
8 TRIMMINGS Teacher display items used

for trimmings and
- Meaning and functions of trimmings demonstrates cutting and
- Items used for trimmings
joining of cross-way stripes.
- Cutting and joining of cross way
stripes. Resources; fabric, sewing
tools, items for trimmings etc
9 CONSTRUCTION OF SHIRT Teacher demonstrates the

cutting out using adapted shirt
- Folding and cutting out using adapted patterns, joining and
shirt patterns.
attachment of collar.
- Transfer of pattern markings.
- Joining for fitting Resources; adopted shirt
- Attachment of collar. pattern, fabric, sewing tools,
equipment, collar blocks, etc
10 ATTACHMENT OF CUFFS Teacher demonstrates how to

cut three types of cuffs.
-Description and functions of cuffs
-Cutting of three types of cuffs- Resources; sample of
straight band, buttoned/shirt and turn- garments with cuffs, fabric
up. and sewing tools.
- Attachment of cuff on shirt sleeve.
11 MODELING OF GARMENT MADE Students to wear their
finished product.
- Fashion parade in the department.
- Exhibition of all article made. Resources; garment made.
12 REVISION
13 EXAMINATION
MACHINE WOOD WORK

SS 2 FIRST TERM
WEEK TOPIC /CONTENT ACTIVITIES

1 Timber seasoning 1. Define seasoning of timber
Definition of seasoning 2. Explain reason for seasoning
Reason for seasoning timber
Method of seasoning.
2 Timber seasoning 1. Explain concept of timber
Definition of seasoning seasoning
Reason for seasoning 2. State reason for seasoning
Method of seasoning. timber
3 Timber seasoning 1. Describe two method of
Definition of seasoning seasoning of timber
Reason for seasoning 2. Describe natural and artificial
Method of seasoning. method of seasoning
4 Timber seasoning 1. Describe natural and artificial
Definition of seasoning method of seasoning advantage
Reason for seasoning and disadvantage.
Method of seasoning. 2. List atleast three advantages and
disadvantages of seasoning of
timber.
5 Timber defects 1. Display sample of timber defects.
Timber defects e.g. knot, shakes, 2. Define timber defects.
split. Etc
6 Timber defects 1. Define timber defects and give
Timber defects e.g. knot, shakes, examples of timber defects
split. Etc 2. Give example of timber defects
and their causes
7 Timber defects 1. Explain various timber defects
Timber defects e.g knot, shakes, and their causes
split etc 2. Give example of each type
8 Timber defects 1. Give examples of the following
Timber defects e.g knot, shakes, defects: knot, shakes, and split
split etc 2. Explain causes of the following:
knot, shakes and split
9 Timber preservation 1. Explain why timber is preserved
Types of timber preservation and 2. Guide students to select and
their characteristics demonstrate the application of
Selection and application of timber timber preservatives
preservatives
10 Timber preservation
Types of timber preservation and
their characteristics
Selection and application of timber
preservatives
11 Timber preservation
Types of timber preservation and
their characteristics
Selection and application of timber
preservatives
13 Exams Exams
14 Exams Exams
MACHINE WOOD WORK

SS2 SECOND TERM

1 Safety in the operation of wood 1. Explain and demonstrate safety
work machine. rules in the operation of cross cut
Safety rules in the operation of saw
wood work 2. Supervise students activities
1. Cross cut saw
2. Circular saw
3. Surface planner
4. Thickness
5. Jig saw
6. sandar
2 Safety in the operation of wood

work Machine
Safety rules in the operation of
wood work
1. Cross cut saw
2. Circular saw
3. Surface planner
4. Thickness
5. Jig saw
6. Sandar
3 Safety in the operation of wood 1. Explain and demonstrate safety
work Machine rules in the operation of circular
Safety rules in the operation of sawing machine
wood work 2. Supervise students activities.
1. Cross cut saw
2. Circular saw
3. Surface planner
4. Thickness
5. Jig saw
6. Sandar
4 Safety in the operation of wood 1. explain and demonstrate safety
work Machine rules in the operation of surface
Safety rules in the operation of planner
wood work 2. supervise student activities
1. Cross cut saw 3. practice safe operations of the
2. Circular saw machine
3. Surface planner
4. Thicknesses
5. Jig saw
6. Sandar
5 Safety in the operation of wood 1. explain and demonstrate safety

work Machine rules in the operation of thickness
Safety rules in the operation of 2. supervise student activities
wood work 3. practice safe operations of the
1. Cross cut saw machine
2. Circular saw
3. Surface planner
4. Thickness
5. Jig saw
6. Sander
6 Safety in the operation of wood 1.state five safety rules to be observed
work machine when using the jig saw
Safety rules in the operation of 2. explain and demonstrate the safety
crosscut, jig saw and sander rules in the operation of the jig saw
3. observe students activities
work machine when using the cross cut saw
crosscut saw. rules in the operation of the cross cut
saw
3. observed students activities
work machine when using the orbital sander machine
orbital sander rules in the operation of the orbital
sander machine
3. Supervise students activities
9 Safety in the operation of wood 1. General safety rules in the operation
work machine of wood work machines.
Safety rules in the operation
machine
11 Exams Exams
12 Exams Exams
MACHINE WOOD WORK

SS2 THIRD TERM

1 1. Wood work machines 1. show students parts of the
a) parts and uses of jig saw machine
b) sander 2. name the parts of the machines
c) band saw 3. describe the use of the machine
d) tenoner and parts
2. types of maintenance
2 1. Wood work machines

a) parts and uses of jig saw
b) sander
c) band saw
d) tenon
3. 1. Wood work machines 1. explain types of maintenance
a) parts and uses of jig saw and demonstrate how to
b) sander maintain machine\
c) band saw 2. give practical exercises on
d) tenoner machine maintenance
4. 1. Wood work machines 1. explain types of maintenance
a) parts and uses of jig saw and demonstrate how to
b) sander maintain machine\
c) band saw 2. give practical exercises on
d) tenoner machine maintenance
5 Jig saw, sander, band saw, 1. Describe the use of the machine
tenoner maintenance and their parts.
2. Explain types of maintenance
3. Demonstrate how to maintain
machines
4. Give practical exercises.
6 Wood machining 1. Demonstrate machine operation
Machine operations 2. Supervise activities
1. Cross cutting
2. Ripping
3. Grooving
4. Surface planer
5. Shooting
6. Chamfering
7. Beveling and tapering
8. Sanding
9. Curve cutting
10. Mitre cutting
11. Tenoning
7 Wood machining Contd. 1. Explain machine operations of
cross cutting, ripping, grooding,
surface planner and shooting
2. Supervise the students
activities.
8 Wood machining Contd. 1. Explain machine operation of
chamfering, beveling, tapering,
sanding, curve cutting and
tenoning
2. Supervise students activities
9 Wood machining
Machine operations
1. Cross cutting
2. Ripping
3. Grooving
4. Surface planer
5. Shooting
6. Chamfering
8. Sanding
9. Curve cutting
10. Mitre cutting
11. Tenoning
10 Wood machining
Machine operations
1. Cross cutting
2. Ripping
3. Grooving
4. Surface planer
5. Shooting
6. Chamfering
8. Sanding
9. Curve cutting
10. Mitre cutting
11. Tenoning
12 Exams Exams
13 Exams Exams
MARKETING
SS 2 FIRST TERM

1 Types and distribution The Teacher guides the students
- Function of distribution and gives the meaning of distribution
- Meaning of distribution Instructional Materials
- Types of distribution Material, magazines, diagrams,
pictures etc
2 Types and function of distribution The Teacher explains the functions
Cont. choice and distribution channels.
- Channels of distribution Instructional Materials
- Functions of distribution Diagrams, pictures
channels
- Choice of distribution channels
3 Transportation The Teacher explains the meaning
- Meaning of transportation in marketing. The
- Importance Teacher states the importance of
transportation
Newspaper cutting pictures, map of
Nigeria showing transportation
routes ,
4 Transportation Cont. The teacher identifies the major
modes and illustrates on them.
- Identification of major modes The teacher explains the advantages
of transportation and disadvantages of land
- Land transport transportation
- Road and Rail transport Instructional Materials
- Advantages and Map of Nigeria showing transport
disadvantages of land routes
transportation
5 Transportation (Water Transport) The Teacher explains the meaning
- Meaning of water transport and also engages
- Types the students in the disadvantages
- Advantages and and disadvantages of it.
Disadvantages Instructional Materials :
- charts showing the advantages and
disadvantages.
6 Transport by Air The teacher explains the meaning
- Meaning and further highlights the
- Advantages and advantages and disadvantages.
disadvantages Instructional Materials
A Picture of an aeroplane.
7 Transport by Pipeline Teacher explains the meaning and
- Meaning guides the students in meaning
- Advantages and discussions on the advantages and
disadvantages disadvantages.
A pictures of a pipeline transport
8 Transportation The Teacher tells the students the
- Advantages of one mode over advantages of Air transport over rail
the other e.g advantages of Air and also discusses the factors that
over rail. determines the choice of transport
- The factors that determine the Instructional Materials
choice of transport. A chart
9 Documents used in transportation The teacher explains the documents
- Documents used in used in transportation and its
transportation terminologies.
- Terminologies used Instructional Materials
A sample of bill of lading
10 Documents Used in Transportation The teacher explains documentary
Cont. credit, Bill of exchange and types.
- Documentary credit Instructional Materials
- Bill of exchange A sample of Bill
- Types of bill of exchange
- Others e.g charter
11 Trade The teacher explains trade, talks
- Meaning about the types and gives the
- Types features of home trade.
- Features of home trade A trade chart
12 Trade Cont. The Teacher explains the division of
- Division of home trade home trade and its functions
- Functions Instructional Materials
A chart.
MARKETING
SS 2 SECOND TERM

1 Warehousing The teacher explains the meaning
- Meaning of warehouse and of warehouse and warehousing. The
warehousing factors that affect the location of a
- Factors that affect the location warehouse.
of warehouse Instructional Materials
A picture of a warehouse ,
magazines, etc.
2 Warehousing Cont. The teacher explains the functions

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

1 Meaning and reasons for The teacher explains international
international marketing marketing and its importance.
- International marketing Instructional Materials
- Importance Trade journals, pictures, magazines
etc
2 Meaning and reasons for The teacher explains international
international marketing Cont. trade system, market decisions and
- International trade system reasons
- Market decision and reason Instructional Materials
e.g wider market escape from Magazines, internets, pictures Radio
competition and television
3 Meaning and Reasons for The teacher directs discussion on
International Marketing Cont. features of international marketing
- Features of international Instructional Materials
marketing-Economic political, Internets, Trade journals
legal ,social, cultural,
geographic features
4 Organizing for International The teacher leads discussion onthe
marketing key approaches to entering
- International marketing international market
- Approaches to international Instructional Materials
marketing Pictures of foreign products
catalogues
5 Organizing for International The teacher guides discussion on
Marketing Cont. restriction and rules involved in
- Adaptation of marketing plans international marketing
for international marketing Instructional Materials
Pictures of foreign products
catalogues
6 Application of Information The Teacher leads discussion on
Communication Technology (ICT) ICT in International marketing
in International Marketing Instructional Materials
- Information and - GSM, telephone and computer
communication Technology in system
international marketing
7 Application of Information The Teacher demonstrates the use
Technology (ICT) in International of the internet in electronic marketing
Marketing Cont. Instructional Materials
- Internet browsing electronic Laptops, GSM, Computer
8 Application of Information The Teacher guides students to use
Technology (ICT) in International internet facilities
Marketing Cont. Instructional Materials
- Ethics and Internet Website
9 International Trading The teacher explains foreign trade,
- Foreign trade its reasons and the differences
- Reasons for foreign trade between domestic and international
- Difference between domestic trade
and international trade Instructional Materials
A chart
10 Revision /Examination
PHOTOGRAPHY
SS 2 FIRST TERM
1 Revision (Printing of Photographs) Observe Printing Process
2 Historical Development of Compare photographs of early
Photography pre modern and modern period
1. Development of stages: List the major contributions of
a. early the inventors
b. pre-modern
c. modern
2. People involved in:
a. Joseph Nicephore
b. John Schwz
c. Louis Dagusere
d. Willam Fox Tadbotetc.
3 Photography development in Nigeria Compare photograph of pre and
Pre-independence photography in Nigeria post independence periods
Post – Independence photography in
Nigeria
4 Introduction to Lightening Experiment by shooting
The sources of light photographers in both day and
Natural Light night.
Artificial Light
5 Natural Light
Sources of Natural Light Experiment by shooting
Sun (b) moon and stars photographs in both day and
Natural light and photography night
6 Practical works on Natural Light and Experiment by shooting
photography photograph
7 Artificial Light Indoor (Studio)
Sources of Artificial Light Outdoor
Flash (b) studio lightening equipment
Artificial light and photography
8 Practical work on Artificial light and Experiment by shooting
photography photographs
9 Lenses Experiment with concave and
The meaning of lenses. convex lenses in the sun
Basic principles of lens
Convergence of light
Divergence of light
Types of lens
Positive lenses
Lenses (convex (b)) Negative lenses
(Concave)
10 Lenses Compare aperture and lens
The meaning of aperture Locate the lens and aperture in
Relationship between lens and aperture a camera
Lens: (a) focal length Manipulate lens and choose f –
(b) short and long focal length stop
4. aperture: (a) position (b) F- Stop
11 Camera Lens Identify different camera lenses
The definition of camera lens Enumerate the uses of different
Types of camera lens camera
Standard b. wide angle (fish eye) c.
harrow angle (Telephone) d. zoom etc
The uses of camera
12 Revision
13 Examination
14 examination
PHOTOGRAPHY
SS 2 SECOND TERM

