R E S O U RC

E D U AT I O

E
CENTRE
C
FC
T - A BUJ A

FEDERAL CAPITAL TERRITORY, ABUJA

J S S TWO (2)

2014 Edition
EDUCATION RESOURCE CENTRE
Federal Capital Territory, Abuja

FCT JUNIOR SECONDARY SCHOOL TEACHING SCHEMES

2014 Edition

Third Edition: 2014

Produced by ERC Mini Press

Table of Contents

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 3

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

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

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

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

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 4

 Forward

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

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

This current edition is developed by the Curriculum Development Division

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

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

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

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

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

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

Kabir Usman

Secretary for Education

FCTA, Abuja

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 5

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

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

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

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

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

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

Mrs. Ramatu A. Ibrahim

Director, ERC
2014

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 6

 ENGLISH LANGUAGE

ENGLISH STUDIES
J S S 2 FIRST TERM

WEEK TOPIC CONTENT ACTIVITIES

1 RESUMPTION RESUMPTION TEST RESUMPTION TEST
TEST
2 Reading Understanding the writer’s The teacher should present and
purpose to persuade, discuss selected passages.
inform, convince. Teacher to guide students
through questions and
prompting.
Students to read passage and
identify keywords that point to the
author’s intention.
Group students to make
presentations
Teaching and learning resources
could be selected passages from
textbooks, stories, newspaper
cuttings, magazines poems etc.
Writing (an Story or passage on Teacher to give examples of
outline) adverse effects of some outlines using story/ passages.
chemicals used in Teacher to present story or
cosmetics or any relevant passage to students.
story or passage Students to identify outlines from
Highlight main and the given story or passage
supporting ideas. Teaching and learning resources
eg articles, supplementary
readers etc.
Listening and Revision of sounds:- Guide students to articulate
Speaking. Vowels:- a, e, I, o, u vowels sounds
Give phonetic symbols and Students to produce vowel
words. sounds at the beginning, middle
containing the sounds and end of a word:- age, bag,
e.g.-/i/ sit sip giggle data etc. teaching and learning
resources –flash cards.
Grammatical Parts of speech:- nouns Teacher gets passages for
Accuracy and pronouns. students to read in relation to
Identification of nouns and environment
pronouns in given passage Teacher leads students to
on environment identify functions of nouns and
Identify features of nouns pronouns.
and pronouns Students to identify features of

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 7

 Identify functions of nouns nouns and pronouns in given
and pronouns. sentences or passages
Teaching / learning resources,
charts, flash cards.

Literature: Short stories/ novelettes 1. Teacher to present stories /

short stories based on effects of climate articles related to climate change
And novel lets. e.g. floods, depletion of the 2. Teacher to guide students to
ozone layer, environmental indentify types of prose:-narrative
population etc. or descriptive.
3. Students to discuss story line.
4. Teaching/learning Resources
e.g. supplementary reader or any
relevant text.

3 Reading Understanding the writer’s Teacher to guide students to

purpose in a passage e.g. identify expressions to indicate
to irritate, annoy, please the author’s intention
and entertain. Teacher to guide students to
identify keywords that point to
author’s intentions
Students to use varied materials
for practice and answer
questions on how to identify
author’s intentions
Teaching / learning resources,
e.g. poems, prose etc.

Writing (an Arrangement of ideas in Teacher to lead the students to

outline) logical sequence, write identify and re- arrange all the
appropriate introduction ideas produced in logical
and effective conclusion. sequence.
Students to produce a draft:-
introduction, body and conclusion
Review the draft (edit and
amend).
Listening and Revision of sounds:- The teacher to lead students to
speaking. Consonants:-t, g, k produce consonant sounds in
Give phonetic symbols and context
word containing same Students to produce consonant
symbols. sounds in isolation
/t/:- telephone, seat, settle. The teacher to give words for
students to identify consonant
clusters
Teaching/ learning resources:-
flash cards, substitution table etc.

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 Grammatical Identification of verbs in Passages to be read to the
Accuracy given passages (from the students that have words/
(VERBS) text or story) as value register to do with value
orientation or any relevant orientation
passage. Students to identify features of
i). identify features of verbs part of speech taught
ii). Identify functions of Teacher leads the students to
verbs e.g. express action. identify function of parts of
speech taught.
Teaching / learning resources:-
relevant passages, text etc.

Literature Short stories/ novelettes 1. The students to identify type of

based on road crashed or prose
any relevant story/ 2. The teacher guides the
passage. students to discuss the features
of the story e.g. plot,
characterization, theme
3. Students to answer the
questions on the story read
4. Teaching/ learning resources:-
relevant materials etc.

4 Reading Reading for meanings of - Teacher leads students to read

words in various context selected passages and use
through surrounding words/ sentences to
Clues provided by explain meaning of targets words
surrounding words. - Teacher explains that sounds of
some words can signal meaning
- Students use context to figure
out the meaning of words
- Teaching/ learning resources:-
course work, various passages
etc.

Writing Types of composition Teacher leads students to

(composition) - Narrative identify elements of narrative
- Identify a narrative composition writing
composition use selected topics to illustrate
- Steps in composition narrative composition
writing Students to write a narrative
1. Introduction essay.
2. Body
3. Conclusion
Listening and Vowel sounds: - /i/ and /i:/ - Teacher guides students