1 Revision (Camera Lens)
2 Shooting: Identify elements of
i. Methods of shooting of photographs by composition from different
using hand held and tripod Shoot different subjects
ii. Composition: from nature
Line
Shape
Space
Tone
Colour
iii. Nature study: (a) plants (b) animals (c)
landscape
3 Practical exercise on shooting Shooting different still life
Still Life: (a) Arranged household utensils subjects.
(b) arranged fruits.
Portraiture: (a) a child (b) an adult (c) group
4 Practical Exercise on Shooting of Differentiate between the
Photography various shot
5 Tripod
tripod definition Identify various parts of
parts of tripod Trip
uses of tripod
cares of tripod
6 Uses of Tripod (Practical) demonstrate how to mount
mounting of camera on tripod the camera on tripod
shooting of photographs by using tripod shoot different
photographs by using
tripod
7 Camera Filters
the meaning of camera filters Identify camera filters
types of camerafilters
uses of camera filters
advantages and disadvantages of camera
filters
8 Practical work on shooting photographs Observe different
with using camera filters photographs with using
camera filters
9 Care and preservation of photographs
methods of care and preservation of Observe different between
photographs e.g. (i) mounting (ii) framing (iii) frame and lamination
lamination
definition of framing
definition of lamination
10 Practical work on how to produce: frame, Identify various tools and
lamination equipment use in making
frame and lamination
11 Revision
12 Examination
13 Examination
PHOTOGRAPHY
SS 2 THIRD TERM

1 Revision (Care and preservation of
photographs)
2 Introduction to digital photography
The meaning of digital photography Discuss the uses of equipment
Differences between digital photography needed in digital photography
and analogue photography work
Digital photography equipment e.g (a) digital
camera (b) computer system (c) printer Discusses the uses of
Differences between digital camera and still equipment needed in digital
camera photography
Digital photography software meaning, Operate the computer system
types by : (1) uploading digital image
Uploading from digital camera (2) editing uploaded
Use of Photoshop application applications.
5 Practical work on uploading from digital Experiment on how to upload
camera image from the camera
6 Practical work on uses of Photoshop Experiment of editing uploading
application images using Photoshop
7 History & Appreciation of Photography II Identify:
History of photography in Nigeria Works of the photographers
Contemporary Nigerian photographer e.g. Style of expression
Sunmi Smart Cole, Kelechi, Amadi etc
8 Emergency of digital photography Compare digital photography
Development of digital photography from the with traditional photography
early 80s
Digital photography today
9 Field Trip Ask relevant question on the
practice of photography
10 Field Trip Ask relevant question on the
practice of photography
11 Revision
12 Examination
13 Examination
SALESMANSHIP
SS2 FIRST TERM
1 PRICING Teacher defines pricing,

objectives, strategies, and types
- Meaning of pricing of pricing.
- Pricing objectives
- Pricing strategies Students differentiate between
- Model of pricing pricing and models of pricing.
- Types of pricing
2 PRICING Teacher states the reasons for
price changes and factors
- Problems of pricing. affecting product pricing.
- Price changes and customer
attitudes. Students state the importance of
- Factors affecting product price fixing.
pricing
- Importance of price fixing.
- Objectives of pricing.
3 DEMAND Teacher explains demand and its
types, explain the relationship
- Meaning of demand between demand and pricing.
- Types of demand; derived,
joint, competitive demand. Students list and explain types of
- The relationship between demand.
demand and pricing.
4 DEMAND Teacher sates and explains the
factors affecting demand.
-Effects of increase or
decrease in demand. Students state laws of demand
- Market forces of demand and copy black board notes.
- Laws of demand
- Factors affecting demand.
5 COST BASE Teacher identifies and examines
the types of cost.
-Meaning of cost
-Types of costed; fixed, Students list and explain the
variable, average, marginal different types of cost.
cost.
- Differentiate between the
types of cost.
6 COST BASE The teacher explains the
determinants of cost.
-Determinants of cost
-Elements of cost base e.g Students identify four types of
incidental cost, cost of owning cost.
the assets
- Cost basis methods e.g FIFO
(first in first out), average
basis.
7 DISCOUNT Teacher explains the reasons
why discount is important.
-Explain the term discount.
-Types of discount; Students enumerate and explain
a. Cash discount the type of discount.
b. Seasonal discount
c. Quantity discount
d. Trade discount.
- Reasons for granting discount.
8 DISCOUNT Teacher lists the types of
discount and explains each.
- Importance of discount to the
customer Students participate in class
- Benefits of discounts to; buyer,
seller, producer. discussion on the subject matter
‘’discount’’.
9 MONEY Teacher defines money and

states its functions.
- Meaning of money
- Functions of money to a Students list and explain five
salesman qualities of money.
- Quality of money
10 MONEY Teacher states the importance of
money.
- Advantages of money
- Differences between money Students state advantages of
and commodities used for money, and copy notes on the
exchange. board.
- Importance of money to a
salesman.
11 REVISION
12 EXAMINATION
SALESMANSHIP
SS2 SECOND TERM
1 CONSUMER Teacher explains consumer and

consumer market.
- Meaning and
- Rights of a consumer Students take active part in class
- Factors that influence discussion of consumer and
consumer buying behavior. consumer market.
- Meaning of consumer market.
2 HISTORY OF SALESMANSHIP Teacher explains the factors
influencing consumer buying
- Development of salesmanship behavior.
- List major types of buying
decision Students explain consumerism.
- Meaning of consumerism
- Reasons for consumer
protection.
3 DECISION PROCESS The teacher defines decision
process and explains the reasons
- Explain decision process for decisions.
- Types of decision;-
a. Programme decision Students define decision process
b. Non-programme decision. and copy notes on the board.
- Elements of the decision
situation;-
a. The decision makers
b. Goals to be served.
c. Relevant alternatives
d. Ordering of alternatives
e. Choice of alternatives.
4 DECISION PROCESS Teacher states reasons for
consumer decision.
- Reasons for consumer
decision Students list and explain the
- Effects of consumer decision problems of decision process and
on sale the hierarchy of need.
- Difficulties of consumer
decision process.
- Problem-solving and decision
making.
5 ENVIRONMENTAL FACTORS Teacher states the dangers of
AFFECTING CONSUMER BEHAVIOUR conventional market profits.
-Explain business environment Students explain the meaning of
-Classification of business business environment.
environment
- Dangers of conventional
markets profits
- Meaning of conventional
market.
6 ENVIRONMENTAL FACTORS Teacher states customer
AFFECTING CONSUMER BEHAVIOUR attitudes and behavior towards
his environment.
-
Characteristics of conventional
market Students identify the
- Customer attitudes and characteristics of conventional
behavior towards his market.
environment.
- List things that affects
consumer behavior like; family
income, sex, age, education
etc
7 COOPERATE BUYING BEHAVIOUR Teacher explain the meaning of
cooperate behavior.
Meaning of cooperate buying behaviour
Students define who a cooperate
-State cooperative buying buyer is.
complex
- Emerging pressure in
cooperate purchases.
8 MAJOR SALES INFLUENCE Teacher states factors that
stimulate sales.
-Meaning of sales
-Factors that stimulate sales Students take part in class
-Each factor mentioned can discussions.
help to increase sales.
9 MAJOR SALES INFLUENCE Teacher defines and states types
of cash sales.
Meaning and
Students state advantages and
Types of cash sales; prompt cash, spot disadvantages of credit sales.
cash, cash on delivery, cash with order.
Meaning of credit sales.
Advantages and disadvantages of credit
sales.
10 REVISION
11 EXAMINATION
SALESMANSHIP
SS2 THIRD TERM
1 CHANNELS OF DISTRIBUTION Teacher explains the meaning of

distribution, and meaning of
-
Meaning of distribution channel of distribution.
-
Meaning of channels of
distribution Students define channel of
- Different channels of distribution
distribution
- Factors for consideration
before choosing a channel of
distribution.
2 CHANNELS OF DISTRIBUTION Teacher explains products that
can move using each channel
-Advantages and identified.
disadvantages of each
channel Students identify problems of
- Reasons for channels of distribution channel.
distribution
- Discuss using fragile products,
furniture, for specific channels.
3 RETAILER Teacher identifies the
characteristics of a retailer.
-Meaning,
-Characteristics, and Student define a retailer.
-Functions of a retailer.
-Factors to be considered in
setting up a retail sale.
4 RETAILER Teacher states the advantages
and disadvantages of a retailer.
- Advantages and
disadvantages of retailer ship. Students identify the duties of a
- Duties of a retailer to the retailer.
producer.
- Duties of a retailer to the
consumer.
- Meaning of a producer and its
functions.
5 WHOLESALER Teacher states meaning of
wholesaler in distribution
-
Meaning of wholesaler channels.
-
Roles of wholesaler in the
distribution channels. Students identify the roles of
- Major types of wholesalers; wholesaler in distribution
merchant wholesaler, cash channel.
and carry, specialist
wholesaler, rack jobbers etc
6 WAREHOUSING Teacher identify the various
types of warehouse.
- Meaning of warehousing
- Importance of warehousing Students to define wholesaler
- Types of warehouses; bonded, warehousing.
state or queen, wholesale,
public etc
- Advantages and
disadvantages of
warehousing.
7 CONSUMER COOPERATIVE Teacher writes out a brief history
SOCIETIES of cooperative society.
- History of consumer Students actively participate in

cooperative societies. class activities.
- Meaning of cooperative
society.
- Functions of a cooperative
society.
8 CONSUMER COOPERATIVE Teacher lists advantages and
SOCIETIES disadvantages of cooperative
societies.
-Advantages and
disadvantages of co-operative Students list out types of
societies. cooperative societies.
- Meaning of retail cooperative
society
- Meaning of multi-purpose
cooperative society.
9 EXPORT TRADE AND IMPORT TRADE Teacher states the differences
between the various types of
- Meaning of export trade export trade.
- Types of export trade; visible,
and invisible export, entrepot. Students discuss the benefits of
- Benefits of export trade export trade.
- Advantages of export trade.
10 EXPORT AND IMPORT TRADE Students discuss the role of
salesman in both export and
-
Meaning of import trade import.
-
Division of import trade.
-
Role of a salesman in both Students state the division of
import and export. import trade.
- Problems associated with
import trade.
- Benefits of import trade to the
economy.
11 COMMERCIAL DOCUMENTS Teacher states the meaning of
commercial documents.
-
Meaning, and
-
Types of commercial Students actively discuss trade
documents corrently being terms and abbreviations, and
used. also copy notes on the board.
- Trade terms and
abbreviations.
12 REVISION
13 EXAMINATION
TOURISM
SS2 FIRST TERM

1 Festivals in Nigeria Teacher:
i. Argungu international fishing Guides students identify the
festival festivals in Nigeria
ii. Dimbar festival Student:
iii. sharo or shadi festival etc Note and write down the festival in
Nigeria
2 iv. Osun Oshogbo international Teaching and learning
festival materials:chart, videos, pictures,
v. Oyo festival festivals
3 vi. New yam festival
vii. Omaba festival
4 Heritages in Nigeria Teacher:
i. Surkur world heritage site Leads students to identify heritages
in Nigeria
5 ii. Arts and artifacts Students:
Note and write down heritage in
Nigeria
6 iii. Museum and monuments Teaching and learning materials
visit museums and monuments,
charts, pictures
7 iv. Theaters and art galleries
8 v. Cultural music and dance,
music and movies
9 vi. Spiritual and worship centres
10 National tourism events Teacher:
i. National sport festival Leads the students to identify and
ii. National festival of art and explain National tourism events
culture (NAFEST) Students:
Participate and list National tourism
events
11 iii. Abuja carnival Teaching and learning materials;
iv. African Arts and Craft Expo Chart, videos, pictures, events
(AFAC)
12 Revision
13 Examination
TOURISM
SS2 SECOND TERM

1 Travel agency business Teacher:
i. Meaning of travel agent Defines travel agent and guides
ii. Functions of travel agent students to list the functions of a
a) Reservation travelling agent
b) Ticketing Student:
c) Visa procurement etc Write the definition of a travel agent
and list the function of a travel agent
2 Qualities of a travel agent Teacher:
i. Marketing skills Leads students to identify qualities of
ii. Honesty / integrity a travel agent
iii. Good communication skills Students:
iv. Timeliness Identify qualities of a travel agent
Teaching and learning materials:
Charts, airline tickets, price list,
passport, visa, visit to a travel agency
3 Tour operating business Teacher:
i. Meaning of a tour operator Defines a tour operator and guides
ii. Roles of a tour operator students to identify roles of a tour
1. Packaging of tours operator
2. Marketing of tours Student:
3. Execution of tours Write down the definition of a tour
operator and identify roles of a tour
operator
Charts, airline tickets, price list,
passport, visa, visit to a tour
operator’s organization
4 Qualities of a tour operator
i. Honesty / integrity
ii. Good public relation
iii. Good marketing / planning
skill etc
5 Why people travel Teacher:
i. Physiological factors Guides students to discuss and
a) Visit to friends and identify why people travel
relations Students:
b) Holidays Note and write down reasons why
c) Fashion people travel.
ii. Economic factors Teaching and learning materials:
a) Business Charts of places of interest,
b) Conferences brochures, travel guides, magazines
c) Meeting and journals.
iii. Social factors
a) Religion
b) Functions
c) Sports
d) Experience nature and
beautiful scenarios
iv. Health factors
6 Support services Teacher:
Support groups in travel and tour Guides students to discuss and
businesses identify support groups in travel and
i. Financial support tour businesses.
a) Banks Students:
b) Insurance Note and write down support groups
c) Bureau de change in travel and tour businesses
Charts of places of interest,
brochures
Magazines, travel guides, journals,
charts of car hire services,
accommodation and catering services
7 ii. Car hire services
iii. Souvenir shops
8 iv. Accommodation and
catering services
9 v. Medical services
vi. Security services
10 Public agencies in tourism Teacher:
i. Identification and roles of Guides students to identify public
public agencies in tourism agencies in tourism and their roles
a)i. Federal Ministry of Discuss the roles of public agencies
Tourism, Culture and in tourism
National Orientation Student:
(FMCT / NOA) Note and write down public agencies
ii. State Tourism Board in tourism and their roles
a) Handles tourism Participate in the discussion
activities in their state. Teaching and learning materials:
iii. Local tourism committee Nigeria Tourism Policy, Nigeria
a) Handles tourism Tourism Master plan, brochures
activities in their local
Government Areas
11 Revision
12 Examination
TOURISM
SS2 THIRD TERM

1 b. Parastatals Teacher:
i. National Council on Culture and Guides students to identify public
Tourism agencies in tourism and their roles
a) Articulating Tourism Policies Discuss the roles of public agencies
in tourism.
Students:
Note and write down public agencies
in tourism and their roles
2 ii. Nigerian Tourism
Development Corporation
NTDC
a) Policy implementation
iii. National Council for Art
and Culture NCAC
a) Coordinating works of
living arts and culture.
3 iv. National Institute for
Hospitality and tourism
studies (NIHOTOURS) .
a) Man power
development
v. National Institute for
Cultural Orientation NICO
a) Cultural tourism
promotion
4 vi. Centre for Black and
African Arts and Civilization
(CBAAC)
a) Heritage preservation
vii. National troupe of Nigeria
a) Cultural performance
5 viii. National Gallery of Art
NGA
a) Promotion of Creative
visual art
ix. National Commission for
Museums and Monuments
(NCMM)
a) Development of
museum
6 x. Private agencies in tourism
b) Identification and roles
of private agencies in
Nigeria
i. Federation of
tourism in
Nigeria (FTAN)
ii. Umbrella bodies
for all private
tourism agencies
iii. National
Association of
Nigeria Travel
Agencies
(NANTA)
iv. Regulates travel
Agencies
7 iv. Society of Nigeria Artist
SNA
i. Umbrella body for
creative and visual
artists in Nigeria
ii. Association of
Nigeria journalist
and writers on
tourism (ANJWT)
iii. Write on tourism
issues in National
dailies and tourism
magazines
8 v. National Association of tour
operators (NATOP)
i. Regulates tour
operating business
vi. Archeological Association
of Nigeria (AANMovie
Organization)
i. Umbrella bodies to
all archeological
professionals
9 vii. Performing Musicians
Association of Nigeria
(PMAN)
i. Umbrella body for
performing musician
viii. Nigeria Hotels Association
(NHA)
i. Regulates hotel
business in Nigeria
ix. NollyWood
i. International Movie
Organization
10 Achievement in Agencies in Teacher:
tourism Guides students to identify
1. National council on Culture achievements of agencies in tourisms
and tourism Discuss the achievement of agencies
i. Abuja carnival in tourism
ii. Tourism master plan Students:
iii. Tourism satellite Note and write down the achievement
account (TSA) of agencies in tourism
iv. Enlistment of site like Participate in the discussion
Sukur world heritage Teaching and learning materials:
site at Adamawa Journals, magazines, brochure
11 ii.National Festival of
ART and
Culture (NAFEST)
iii. Annual tourism
exhibition
iv. African Arts and
crafts Expo (AFAC)
v. Annual expo on
tourism products
RADIO TV & ELECTRONICS
SS2 FIRST TERM
1 SAFETY CHECKS IN SERVICING The teacher explains the dangers

RADIO RECEIVER of dirty work areas and careless
handling of live circuits, instruct
i. Preparation of work areas. students to always check the
ii. Working on power line and
live circuits. discharging of high voltage points,
iii. Capacitor discharges. and explain the danger of working
iv. Range of electronic in a dark, and not well ventilated
measuring instrument. work areas, while students take
notes on the danger of dirty work
environment.
2 RESISTORS The teacher uses charts to display

the graphic symbols of various
i. Graphic symbols of resistors. types of resistors, and determine
ii. Types, values, and ratings of
resistors. their ratings, while students
iii. Carbon resistor color code. identify the resistors, and
calculate their values from color
codes.
3 RESISTORS/CAPACITORS The teacher demonstrates how to

use meter and determine resistor
i. Determine resistance value values, while the students
using color bands.
ii. Comparison of meters and compare the values of resistors
color values. from color codes, and multi-meter
iii. Graphic symbol for fixed and readings. The teacher draws the
variable capacitors. graphic symbol for fixed and
variable capacitors, while the
students identify the various types
of capacitors.
4 CAPACITORS The teacher demonstrate how to

use multimeter to test capacitors,
i. Types of capacitors. while the students identify the
ii. Testing of capacitors.
various types of capacitors.
5 DIODES The teacher provides various

types of diode, and display chart
i. Types of diodes, and their showing the graphic symbols of
graphic symbols. diodes, demonstrate with
ii. Testing for diodes (power, multimeter how to determine the
signal, LED and SCR).
anode and cathode of a diode,
and also it conditions, while the
students identify different types of
diodes provided by the teacher,
and also practice how to
determine the anode and cathode
of a diode.
6 TRANSISTORS The teacher displays the chart

showing the graphic symbol for
i. Graphic symbol of transistors bipolar, and unipolar transistors,
(bipolar and uni-polar).
ii. Differentiate types of and provides signal and power
transistors (signal, and transistors, while the students
power). sketches the symbol for bipolar
and unipolar transistors from chart
didplayed by the teacher.
7 TRANSISTORS The teacher explains, and

displays the chart showing the
Transistors configuration; CC, CE and common, common emmiter, and
CB common base transistor
configuration. While the students
sketches the CC, CE, and CB
configuration from the displayed
chart by the teacher.
8 BATTERY i. The teacher displays

chart showing battery
i. Graphic symbol of a symbol cell graphic symbol.
of a battery (multicell, single ii. Provides different types
cell). of battery.
ii. Different types of battery. iii. Test batteries, while the
iii. Testing battery. students sketch graphic
symbol of battery cells,
and identify different
types of battery, and
practice how to test
them.
9 OHM’S LAW The teacher defines ohm’s law,
and explains the relationship
i. Defines ohm’s law, and between resistance, voltage and
explain relationship between current, performs mathematical
resistance, voltage, and calculation on ohm’s law. While
current.
students observe as the teacher
ii. Draw the symbol for ohm.
iii. Relation between V,I,R. demonstrate connection of
resistance in series and parallel.
10 OHM’S LAW The teacher demonstrates

connection of resistors in series
i. Calculation of voltage and and parallel.
current (V=IR)
ii. Resistors in series and
parallel.
11 OHM’S LAW The teacher demonstrates
applications of parallel connection,
Advantages of parallel connection. while students take down notes.
12 OHM’S LAW The teacher performs

mathematical calculation on series
Calculation of parallel and series and parallel connection, and use
resistors. meter to measure the values.
While the students observe the
teacher measure resistance value
with multimeter.
SS2 SECOND TERM
1 ELECTRIC POWER The teacher defines and explains

electric power. He also solves
Definition of electric power. problems relating to electric power.
Measurement of electric power. The students solve problems
relating to electric power.
2 ELECTRIC POWER. Using the formula; VI, I2/R, V2/R,

the teacher solves various
i. Power formula and its problems of many levels, relating
application (VI, I2/R, V2/R) .
ii. Units of electric power. to power.
3 ALTERNATING AND DIRECT The teacher defines and explains
CURRENT. AC and DC. He also uses diagram
to explain AC and DC. He should
i. Definition of AC and DC. use multimeter to demonstrate how
ii. Differences between AC and
DC. to measure AC and DC. The
iii. Uses of AC and DC in students use multimeter to
electric fan, electric grinding measure AC and DC.
engine, blender.
4 R.M.S VALUES. The teacher defines and explains
R.M.S values, peak values, and
i. Definition of R.M.S values. frequency. Draws sine wave to
ii. Frequency and period of a sine show frequency and period. Work
wave. some examples on how to
calculate R.M.S peak values and
Iii. Calculation of R.M.S values. frequency. The students draw sine
wave, and calculate R.M.S peak
values.
5 ELECTRIC MEASURING The teacher displays and

INSTRUMENTS. demonstrates the usage of the
various measuring instruments.
Identification, uses and operation of
voltmeter, ammeter, ohmmeter, The students observe the
multimeter. instruments, and practice how to
use them.
6 ELECTRIC MEASURING The teacher demonstrates how to

INSTRUMENTS. use instruments in measuring
current voltage and resistance in
 Basic circuit measurement of both AC and DC. He will show how
voltage, current, resistance in
AC and DC circuits. to use multimeter to test diodes
 Ohmmeter for testing semi- transistors etc, and also explains
conductor devices. how to identify a faulty meter. The
 Faulty meter. students observe and identify the
various measuring instruments,
and participate with the teacher in
using measuring instruments to
read the values of V,I,R.
7 POWER SUPPLY UNITS. The teacher explains the power

supply unit using schematic
i. Principles and operation of diagram of a receiver circuit. He
power supply units. also explains the difference
ii. Power supply schematic between half, full, and bridge
diagram, showing stabilized rectifier.
low voltage DC power
supply. The students identify the power
iii. Rectification, half waves, full supply units, and observe various
waves, and bridge.
components in the units.
8 POWER SUPPLY UNITS. The teacher demonstrates the

construction of a stabilized power
i. Filtration. supply unit, and explains the
ii. Construction of a stabilized
low DC power supply unit. function of a regulator, or stabilizer
in a power supply unit. The
students observe the teacher’s
demonstration , or practice the
construction process.
9 AMPLIFIERS The teacher defines and explains

the operation of the various
Classes of amplifiers;- A,B,C, and AB classes of amplifier with the aid of
amplifiers. a chart or sketch. He also shows
the amplifier unit of a radio or TV
set.
10 AMPLIFIERS. The teacher uses cathode ray

oscilloscope to display the
i. Construction ovarious frequency response of various
classes of amplifiers.
ii. Uses of the various classes classes of amplifiers, and construct
of amplifiers. s a signal power, or voltage
amplifier. The students observe the
frequency response of the various
classes of amplifiers, and also
construct a single stage signal or
power amplifier.
SS2 THIRD TERM
1 RADIO TRANSMITTER. The teacher explains the functions

and operation of radio transmitter,
i. Functions and operation displays the chart of the block diagram
of radio transmitter.
ii. Block diagram of radio of a radio transmitter, and uses the
transmitter. block diagram in the chart displayed,
iii. Stages of radio explains the functions of each stage of
transmitter. radio transmitter, and observe the
chart, and listen to the teacher’s
explanation on the functions of each
stage of radio transmitter.
2 RADIO RECEIVER. The teacher explains the basic

functions and operations of radio
i. Functions and operations receiver, while the students take notes
of radio receiver.
ii. Types of radio receiver; on the basic functions and operation
CRF, super heterodyne, of radio receiver.
and FM receivers.
3 RADIO RECEIVER. The teacher provides a chart showing
the block diagram of a radio receiver
i. Block diagram of radio and explains the function of each
receiver, and functions of
each stage. stage, while students draw the block
ii. Advantages and diagram of a radio receiver from the
disadvantages of different chart, and take notes on the
types. explanations of the functions.
4 SELECTIVITY AND SENSITIVITY The teacher defines selectivity and

sensitivity. Uses a radio receiver to
i. Definition of selectivity explain the concept, while students
and sensitivity.
ii. Processes of tuning and observe the performance of the radio
selectivity in radio receiver used to demonstrate
receiver. sensitivity and selectivity.
5 RESONANCE CIRCUIT The teacher explains the functions of

tuner by operating a radio receiver,
i. Definition of resonance. uses chart to explain the various types
ii. Types of resonance,
series and parallel. of resonance (series, parallel, and
series/ parallel), and explains
iii. Series/parallel. bandwidth and gives specific
iv. Bandwidth. examples of frequency ranges, while
students draw the sketches,
explaining the types of resonance
perform calculation involving
frequency ranges to determine
bandwidth.
6 SATELLITE COMMUNICATION The teacher defines and state types of

SYSTEMS satellite communication systems
(passive and active).
i. Elements of satellite
communication systems. Lists the elements of a satellite
ii. Types of satellite system; earth station, ground based
systems.
satellite, and state their functions while
students ask and answer questions
relating to satellite communication.
7 SATELLITE COMMUNICATION The teacher discusses and explains

SYSTEMS. transmission and reception of satellite
communication, demonstrates the
i. Transmission and installation of a satellite dish, and
reception of satellite to
television. organizes and take students to visit a
ii. Antenna for satellite satellite TV and radio station. E.g AIT,
communication systems. NTA etc
8 ELECTRONIC REPAIRS The teacher provides radio receiver

set, and demonstrate the following;
i. Power supply units.
ii. FR circuit. a. Dismantles and reassemble the
power supply unit.
While the students observe the
teacher dismantle and reassemble the
various unit in a radio set.
9 ELECTRONIC REPAIR The teacher dismantles RF, IF, AF,

and detector stages, provides a car
i. IF amplifier circuit. radio set, and demonstrates the
ii. AF amplifier circuit.
iii. Car radio. installation, and carries out fault
repairs on car radio set. While the
students observe the teacher install a
car radio, and carry out repair on a
faulty car radio set.
10 FAULT FINDING AND REPAIRS The teacher lists fault finding

IN RADIO RECEIVER techniques after checking the plug to
maintain power supply, uses flow
i. Types of fault in radio. chart for signal injection and signal
ii. Components responsible
for faults. tracing. While the students observe
the teacher’s demonstration on how to
apply the techniques.
11 FAULT FINDING AND REPAIR IN The teacher create faults in radio set
RADIO RECEIVER. for students to trace the fault, provides
radio receiver for fault finding and
i. Remedies. repairs, and demonstrates alignments
ii. Alignments (IF and RF).
of RF and IF, using the necessary
equipments, and tools for FM and AM
radio receivers. While the students
practice the fault finding techniques to
trace the fault created by the teacher,
and observe the teacher demonstrate
on the procedure of alignment of IF
and RF stages using the necessary
equipments and tools.
AUTO MECHANIC WORK
SS 2 FIRST TERM
1 PETROL ENGINE – TWO Teacher defines and explains two stroke cycle
STROKE CYCLE operation. Students examine the working
sequence.
Resources; Live engine, i.e two stroke charts.
2 PETROL ENGINE – Teacher explain and illustrate four stroke cycle

FOUR STROKE CYCLE. engine. Students observe the working operation
of four strokes.
Resources; Live engine, charts, posters.
3 PETROL ENGINE – Teacher distinguish between two stroke and

ADVANTAGES OF FOUR four stroke cycle engine. Students observe the
STROKE AND TWO differences between two stroke and four stroke
STROKE engine.
Resources; Charts, posters on spark ignition

engine (SIE)
4 Teacher explain and illustrate the principles of

DIESEL ENGINE—TWO operation of two & four stroke cycle engines,
STROKE CYCLE AND emphasize on the difference between the two.
FOUR STROKE CYCLE. Students observe the operational sequence of
tow stroke & four stroke cycle. Distinguish
between the layout and advantages.
Resources; Live engine of compression ignition

engine (CIE). Two and four stroke.
5 COMPONENTS OF A Teacher illustrate with sketches, types of

TRANSMISSION UNIT transmission components, i.e pressure plate,
(CLUTCH) – disc, release bearing.
IDENTIFICATION OF
PARTS AND Students make sketches on types of clutches.
CHARACTERISTICS OF Observe the operation. Resources; Gearbox,
CLUTCHES. posters, charts.
6 COMPONENTS OF A Teacher list various parts in a transmission

TRANSMISSION UNIT system. Students identify transmission
(CLUTCH) components.
CONSTRUCTION AND
OPERATION OF A Resources; Live vehicle, clutch , gearbox,
SINGLE PLATE posters, charts.
CLUTCH.
7 COMPONENTS OF A Teacher dismantle and identify parts of

TRANSMISSION UNIT gearbox, illustrate and explain. Students
(GEAR BOX)— observe the operation, and the dismantling.
OPERATION OF A
SLIDING MESH Resources; Live vehicle, gearbox, posters,
GEARBOX AND charts, etc
REVERSE MECHANISM.
8 SUSPENSION SYSTEM Teacher assist in tracing faulty system.
—LEAF SPRING AND Students identify faulty suspension.
COIL SPRING
Resources; Leaf spring, spring, hydraulic
suspension, chart.
9 SUSPENSION SYSTEM Teacher demonstrates the removal and

—HYDRAULIC replacement of suspension system. Students
SUSPENSION SYSTEM. observe and demonstrate the removal and
replacement of suspension system.
10 SUSPENSION SYSTEM Teacher identify faulty areas. Students observe

—FAULT FINDING IN the fault finding. Resources; Charts, posters,
SUSPENSION SYSTEM leaf spring, and copulas spring
11 SUSPENSION SYSTEM Teacher repair faulty suspension system.

—REPAIR OF Students observe the repair of the faulty side.
SUSPENSION SYSTEM
Resources; Coil spring, leaf spring.
12 SUSPENSION SYSTEM Teacher demonstrates how the suspension

—ADVANTAGES OF system works. Students observe how the
SUSPENSION SYSTEM suspension system works.
TYPES
Resources; Suspension system, charts,
posters.
AUTO MECHANIC WORK
SS 2 SECOND TERM
1 STEERING SYSTEM— Teacher explain the effect of faulty system.

STEERING FAULTS, Students note the effects of faulty steering
GEARBOX, RACK AND system. Resources; Real objects, steering,
PINION, WHOM & WHEEL, gear box e.g whom & wheel.
WOM & NUT ETC
2 STEERING SYSTEMS— Teacher demonstrate how to remove and

ADJUSTMENT OF replace steering unit. Demonstrate the
STEERING UNIT adjustment of the steering unit. Students
observe the removal of steering unit,
observe and participate in adjustment of
steering unit. Resources; Posters, charts,
spanner, hammers, screw drivers.
3 ENGINE LUBRICATION— Teacher demonstrates on oil viscosity.

VISCOSITY AND VISCOSITY Students observe and listen attentively as
INDEX the teacher demonstrates.
Differentiate grade of oil.
4 The teacher will list quality of lubricant.

ENGINE LUBRICATION—OIL
FILTERS & QUALITIES OF Students observe and touch oil, and feel
LUBRICANTS the viscosity. Resources; Tools and
equipments, oil can.
5 COOLING SYSTEM—AIR Teacher guide in identifying parts of cooling

COOLING, WATER AND AIR system, demonstrate removal.
COOLING SYSTEM.
Students identify cooling system parts.
Resources; Radiator, fan- blade, fan belt,

rubber hoses, charts.
6 PROPERTIES OF FUEL— The teacher explains the properties of fuel.

FUEL PROPERTIES Students observe and listen attentively as
the teacher demonstrates.
Resources; live vehicle chart, posters.
7 CARBURETTORS—SIMPLE The teacher will describe with sketches, the

AND MULTI-JET operation of different types of caburrators.
CABURETTORS. Students copy the sketches. Resources;
live vehicle charts, posters.
8 CABURETTORS— REMOVE Teacher will carry out diagnosis of faults in

AND REPLACE carburetors. Students carry out simple
CABURATTORS. carburetor maintenance. Resources; live
vehicle, spanners, hammers, posters,
charts etc.
9 AIR CLEANER, FUNCTIONS The teacher will define and explain the
OF AIR CLEANER, functions of cleaner. The students will
SERVICING OF AIR remove and replace air cleaner. Resources;
CLEANER. live vehicle, spanner, hammer, charts, etc.
10 AIR CLEANER— Teacher demonstrates how to remove and

IMPORTANCE OF replace air cleaners.
SERVICING AIR CLEANERS.
Students remove and replace cleaners.
Resources; complete air cleaner, spanner,

and screw drivers, etc.
11 Revision
12 Examination
AUTO MECHANIC WORK
SS 2 THIRD TERM
1 BRAKING SYSTEM— The teacher will explain the operations of

MECHANICAL AND mechanical and hydraulic operation of disc
HYDRAULIC OPERATION and drum brakes.
OF DISC AND DRUM
BRAKES. Students identify the operational differences
between types of brakes.
Resources; master cylinder, wheel cylinder,

brake calipers, live vehicle, tools and
equipment, charts.
2 BRAKING SYSTEM— The teacher will illustrate and draw master

MASTER CYLINDER cylinder.
OPERATIONS
The students will assess the correct function
of master cylinder.
Resources; master cylinder, live vehicle,

tools, equipments, charts, etc
3 BRAKING SYSTEM-- The teacher will demonstrate how to remove

ADJUSTMENTS OF and replace brake component parts.
BRAKES
The students will carry out a simple brake
adjustment on a hydraulic operation.

4 The teacher will demonstrate how the wheel

BRAKING SYSTEM— cylinder operates.
FAULTS IN BRAKING
SYSTEM. The students will carry out a simple wheel
cylinder operation.

5 BRAKING SYSTEM— The teacher demonstrates how to remove

FAULTS IN BRAKING
SYSTEM. the brake to find out the fault.
The students carry out a simple brake

adjustment on an hydraulic operation.
equipments, etc.
6 BRAKING SYSTEM— The teacher will demonstrate the procedures

REMOVAL, AND for bleeding brakes.
REMOVAL OF BRAKE
LINING The students will participate in brake
bleeding during operation.

charts, equipments etc.
7 WHEEL AND TYRE—ROAD The teacher will carry out a demonstration on

WHEELS AND TYRE vulcanizing of tubes and tubeless tyres.
PRESSURE.
The students will explain the vulcanizing of
tubes and tubeless tyres.
Resources; live vehicle, wheel rims, tyres,

tubes, tyre pressure guage, vulcanizing
equipments.
8 WHEELS AND TYRE The teacher will state the causes of tyre
SERVICE—VULCANIZED wear, and remedies.
TUBES AND TUBELESS
TYRES. The students will practice the process
involved in vulcanizing.
Resources; tubes, tyres, tyre pressure,

9 WHEEL AND TYRE The teacher will explain wheel construction.

SERVICE—WHEEL
CONSTRUCTION The students will listen attentively.
Resources; wheels, wheel rims, live vehicle,
equipments, etc.
10 WHEELS AND TYRE The teacher will explain types of tyre

SERVICE—TYRE construction. Students practice the
REGULATIONS
procedures involved in tyre construction.
Resources; tyre, tubes, tyre pressure gauge,

11 MANAGEMENT— The teacher will define management, explain

the function of management, explain the
 Definition of purpose of managing resources.
management,
planning, organizing, The will students listen to the teacher
controlling, staffing,
attentively and participate in class discussion.
directing/supervising.
 Managing resources. Resources; organizational chart of a
 Concept of authority.
business organogram.
UPHOLSTERY
SS 2 FIRST TERM
1 SAFETY UPHOLSTERY MACHINE Explain the importance

OPERATION. and safety habits on
machines.
Safety in the upholstery machines
2 SAFETY UPHOLSTERY MACHINE Demonstrate safe

OPERATION operation of upholstery.
- Specific machines safety precaution Demonstrate safe habits

- Appropriate use of safety devices. in machine shop.
3 SAFE STORAGE MATERIAL IN Demonstrate appropriate

UPHOLSTERY WORKSHOP storage habits and
procedures.
Methods of storage of various materials, tools,
and equipments.
4 SAFE STORAGE MATERIAL IN Demonstrate proper

UPHOLSTERY WORKSHOP storage of tools and
materials.
Method of proper storage of tools and materials.
5 MEANING AND IMPORTANCE OF Explain the meaning of

MAINTENANCE AND REPAIR OF TOOLS maintenance and repair.
AND MACHINE
-Definition of maintenance and repair.
-Explain the terms;
-Maintenance and
-repair
6 MEANING AND IMPORTANCE OF Discuss the importance of

MAINTENANCE AND REPAIR OF TOOLS maintenance and repair.
AND MACHINE
State the importance of maintenance and repair.
7 TYPES OF MAINTENANCE Discuss the various types

of maintenance.
- Routine
- Corrective
- Preventive
- Diagnostic
8 TYPES OF MAINTENANCE Demonstrate various
maintenance activities
- Identification and demonstration of types
of maintenance.
- State activities for each.
-
9 MAINTENANCE OF TOOLS, EQUIPMENTS, Discuss the various
MACHINES, AND MATERIALS. maintenance of tools,
machines, equipments,
Importance of tools, machines, equipments, and and materials.
materials.
10 MAINTENANCE OF TOOLS, EQUIPMENTS, Discuss the various types

MACHINES, AND MATERIALS. of platform materials.
-Application of maintenance tools. Demonstrate the

application of the
-Select the appropriate materials for platform. materials in upholstery.
11 PLATFORM MATERIALS Discuss various types of

platform.
- List materials for platform. Demonstrate the

- Select the appropriate materials for application of the
platform. materials in upholstery.
12 APPLICATION OF DESIGN PRINCIPLES IN Guide the students to

UPHOLSTERY WORK. generate useful
alternative sketches.
-Preliminary freehand sketch.
Guide the students to
-Selection of the best sketch select one sketch and
give reasons for the
selection.
UPHOLSTERY
SS 2 SECOND TERM
1 APPLICATION OF DESIGN PRINCIPLES Teacher guides the students

IN UPHOLSTERY. to produce the working
drawings individually.
Production of working drawings; orthographic
details and pictorial views.
2 APPLICATION OF DESIGN PRINCIPLES Explain the method of

IN UPHOLSTERY WORK. preparing cutting list.
- Preparation of cutting list. Guide the students to

- Preparation of the route sheet. produce route sheets.
- Estimate of materials.
Discuss the use of workshop
rod.
3 UPHOLSTERY WORKSHOP ROD. Discusses the use of

workshop rod.
-Develop a workshop rod.
-Mark-out a workshop rod.
4 UPHOLSTERY WORKSHOP ROD. Demonstrate the

development of workshop
- Develop a workshop rod. rod.
- Mark-out a workshop rod.
5 PRODUCTION OF TEMPLATES Explain template.
- Definition of templates. Explain the importance of

- List the uses of templates. templates.
6 PRODUCTION OF TEMPLATES list Explain template.

template materials;
Develop a template.
- Manufactured board
- Plywood Demonstrate the application
- Cardboard of a template.
- Metal etc
1. Set out, mark out, and cut the
template.
7 FRAME CONSTRUCTION Explain the sequence of

operation.
1. Preparation of materials.
a. Wood
b. Metal etc
2. Marking out.
3. Joint construction.
8 FRAME CONSTRUCTION Construct an upholstery

frame.
1. Sub-assemble
a. Seat
b. Back
c. Arm
2. Final assembly.
9 PADDING AND CUSHION MATERIALS Explain various types of
padding and cushion
1. Types of padding and cushion materials.
materials;
a. Latex foam Demonstrate the application
b. Polyester foam
of padding and cushion
c. Calico
d. Coir fibre materials.
e. Grass
f. Sisal
g. Feather etc
10 PADDING Explain the preparation of
padding materials.
Preparation of padding materials.
a. Web
b. Hessian
c. Foam
d. Stuffing etc
UPHOLSTERY
SS 2 THIRD TERM
1 PADDING Demonstrate the operation

of padding.
Padding fixing
2 COVERING MATERIALS. Explain types of covering

materials.
List types of covering materials;
- Fabric
- Natural leather
- Synthetic leather
- Plastic etc
3 COVERING MATERIALS Demonstrate the
application of covering
Application of covering materials used in materials.
upholstery.
4 COVERING Demonstrate the

development of covering
Development of covering patterns. patterns.
5 COVERING Demonstrate each of the

operation.
a. Setting out
b. Marking out
c. Cutting out
6 COVERING Demonstrate the sewing of
the covering materials.
Sewing; final, covering materials, pipe, tufts,
trimming etc
7 COVERING Demonstrate the sewing of

the covering materials.
Fixing the covering materials;
Tacks, gimp, pins etc
8 FASTENERS AND FITTINGS. State the uses of fasteners.
Types of fasteners; hook, metal plate, screw Demonstrate fixing of

hook etc. fasteners.
9 FASTENERS AND FITTINGS State the uses of fittings.
Types of fittings; castors, carpet, guards etc Demonstrates fixing of

fasteners and fittings.
10 FINISHING AND DECORATING Demonstrate the process of

finishing and decorating;
a. Trimming trimming, fixing, polishing.
b. Fixing
c. Polishing
PAINTING AND DECORATION
SS2 FIRST TERM

1 PAINTING— The teacher shows examples of still

life painting like table, chair, car etc,
Meaning of still life painting, demonstrate the techniques of still life
properties in still life painting, paintings using poster color. Using
sketches of still life composition, teaching aid like pencil, poster color,
painting of still life composition using brushes, palletes, cardboard etc
colors.
2 COMPOSITION FROM NATURE The teacher explains the term nature

composition, techniques and
Meaning of composition, study from procedures of the use of color to
nature, e.g fruits, plants, animal life. produce painting. Assist students to
Paintings from nature using poster make sketches from nature.
color, water color. The students participate actively and
paints composition of fruits and
exhibits.
3 LANDSCAPE AND SEASCAPE— The teacher explains and illustrates

landscape/seascape painting, explain
Meaning of the term landscape and perspective and demonstrate the use
seascape. of view finder, while the students
Prospective in landscape and listen and observe, and also sketch
seascape painting. landscape in correct perspective.
Types of perspective e.g aerial and

linear perspective. Terms in
perspective such as horizon, picture
plan, eye level, vanishing point etc.
Use of view finder.
4 LANDSCAPE AND SEASCAPE The students paint landscape and

PAINTING (CONT) seascape using poster colors, water
colors and oil color, card board,
drawing board etc
5 DECORATION FOR BODY The teacher demonstrates the

ADORNMENT— production of beads from roll paper,
straw clay, paper mache. The
Advances beading, roll paper beads, students observe the teacher and
sea beads, beads from plastics,
glass beads, paper mache and clay. produce bead using mixed media e.g
seed, clay, straw.
6 CONTEMPORARY WALL The teacher guides the students to

DECORATION;- make designs. The students listen.
Introduction to wall decoration, types

of wall decoration like wall paper
designs and musle designs.
7 CONTEMPORARY WALL The teacher explains to students

DECORATION (CONT) musal designs and how to mount
papers.
Musal design—motif compositions
on wall, mountain of wall papers.
8 CONTEMPORARY WALL The students make group production

DECORATION (PRACTICAL) of musal.
9 DECORATION FOR INTERIOR— The teacher explains the use of

flowers in decorating interior.
Flower decoration, flower using
fabrics e.g organic, flower
arrangement with dried grass.
10 DECORATION FOR INTERIOR— Teacher demonstrates making flower

fabrics.
Arrangement of natural flowers.
11 DECORATION FOR INTERIOR-- The teacher demonstrates the

arrangement of natural flowers. arrangement of natural flowers in
vases. The students listen and watch
attentively.
12 DECORATING FOR INTERIOR The students demonstrates coloring

(PRACTICAL) of dried grasses from local color and
display for assessment.

SS2 SECOND TERM
1 BATIK DESIGN— The teacher explains the meaning of batik

and the materials.
-Meaning of batik.
The students mention and explain the two
-Techniques involved in the types batik techniques.
production of starch and wax.
2 BATIK DESIGN (CONT) The teacher displays and explains the

materials used in batik like dyes, dye
Materials and tools for batik chemicals, plain cloth, candle wax, store etc.
and making of designs.
The students listen to the teacher.
3 BATIK (CONT) PRACTICAL The teacher demonstrates the process and

— prepare dye solution.
Preparation of dye solutions, The students dye and display finished

dyeing and finishing products.
processes.
4 TIE-DYE WITH BATIK. The teacher demonstrates the combination

of tie-dye and batik techniques in fabric
Combination of tie-dye with production.
batik in fabric production.
The students observe the demonstration of
the combination of both tie-dye and batik in
fabric production.
5 TIE-DYE WITH BATIK The teacher guides the students to produce

(PRACTICAL) fabrics using combined techniques of tie-dye
and batik.
6 ADVANCED POSTER— The teacher demonstrates the use of texts

and illustration in poster making, using
Posters on political, teaching aid like cardboard, pencil, poster,
educational, commercial and color, pens, ink, ruler etc.
health themes.
The students observe the teacher’s
demonstration.
7 ADVANCED POSTER The teacher demonstrates by using samples

(CONT) of posters and slides to explain the qualities
of good posters.
The students produce posters with text only.
8 ADVANCED POSTERS The students produce posters with both

(CONT) posters and illustration and display.
9 PACKAGE DESIGN— The teacher explains the meaning of

package design and the functions, and list
Introduction to package the materials—paper, pencil, eraser, ruler,
design, functions of package cutting knife, poster color etc.
design.
The students define package design.
10 PACKAGE DESIGN- The students name the types of package

(PRACTICAL) design and produce sample of design
package.
Production of package
design, e.g boxes and carton.
SS2 THIRD TERM
1 TYPES OF PACKAGE Name the types of package designs.
List the types of package designs.
2 PRODUCTION OF PACKAGE Explains and show the steps of package

DESIGNS designing. Produce samples of the types
of package designs.
3 DESIGN PACKAGES FOR Demonstrates the production of designed

VARIOUS FINDINGS; packages e.g boxes and wrappers.
Production of designed packages Produce designed package.

of boxes and cartons.
4 PROSPECT IN BEADING WALL The teacher explains the ue of beads
DECORATION, DYEING AND and thing that can be beaded like shoes,
FLOWERS ARRANGEMENT— bags etc.
Prospects in beading. Students listen attentive to teacher.
5 PROSPECTS IN WALL The teacher lists and explains the

DECORATIONS economic values of wall decoration.
Students take down notes.
6 DISCUSS THE PROSPECTS IN The teacher discusses the prospects in

DYEING dyes and batik.
Students make contribution in the

discussion.
7 PROSPECTS IN FLOWER The teacher discusses the prospects in

ARRANGEMENT. flower arrangement.
The students enumerate the prospects in

the decoration.
8 JOB ESTIMATION AND The teacher explains and discusses

COSTING— seasons for estimating and costing of
job. Students listen attentively to teacher.
Estimating and costing of given
jobs considering areas and sizes
of work.
9 DESIGN AND MATERIALS TO Discuss methods of estimation taking

BE USED. into consideration of areas, and size of
work, design involved.
10 TIME DURATION
PRINTING CRAFT
SS 2 FIRST TERM

1 MECHANICAL Teacher highlights the safety rules in
COMPOSITION mechanical composition room, compares the
layouts of the two systems, explains the
-Safety rules composing methods with reference to
-Old method of generating keyboard and casters, discuss the principles
image. and types of mechanical, describing the
components of each type.
Students learn the safety rules in a

mechanical composing room, compare the
layouts of the two systems, discuss the
principles of linotype circulatory matrices.
2 MECHANICAL Teacher highlights the safety rules in

COMPOSITION mechanical composition room, compares the
layouts of the two systems, explains the
-Types and components of composing methods with reference to
mechanical composing keyboard and casters, discuss the principles
machines. and types of mechanical, describing the
-Monotype and linotype. components of each type.
-Accessories and their uses. Students learn the safety rules in a

mechanical composing room, compare the
-Difference between layouts of the two systems, discuss the
monotype and linotype principles of linotype circulatory matrices.
machine.
3 PHOTO COMPOSITION Teacher explain photo composition,

enumerates the safety rules in photo-
- Definition composing and highlights the hazards,
- Principles of photo
displays the components of the photo-
composition.
composing machine and guides the students
to identify them.
Students learn and observe rules in photo-

composing industry, study the composing
machine and their accessories.
4 Teacher explain photo composition,

PHOTO COMPOSITION enumerates the safety rules in photo-
(CONT) composing and highlights the hazards,
displays the components of the photo-
Safety rules. composing machine and guides the students
to identify them.
Components of photo-
composing machine. Students learn and observe rules in photo-
composing industry, study the composing
machine and their accessories.
5 LAYOUT PLANNING Teacher explain the process of layout

planning for film making, familiarizes the
- Definition students with tools, equipments and
- Materials tools and
materials for layout planning for film
equipments for layout
planning in a assembly, discuss the procedures in
chronological order. chronological order for layout planning for
- Process of layout film assemblies, show students how to;-
planning for film examine the negative for pinholes, determine
making. emulsion and non-emulsion side of negative,
slide negative unto masking sheet, cut the
window, tape the negative unto the planning
sheet, opaque the negative ready for
exposure for plate making.
Students make measurement of the sheet,

mark and rule the sheet, identify gripper’s
margin, locate the margin and position of the
film negative on the sheet, following
teacher’s instruction, carry out the activities in
no. 4 of the teacher’s activities.
6 LAYOUT PLANNING Teacher explain the process of layout

(CONT) planning for film making, familiarizes the
students with tools, equipments and
Layout planning for film materials for layout planning for film
assembly. assembly, discuss the procedures in
Negative and positive film. chronological order for layout planning for
film assemblies, show students how to;-
examine the negative for pinholes, determine
emulsion and non-emulsion side of negative,
slide negative unto masking sheet, cut the
window, tape the negative unto the planning
sheet, opaque the negative ready for
exposure for plate making.
Students make measurement of the sheet,

mark and rule the sheet, identify gripper’s
margin, locate the margin and position of the
film negative on the sheet, following
teacher’s instruction, carry out the activities in
no. 4 of the teacher’s activities.
7 FILM MAKING PROCESS Teacher explains the operational safety

(CAMERA) environment in the darkroom, displays the
safety rules in the darkroom, shows students
Darkroom the equipments and materials for film making,
- Definition explains the functions of important parts of a
- Qualities process camera, explains different types of
- Functions original artwork.
Students list and observe the safety rules in

the darkroom, discuss and list the materials
in film making, stating each use, discuss
different types of original artwork.
8 FILM MAKING PROCESS Teacher explains the operational safety

(CONT) environment in the darkroom, displays the
safety rules in the darkroom, shows students
-Safety rules in the darkroom the equipments and materials for film making,
-Equipments and materials explains the functions of important parts of a
for film making. process camera, explains different types of
original artwork.
Students list and observe the safety rules in

the darkroom, discuss and list the materials
in film making, stating each use, discuss
different types of original artwork.
9 FILM MAKING PROCESS Teacher leads students to sections in the

(CONT) press.
Excursion to a press. Students take notes and provide reports.
10 PROJECT EXCURSION Teacher leads students to sections in the

press.
Film making and layout
planning.
Students take notes and provide reports.
11 Revision Teacher revises with the students.
12 Examination Students write the examination.
PRINTING CRAFT
SS 2 SECOND TERM
1 OFFSET LITHOGRAPHIC MACHINE Teacher explains the

PRINTING meaning and safety rules.
- Definition/brief history. Students listen and ask

- Safety in offset workshop. question where necessary.
2 OFFSET LITHOGRAPHIC MACHINE Teacher explains the

PRINTING (CONT) meaning and safety rules.
- Maintenance procedures. Students listen and ask

- Offset printing techniques. question where necessary.
- Major system of the lithographic
machine.
3 RELIEF PRINTING Teacher explains and lists
the letter press equipment
- Definition/brief history and tools.
- Letter press equipments and tools.
Students listen and note the
various relief press
equipments and tools.
4 RELIEF PRINTING (CONT) Teacher demonstrates

maintenance procedures
- Safety precaution and explains safety
- Maintenance
precaution.
Students observe safety

rules and maintenance
precautions.
5 RELIEF PRINTING (CONT) Teacher discusses each

- Types of relief machine method in position, types of
- Job imposition relief machine, types of
- Processes in relief printing. letter press machine and
their processes.
Students listen and note the

types and processes in
relief printing.
6 GRAVURE PRINTING INTAGLIO (CONT) Teacher explains the origin

of gravure printing among
- Origin and concept the Italians.
- Image carriers and types.
Students mention 3 types of
gravure printing.
7 GRAVURE PRINTING INTAGLIO (CONT) Teacher discusses the

advantages and
- Advantaged and disadvantages. disadvantages, enumerates
- Products from gravure printing.
the products of gravure
printing.
Students discuss the

products of gravure
printing.
8 FLEXOGRAPHIC PRINTING Teacher defines and

explains the concepts of
- Definition/concept. flexography.
- Products of flexographic printing.
Listen and note the
concepts of flexography.
9 FLEXOGRAPHIC PRINTING Teacher leads students to

the press.
(CONT)
Students take notes and
Excursion make reports.
10-11 PROJECTS Teacher supervise and

assist students.
Any of the above topic.
Students participate.
12 Revision Teacher revises with the

students.
13 Examination Students write the

examination.
PRINTING CRAFT
SS 2 THIRD TERM
1 PHOTOGRAPHIC SCREEN Teacher uses silk (mesh) to make a

PRINTING photographic screen, leads students to
make design on the tracing paper and
- Definition/concept paint design with black poster, leads
- Procedures.
students stuck design to screen with
glass plate and board, leads students
to expose the pile of stuck design to
sunlight.
Students watches and imitates, make

design on screen, watch teacher,
watch and demonstrate.
2 PHOTOGRAPHIC SCREEN Teacher uses silk (mesh) to make a

PRINTING (CONT) photographic screen, leads students to
make design on the tracing paper and
- Preparing the mesh/coating paint design with black poster, leads
of screen with gelatin and
students stuck design to screen with
sensitizer solution.
glass plate and board, leads students
to expose the pile of stuck design to
sunlight.
Students watches and imitates, make

design on screen, watch teacher,
watch and demonstrate.
3 PHOTOGRAPHIC SCREEN Teacher demonstrates.

PRINTING (CONT)
Students observe (watch).
- Exposing the prepared work
(film) on the screen and
glass plate in strong
sunlight.
- Washing away the gelation
with warm water.
4 IMAGE REPRODUCTION Teacher leads students to make
reproduction of the design using the
- Making prints with the screen.
screen E.Q sticker.
- Reproduction of designs. Students demonstrate making
reproduction or prints.
5 BOOK BINDING Teacher discusses the meaning,

purpose and importance of book
- Meaning, purpose and binding.
importance.
Students listen and ask questions.
6 TYPES OF BINDING Describe the types of binding.
- Pamphlet binding Students discuss and compare the

- Perfect binding different types of binding.
- Padding
- Edition case binding
- Loose sheet binding
- Spiral binding.
7 PRINT FINISHING Teacher explains the meaning and
importance of print finishing.
Meaning/importance.
Students ask questions on print
finishing.
8 PAMPHLET BINDING Teacher explains and describes

pamphlet binding.
- Definition
- Process Students discuss pamphlet binding.
- Importance.
9 PERFECT BINDING Teacher explains and describe perfect
binding.
Concept, processes and
importance. Students discuss/follow the teacher’s
instruction.
10-11 PROJECT/EXCURSION Teacher leads students to

photographic screen section.
Photographic screen.
Students watch and provide report.
12 Revision Teacher revises with the students.
Students listen and ask questions.
13 Examination Students write the examination.
GSM MAINTENANCE AND REPAIRS

SS2 FIRST TERM

1 User Interface design of GSM Guide students to define user
phones (UID) interface
Definition of Interface
2 User interface design of GSM Guide student to list user interface
phone (UID) design
Types of user interface designs
1. MUID, 2. GUID, 3. TSUID
3 Various user interface designs Compare various user interface
Comparison of various user interface design
design
4 User interface design State the importance of user
The importance of user interface interface design
design
5 GSM phone accessories and Guide students to define GSM
functions phone accessories
definition of accessories of GSM
phones
6 GSM MAINTENANCE AND Display GSM phone accessories and
REPAIRS ask students to identify each one
Identification of accessories of GSM
phones
7 Function of GSM phone States the function of GSM phone
accessories accessories
The Function of GSM phone
accessories
8 Common menu and sub – menus Demonstrates with different

Explanation of main menu and sub- handsets to compare menus
menu of different GSM phones e.g
phone book, message and call
register
9 Function of GSM phone menus State the function of different GSM
and Sub menu phone menus and sub-menus e.g
Function of different GSM phone phonebook, messages, call register
menus and submenus e.g phone etc.
book, message, call register etc.
10 – 11 Practical Demonstrate with different handset
General practical and troubleshooting
12- 13 Revisions and examinations Go through all the theories as well
as practical

SS2 SECOND TERM

1 Hard ware components List and display the essential
The essential component which hardware components e.g. CPU, SIM
includes : CPU, SIM Socket, socket, earpiece, keyboard etc
earpiece, keyboard etc
2 Hardware component Displays the Basic components of the
Hard component of CPU, SIM, CPU, SIM, earpiece, mouthpiece etc.
earpiece , mouthpiece etc
3 Software components List the component of GSM phones
Software component of GSM
phones
4 Function of GSM hardware and Identifies and displays common tools
software. equipment for hard ware repairs.
The function of hardware
components of CPU, SIM socket,
earpiece, mouth piece, key pad etc
5 Software components functions Identifies and displays common
The function of software software tools for repairs
component with examples
6 GSM repairs tools and Identify common tools and equipment
equipment for hard ware repairs
Common tools and equipment for
hardware repairs such as : star
allen key, star precision set,
normal, normal precision set
7 GSM Phone tools & equipment Classified common tools and
Common tools and equipment for equipments for hard and software
hardware repairs e.g. multi meter repairs
(analogue and digital) and
computer set.
8 Common software tools for Demonstrate the uses of common
repairs such as tools and equipments for hard and
1. Unlocking and repair software repairs
software
2. Flashing software
The uses of tools identify above
9 – 10 Cares of tools and equipment Guides the students to identify the
Care and maintenance of tools and basic care and maintenance tools
equipment in the GSM phone and equipment
repairs
11 – 12 Practical and revisions Guides students on the major
General practical and revision maintenance and repairs

SS2 THIRD TERM

1 -2 GSM phone safety practices Identify and emphasizes GSM phone
GSM phone care and maintenance care and maintenance procedure
procedures
3 Trouble shooting and repair (I) Guides students to troubleshoot
Trouble shooting hardware faults hardware faults of GSM phones
of GSM phone e.g. antenna,
service port, LCD and power pack
4 Trouble shooting and repair (II) Identify the faulty GSM phones and
Trouble shooting hardware faults repair
of GSM phone e.g. key pad switch,
charging system, mouth piece
(micro phone) and earpiece
(speaker)
5 Trouble shooting and repair (III) Identify hardware of GSM phones
Trouble shooting hardware and repairs faulty hardware
component e.g. ringer, sim components
terminals, switch ports etc
Repair faulty hardware
components
6 Trouble shooting and repair (IV) Guide student to trouble shoots
Trouble shooting software faults of GSM phones
1. Contact service provider
2. Phone lock code
7 Trouble shooting and repair (V) Participate in the trouble shooting
Trouble shooting process
1. Dual SIM
2. SIM card rejected
3. Virus attack
8 Trouble shooting and repair (VI) 1. Rectifies software faults
Trouble shooting fix and repair 2. Fix and repair software faults
software fault
9 - 10 Practices and revisions Participates in the practical
11- 12 Revision Revision
REFRIGERATION AND AIR CONDITIONING

SS 2 FIRST TERM

1 Energy Teacher explain the meaning of
Meaning of internal energy internal energy while student
participates actively in the discussion.
2 Energy Teacher state the properties of fluid
Enthalpy of fluid substances, its substances while students participates
pressure, volume and
temperature of internal energy
3 Energy The teacher plot and explain enthalpy
The P-h diagram of refrigerants and P-h chart for the students
4 Power The teacher explain meaning of power
Meaning of power and state its unit
5 Power The teacher illustrates how power
Calculation of power used by consumed by a compressor can be
compressor calculated from the formula i.e (P) =
mass flow rate enthalpy (h) outlet
enthalpy intet
6 Power Students to calculate power consumed
The unit of power and heat e.g. by a compressor.
watts, killo watts joules, kilojoules
etc
7 International practical The teacher explain the need for
temperature and pressure standardized temperature and pressure
values values of silver, gold, water etc. while
The boiling point of oxygen\ the students participate actively in the
18297 C, triple point of water – discussion
0.01 C, boiling point of water –
100 C, boiling point of silver –
960.80 C, boiling point of gold –
1063 C
8 International practical The teacher demonstrates how suction
temperature and pressure and high pressure gauges are used to
values determine performances of refrigerants
Uses of suction and high pressure
gauges
9 Air conditioning process The teacher explains psychometric
Psychometric properties of air properties of air i.e heating, cooling etc,
while the students take note of the
correct sequence
10 Air conditioning process The teacher explains psychometric
The process of air conditioning properties of air i.e heating, cooling etc,
e.g heating , cooling etc while the students take note of the
correct sequence
11 Air conditioning process The teacher explain the latent heat,
Latent and sensible heat, saturated air etc while the students
saturated and superheated read properties diagram
vapour
12 Air conditioning process The teacher illustrate the reading of a
Psychometric properties diagram property diagram to the student
13 – 14 Revision and exams Revision and exams

SS2 SECOND TERM

1 Refrigerant flow controls Teacher list and explain different types
Types of refrigerant flow control of flow controls for the students to
identify
2 Refrigerant flow controls The teacher describe the construction
Construction of refrigerant flow of refrigerant flow controls while
control e.g. students note the constructional details
1. thermostatic Ex valve
2. automatic Ex valve
3. capillary tube
3 Refrigerant flow controls The teacher describe the construction
Construction of refrigerant flow of refrigerant flow controls while
control e.g students note the constructional details
1. manually operated valve
2. low side float valve
3. high side float valve.
4 Refrigerant flow controls Explain the operation of the refrigerant

Operating / working principles of flow controls while the students
refrigerant flow control notesthe sequence
5 Refrigerant flow controls The teacher demonstrate the

Installation and service installation and the services
procedures. procedures
6 Evaporators and condenser The teacher demonstrate the design

Design and construction of and construction of evaporators
evaporators and condensers.
7 Evaporators and condenser The teacher demonstrates the design
Heat load estimation of and construction of evaporators
evaporators and condensers
8 Evaporators and condenser The teacher explain the estimation of

Estimation of diameter and length diameter and length of refrigeration
of refrigeration piping piping to the students to note
9 Evaporators and condenser The teacher demonstrate how to

Servicing procedure for service evaporators and condensers
evaporators and condensers with the appropriate tools and
equipment
10 Piping, ducting and trucking The teacher explain the concept piping,
Piping condenser and ducting and trucking and their
evaporators advantages listing tools for the work
11 – 12 Revision and exams Revision and exams

SS2 THIRD TERM

1 Piping, ducting and trucking The teacher demonstrate piping of
Piping of condenser and refrigerators and air conditioners
evaporators
2 Piping, ducting and trucking The teacher demonstrate trucking and

Ducting or trucking installation of ducting in air conditioner installation
the air conditioner
3 Piping, ducting and trucking Teacher list the tools for piping,
Piping, ducting and trucking tools ducting and trucking and their uses for
students
4 Insulation of air condition and Teacher explains the need for
refrigeration installation of refrigeration and air
The need for insulation of conditioning system
refrigeration and air conditioning
systems.
5 Insulation of air condition and The teacher identifies insulating

refrigeration materials for the selection of the
Types and function of insulating students
materials e.g. glass, rock, slag,
ceramic, wool cork etc.
6 Installation of air condition and The teacher states the different
refrigeration insulating materials for students to
Properties of insulating materials. identify
7 Insulation of air condition and The teacher demonstrate the

refrigeration procedures for installation of
Procedures for insulating refrigeration and air conditioning
refrigeration and air conditioning systems for the students to
systems. practicalize on an existing system unit
8 Fault diagnosis and The teacher to explain the different

troubleshooting methods while students participate
Different method of diagnosing actively
fault
1. systematic
2. trial and error
3. observation
9 Fault diagnosis and Teacher demonstrate techniques for

troubleshooting carrying out repairs in the system for
Common faults on refrigeration students to effect repairs on a system
and air conditioning e.g leakage
dead system, dead compressor,
ineffective cooling, electric shock
etc.
10 Fault diagnosis and Teacher demonstrate techniques in

troubleshooting fault finding in a unit (trouble shooting)
Techniques of effecting repairs in
refrigeration and air conditioner
unit.
11 Fault diagnosis and Teacher demonstrate techniques in

troubleshooting fault finding in a unit (trouble shooting)
Techniques for trouble shooting in
a given system.
12 – 13 Revision and examination Revision and examination
ANIMAL HUSBANDERY
SS 2 FIRST TERM

1 Processing of i. Processing of eggs - Teacher demonstrates
animal products processing of animal
ii. Processing of meat products
- Students are asked to
make a collection of
processed animal
products
2 “ i. Processing of meat - Teacher demonstrates

ii. Processing of hide processing of animal
and skin products
iii. Processing of wool - Students are asked to
make a collection of
processed animal
products
3 Marketing of i. Definition of - Teacher illustrates and

animal products marketing demonstrates
ii. Marketing channels marketing channels
iii. Advantages and - Students to participate
disadvantages of in marketing of animal
marketing channels products from school
farm.
4 Animal nutrition i. Definition of animal - Teacher displays charts

and classes of nutrition and pictures
animal feed ii. importance of - Students areasked to
animal nutrition make collection of
iii. Classification of common animal feeds
farm animal feeds
5 Sources of i. Carbohydrates and - Students are asked to

animal feed stuff their sources make collection of feed
ii. Protein and their stuff and classify them
sources
iii. Fats and oils and
their sources.
6 Sources of i. Vitamins and their - Teacher displays charts

animal feed stuff sources and pictures of various
ii. Minerals and their sources of feed stuff
sources - Live specimens to be
iii. Water and their displayed by the
sources teacher
7 Values and i. Supply of energy - Teacher leads

functions of ii. Help in milk discussion in the
various animal production classroom
feed stuff iii. Help in tissue - Students participates in
formation the classroom
iv. Repair of worn out discussion
tissues
v. Help in temperature
regulation.
8 Values and i. Insulates the body - Teacher leads classroom

function of ii. For growth and discussion and ensures that
various animal development students participate actively in
feed stuff iii. Aid resistance to the class
diseases
iv. Used in acid base
balance
v. Essential for
digestion of food.
9 Practical on i. Meat processing i. Teacher demonstrates meat

animal products ii. Milk processing processing stages
processing iii. Egg processing ii. Teacher organizes field trip
vi. Hide and skin to abbattoir
processing iii. Teacher provides videos of
animal product processing for
students to watch in the
laboratory.
10 Practical on i. Identification and - Students to produce

animal nutrition collection of animal their individual feed
feed stuff e.g. cereals, stuff album
tubers, roughages, - Teacher displays charts
domestic waste and pictures of various
ii. Plant and animal sources of feed stuff
sources of protein, fats
and oils, vitamins etc
iii. Sources of water
e.g. feeding sources,
drinking sources and
metabolic water.
11 Practical on i. Preparation of hay, - Teacher demonstrates

animal nutrition silage etc Preparation of hay,
ii. Preparation of silage etc
poultry feeds - Students work in
iii. Milling of animal groups to produce hay
feeds and silage
13 & 14 Examination Examination Examination
ANIMAL HUSBANDERY
SS 2 SECOND TERM
1 Livestock i. Definition of animal ration - Teacher leads

rations ii. Types of rations e.g. the classroom
balanced ration, discussion and
maintenance ration and ensures that
production ration students
participate
actively
2 “ i. Distinguish between the - Teacher leads

various rations the classroom
ii. Identify the nutrients that discussion and
constitute the various types ensures that
of ration students
participate
actively
3 Formulation of i. Methods of ration i). Students to make

livestock ration formulation collection of various
ii. Identification of feed ingrefients.
ingredients for ration ii). Students to work in
formulation e.g. blood meal, group to formulate
fish meal, cotton seed meal, animal ratio.
bone meal, oyster shell,
ground nut cake, maize
grain, palm kernel cake etc.
iii. Factors to consider in
formulation of animal ration.
4 Malnutrition in i. Definition of malnutrition i. The teacher

livestock ii. Symptoms of malnutrition provides
production iii. Causes of malnutrition malnourished farm
iv. Effects of malnutrition on animals for students
livestock production to watch.
5 Practical on i. Formulation of poultry i. The teacher guides

formulation of feeds the students on the
livestock ration ii. Preparation of hay, silage preparation of hay,
and husk silage, husk etc
iii. Build an album of various
ingredients used for
formulation of animal feeds.
6 Practical on i. Formulation of ration for The teacher groups

formulation of pigs, rabbit, sheep and the students into
livestock ration goats projrct groups to
ii. Build an album of different formulate rations for
feed stuff used for different classes of
formulation of feeds for pigs, livestock
rabbit, sheep and goats.
7 Pasture i. Meaning of pasture The teacher guides

management ii. Meaning of forage crop classroom discussion
practices iii. Distinguish between and ensure that
pasture and forage crops students participate
actively
8 “ i. Types of pasture “
- natural pasture
- artificial pasture
9 Characteristics Examples of pasture The teacher exhibits

of pasture grasses e.g. guinea grass, the different pasture
grasses elephant grass, bahama grasses for students
legumes grass, northern gamba, to observe and
giant star grass, spear identify them
grass.
10 Characteristics Examples of pasture “

of pasture legumes e.g. centro, tropical
legumes kudzu, stylo, calapo etc.
11 Practical on i. Identification of common i. The students are

pasture grasses pasture grasses and their asked to produce their
and legumes botanical names individual pasture
ii. Identification of common grasses and legume
pasture legumes and their albums
botanical names
12 & 13 Revision Revision Revision

ANIMAL HUSBANDERY
SS 2 THIRD TERM
1 Range land i. Definition of i. The teacher

range land guides classroom
ii. Characteristic discussion
s of range ii. Provides
land pictures/videos of
a typical rangeland
iii. Field trip to a
rangeland
2 Importance of i. State “
range land importance of
range land
e.g.
- Provides
balanced feeds
- Provides protein
needs
- Source of cheap
quality feeds for
animals
- Animals exercise
themselves
maximally
- Reduce cost of
feeding
- Prevent soil
erosion
3 Methods of i. Reseeding The teacher guides
range land ii. Padlocking classroom discussion
improvement iii. Controlled
stocking
iv. Avoidance of
overgrazing
v. Fertilizer
application
vi. Pest control
vii. Controlled
burning
4 Practical i. Field trip to a Students exhibit their

rang land collections of pasture
ii. Collection of grasses and legumes in the
common laboratory
pasture
grasses from
a range land
iii. Collection of
common
pasture
legumes from
a rangeland.
5 Factors i. Rainfall The teacher guides

affecting ii. Grazing classroom discussion
production of pattern
herbage in a iii. Grasses and
range land legumes
iv. Weed control
v. Disease and
pest control
vi. Drought
resistance
vii. Controlled
burning
viii. Irrigation
6 Practical on i. Formulation i. Teacher

animal feeds of balanced demonstrates
and feeding feeds in the stages involved in
labouratory formulation of
ii. Feeding of balanced diet
the school ii. Students are
farm animals assigned to feed
with the different farm
formulated animals available
feeds in the in the school farm
laboratory
7 Practical on i. Expose i. The teacher
animal feeds students to guides classroom
diet discussion
formulation ii. The teacher
for different provides
classes of formulated animal
farm animals diet for students to
e.g. observe
a. Starter iii. Students are
b. Grower asked to make a
c. Finisher collection of feed
ii. Students to ingredients
identify
different feed
ingredients
used for diet
formulation
e.g.
a. Blood
meal
b. Fish meal
c. Cotton
seed cake
d. System
shell
e. Groundnut
cake
f. Maize
grains
e.t.c
8 Practical ways i. Feeding i. The teacher

of checking balanced diet guides discussion
malnutrition in ii. Feeding in the laboratory
animal weaker ii. Teacher
husbandry animals demonstrates
separately deworming and
iii. Deworming of feeding of weaker
animals animals
iv. Giving
supplementar
y feeds and
feeds
additives to
stimulate
appetite
v. Adjust stock
rate
9 Practical on i. Slaughtering i. The teacher

processing and dressing demonstrates
and marketing of poultry, slaughtering and
of animal goat, sheep dressing of farm
products etc. animals
ii. Marketing of ii. Provides videos of
processed farm animal
animal processing for
products students to watch
10 Field trips i. Visit to a i. The teacher
modern organizes a trip
abattoir ii. Students are
ii. Visit to meat asked to write
shops in the report on their
market visits to abattoir
iii. Visit to cold
room where
animal
products are
stored

FURNITURE MAKING
SS 2 FIRST TERM
1 Machine Tools Safety -State and explain machine tools safety

-General machine tools safety rules and regulation
rules and regulations -State specific machine tools safety rules
-State specific machine tools and regulation
safety rules and regulation
2 Machine and their specific -Demonstrates machines tools safety rules

safety rules and regulation and regulation
-Demonstrate at least five machine tools
safety practice
3 Portable Power Tools Safety -State and explain too table power tool
-Portable power tools safety safety rules and regulation
rules and regulation -State specific portable power tool safety
rules and regulation
4 Manufactured Board -Defines manufacture board

-Manufactured boards -State and describe different types of
manufacture board
5 Manufactured Board -Define, state and describes different types

-Types of manufacture board of manufactured boards
and their uses -States the advantages and disadvantage
of manufactured board
-Least advantages of manufactured board
6 Wood Adhesives -Defines the term adhesive

--Adhesives types and uses -State the types and their uses
7 Wood Adhesive -State the characteristics of adhesive

-Characteristics of adhesive -Demonstrates the application of different
-Preparation and application of types of adhesives
each type adhesive -State different types of adhesive and their
characteristics and uses
8 Nails And Their Uses -List different types of nails

-Nail and their uses -Display samples of nails state their uses
-Method of driving nails
9 Screws Types And Uses -List different types of screws

-Screw and their uses -Display samples of different screws
-State their uses
10 -Screwing -Explain and demonstrate methods of

Methods of driving screws screws
-Practice how to drive in screws
-Drive in screws using appropriates
methods
FURNITURE MAKING
SS 2 SECOND TERM
1 Portable power tools and their Explain portable power tools

operations -Observe the displayed portable power
Portable power tools types and tools
their uses -Differentiate between
portable power tools and machine tools
2 Portable power tolls operations -Demonstrate the uses of portable power

-Operation of portable power tools
tools -State the types of portable power tools and
their uses
-Operate portable power tools
3 Design fundamentals -Explain the element and principles of

-Element of design design
-Principles of design -Explain the principles of design
-Explain the different and principle of
design
4 Stages in furniture design -Discuss different stages in design

-Preliminary sketches -Design a simple furniture item following the
-preliminary full-size drawing stages in design
-Final drawing -Produce working drawing of a furniture
item
5 Stages in furniture design -Discuss different stages in design

-Preliminary sketches -Design a simple furniture item following the
-preliminary full-size drawing stages in design
-Final drawing -Produce working drawing of a furniture
item
6 Fourniture construction -Display different simple of furniture items

-Frame construction -Discuss different types of furniture
-carcasse construction construction
7 Fourniture construction -Display different simple of furniture items

-Frame construction -Discuss different types of furniture
-carcasse construction construction
8 Box and construction Demonstrate the different steps involved in

furniture construction
-Sketch and construct simple furniture
items
-construct simple furniture items
9 Revision Revision
FURNITURE MAKING
SS 2 THIRD TERM
1 Meaning and forms of -Define upholstery

upholstery -Explain the forms of upholstery
-Define upholstery -List at least two forms of upholstery
-Form of upholstery -Note the forms of upholstery definition
-Sample of upholstery items
2 Meaning and forms of -Define upholstery

upholstery -Explain the forms of upholstery
-Define upholstery -List at least two forms of upholstery
-Form of upholstery -Note the forms of upholstery definition
-Sample of upholstery items
3 Tools uses in upholstery -List and describe upholstery tools with the
construction students
-Upholstery tools and their uses -State their uses
-Describe different types of upholstery tools
4 Tools uses in upholstery -List and describe upholstery tools with the
construction students
-Upholstery tools and their uses -State their uses
-Describe different types of upholstery tools
5-6 Machine tools uses in List and describes the various types of
upholstery construction upholstery machines
-Types of upholstery machines -Note the different types of upholstery
and their machines and
-Mention any one they have seen
-Identify at least three types of upholstery
machine
-State the uses of the machines
7-8 Traditional and modern padding -Describe traditional padding materials and
materials modern padding materials
-Traditional padding materials -Note the types of padding materials
-Modern padding materials -Samples of traditional and modern padding
materials
-Describe the properties and characteristics
of materials
-Torch and feel the available materials
-State the characteristics and the materials
in each group
BOOK KEEPING
SS 2 FIRST TERM
1 Accounting Concepts and Teacher Activities:

Conventions: (i) Define accounting
(i) Explain the meaning of concepts and
accounting concepts and conventions
conventions. (ii) Identify basic
(ii) Identify basic accounting accounting concepts
concepts. Student Activities:
Learners make note on
accounting concepts and
conventions.
A chart showing diagrams and
relevant text books.
2. Accounting concepts: Teacher Activities:

Explain basic accounting Explain basic accounting
concepts. concepts.
Students acivities:
Learners ask questions on
basic accounting concepts
Charts showing diagrams and
3. Accounting conventions: Teacher Activities:

(i) Identify basic accounting Teacher list and explain basic
conventions. accounting conventions.
(ii) Explain basic accounting Student Activities:
conventions. Learners ask questions on
basic accounting conventions
4 Depreciation:
(i) Explain or define Teacher Activities:
depreciations. Define depreciations
(ii) Identify causes of Student Activities:
depreciations. Learners identify causes of
depreciation
5 Depreciation methods: Teacher Activities:

(i) List various
(i) Mention various types of methods of
preparing depreciation. depreciation
(ii) Explain fix instrument (ii) Explain fixed
method. instalment method
Student Activities:
Learners identify various
method of depreciation
6
Depreciation methods: Teacher Activities: - guides
(i) Explain diminishing the students to identify and
balance sheet method. understand depreciation
(ii) Explain revaluation methods.
method. Student Activities: learners
understand method of
depreciation.
charts, diagrams, videos.
7. Depreciation computation: Teacher Activities: -

Compute simple depreciation by Demonstrate how to compute
using the simple depreciate
(i) Fixed or straight line Student Activities: learners
method practice various methods of
(ii) Diminishing balance depreciations.
method Instructional Resources:
(iii) Revaluation methods: charts, diagrams, videos.
8. End of year Adjustment: Teacher Activities: -
i). Explain adjustment. Explain adjustment and lead
ii). Identify two types of adjustments students to identify two types
of adjustment.
Student Activities: learners
write note on adjustment.
charts, diagrams, videos.
9. End of year Adjustment: Teacher Activities: -

(i) Explain the treatment of Explains accruals and
Accural expenses and in prepayments.
the end of the year Students Activities:
adjustment Learners write note on
accruals and prepayments.
ii). Explain the treatment of prepaid Instructional Resources:
expenses and income in the end of relevant text books.
the year adjustment
10. Bad and doubtful debts Teacher Activities: -

(i) Define bad debt demonstrate adjustment in the
(ii) Define doubtful debts appropriate book.
(iii) Differentiate between bad Students Activities: learners
debt and doubtful debt. understand and practice
adjustment in the appropriate
books.
Instructional resources:
relevant text books and
calculators.
.12. Bad and doubtful depts.: Teacher Activities:Define

(i) Explain how to make bad debt and doubtful debts
provision for doubtful Student activities: learners
depts. understand difference
(ii) Explain methods of between bad and doubtful
recording bad depts. and debt.
doubtful debts in the Instructional resources:
appropriate book relevant text books and
calculators.
Teacher Activities: guide the

students on how to post bad
debt and doubtful debts in the
appropriate books.
Students activities: learners
understand bad and doubtful
debt.
relevant text books
BOOK KEEPING
SS 2 SECOND TERM
1 Stock valuation: Teacher Activities: Teacher

i. Explain stock valuation explains stock valuation and
ii. State the purpose of stock states its purpose.
valuation Students Activities: Learners
ask questions on the purpose
of stock valuation.
A chart showing stock
valuation.
2 Stock valuation: Teacher Activities:

i. List different method of stock
valuations. i. List different
ii. Compute stock valuation using methods of stock
FIFO method.ie first in first valuation.
out. ii. Compute FIFO
method
Students activities: learner
understand different methods
and compute FIFO method.
Instructional resources: A
chart showing different
methods of stock valuation.
3 Three column cash book: Teacher Activities:

i. Revist single column and Guide the students to identify
double column cashbook as a the columns of three columns
reminder. cash book.
ii. Explain the three column Students Activities- leads
cashbook students to differentiate
iii. Identify the column of a three between single double and
column cash book. three column cash book
Instructional Resources: A
chart showing the format of
three column cash book.
4 Three column cash book: Teacher Activities:

i. Differentiate between single, i. Differeciate
double and three column cash between single
book column cash book
ii. Prepare three column cash double and three
books. column cash book.
ii. Prepare three
column cash book.
understand the differences
between single, double and
5 Classes of ledger: Teacher Activities:

i. State the classes of ledger i. Explains classes of
ii. Identify column in ledger. ledger
ii. Lists the columns in
the ledger.
Students Activities: learner
ask questions on columns of
ledger.
6 Classes of ledger: Teacher Activities:Teacher
i. Explain extraction from cash posts transactions into ledger.
book to ledger Student Activities - Learner to
ii. Post transactions into a understanding how to post
ledger. transactions into a ledger and
practice more exercises.
ledger.
7 Trading, Profit and loss Account: Teacher Activities:

i. Define Profit and loss i. Defines trading
accounts. profit and loss
ii. Preparation of profit and loss account.
account with adjustment e.g ii. Explain trading
prepayment, accruals, profit and loss
depreciation, bad and doubtful account with
debts. adjustment.
trading profit and loss
accounts.
8 Trading, Profit and loss Account: Teacher Activities:

i. Practice more exercise on i. Guides students to
trading profit and loss account make adjustment
with adjustment ii. Prepare trading
ii. Excursion to a business profit and loss
organisation. account.
Student activities: Learner
practices more exercise.
Annual Report, a chart
showing the format of trading
profit, relevant text books.
9 Trading, Profit and loss Account Teacher Activities:Guides

and balance sheet: the students to make
i. Explain the treatment of the adjustment as it affect
adjustment in the balance balance sheet.
sheet i.e bad and doubtful Student Activities: learner
debts on debtor, depreciation practice more exercise.
on fixed assets, accruals as Instructional resources,
liabilities and prepaid as annual report, charts relevant
assets text books.
10 Revision Revision.
BOOK KEEPING
SS 2 THIRD TERM
1 Receipt and payment: Teacher Activities:

i. Meaning of receipt and (i) Define receipts and
payment payment.
ii. Limitation of receipt and (ii) State the limitations
payment. Student Activities:- learners
take notes
chart showing the limitations
of receipts and payments.
2 Receipt and payment: Teacher Activities:

i. State the purpose of (i) Explain purpose of
receipt and payment receipt and
ii. Explain features of receipts payment.
and payment. (ii) State the features
of receipt and
payment.
Student Activities:- Learners
take note on receipts and
payment account.
chart showing the purpose of
receipt and payments.
3. Receipt and payment: Teacher Activities:

i. Identify users of receipts (i) List the users of
and payment receipt and
ii. Identify the concepts of payment
receipts and payment. (ii) Guide the student
to understand its
content.
Students Activities: Learners
understand the content of
receipt and payment.
(i) Annual report of
non profit making
organisation
(ii) Excursion to non
profit making
organisation.
4 Receipt and payments: Teacher Activities: Prepare a

i. Prepare a simple receipt simple receipt and payment
and payment account.
ii. Excursion to a non- profit Students Activities: Learner
making organisations understands how to prepare a
simple receipt and payment
account.
chart Annual reports of non-
profit rganization.
5. Income and expenditure: Teacher Activities:

i. Meaning of income and (i) Explain income and
expenditure expenditure
ii. Differentiate between (ii) Differentiate
income and expenditure between income
and receipts and payment. and expenditure
and receipt and
payment.
Student Activities:
Learner understands the
income and expenditure
account
chart showing the difference
between income and
expenditure, Receipt and
payment.
6 Income and expenditure: Teachers activities:

i. Identify the users of i) List the users of
income and expenditure income and
account. expenditures
ii. Identify the contents of ii) Explain the content
income and expenditure. of income and
expenditure.
Student Activities:
i) Understand the
users of income
and expenditure
ii) Understand the
content of income
and expenditure
chart showing the list of users
of income and expenditure
account.
7 Income and expenditure: Teacher Activities:

i. Features of income and i. Explain the
expenditure. Features of income
ii. Source of income of non and expenditure.
profit making organisation. ii. List source of
income of non profit
making
organisation.
Student Activities: Learners
understand income and
expenditure account.
Instructional Resources: a
chart showing the list of
sources of income of non
profit making organization.
8. Income and expenditure: Teachers Activities: explains

i. Determination of how to determine sales and
purchases through the use purchase when preparing
of total purchases/creditors trading assets of non-profit
control account. making organization
ii. Determination of sales Student Activities: learners
through the use of total understand the income and
debtors control account. expenditure account.
total debtors and creditors
control account.
9. Income and expenditure: Teacher Activities: Explain

Prepare a subscription in advance treatment of subscription in
and arrears as it affect income and arrears and advance in
expenditure account. income and expenditure
account.
organiza more exercise on the
treatment of subscription in
arrears and advance.
Instructional resources: A
subscriptions in arrears and
advance.
10 Income and expenditure: Guides the students to

Prepare a simple income and prepare income and
expenditure account. expenditure account.
Students Activities: learner
goes on excursion to non-
profit making organization.
annual report of a non-profit
making rganization.
- Formats of income and
expenditure.
11 Income and expenditure: Teacher activities: Teacher

Prepare more exercises on income supervises the preparation
and expenditure account. mark the exercises and do
corrections.
Annual Report and a chart
showing the format of a non-
profit rganization.
Examination
13 Examination

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FEDERAL CAPITAL TERRITORY, ABUJA

FCT SENIOR SECONDARY SCHOOL TEACHING SCHEMES

Third Edition: 2014

Produced by ERC Mini Press

In this new curriculum by NERDC, there are four compulsory subjects

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

Finally, I recommend the 2014 new Senior Secondary School Teaching

Secretary for Education

Consequently, some staff of the FCT Education Resource Centre (ERC) in

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

I specially thank all others who contributed in various ways to the

WEEK TOPIC CONTENT ACTIVITIES

1 Speech Listening comprehension: The teacher presents an

Vocabulary Words associated with the The students should be able

Structure Noun phrases: position and Identify features or functions

2 Speech Listening comprehension: Students should listen

Vocabulary Words associated with health; Mention words association

Structure Pronouns: relative and Identify relative and

Continuous Expository essay: eg Discuss the style/format of

Reading Reading for implied meaning Read to grasp the main

Structure Nominalization Identify words that are

Continuous Writing speeches for specific Discuss the various

4 Speech Unstressed vowel sounds e.g /a/ Identify the unstressed

Structure Pronouns: Other types of Identify the other types of

Reading Reading for critical evaluation Read a passage carefully

Continuous Argumentative essay: Define argumentation essay

5. Speech Consonant clusters: two Pronunciation drills, give

Summary Reading to summarize longer Read the passage identify

Continuous Argumentative essay Write a well composed

6 Speech Three consonants in initial Pronounce correctly the

Structure Adjectival phrases and their Identify adjectival phrases,

Continuous Creative writing {i} features of a Discuss the features of a

7 Speech Listening comprehension: Listen attentively to a

Vocabulary Spelling of words: Explain meaning of words

Summary Reading to summarize longer Read materials, identify topic

Continuous Narrative essay Discuss the features of a

Structure Adverbial phrases and their Identify the vowels,/e/ and

Reading Reading chapters of books and {1} Explain note making

Reading Words substitution in passages Read passage carefully,

Summary Reading to summarize in a Read the passage carefully,

Continuous Formal letter: Letter of request Discuss extensively past

10 Speech Vowels /i/ and /i:/ Pronounce the vowels

Structure Determiners e.g few, many, Explain determiner, identify

Reading Reading for critical evaluation Read a passage carefully

Continuous Formal letter [other types] e.g Identify features of a formal

11 Speech Vowels /u/ and /u:/ Identify the two vowels,

Reading Word substitution in passages Read the passage carefully,

Continuous Revision [formal letter: Identify features of a formal

12 Speech Revision of vowels taught [pure Pronunciation drills. Practice

Reading Revision {guidelines on

Vocabulary Revision: Exercises on lexis.

13 General General renewal General renewal

WEEK TOPIC CONTENT ACTIVITY

1 Reading Reading for main gist. Read the passage carefully

Structure Prefixes as word extension Explain how prefixes can

Vocabulary Words associated with Explain meaning of

2. Speech Listening to poetry for Read the poems while

Structure Preservative prefixes e.g. ‘re’ Explains the meaning of

Continuous Free writing: (1) A short write –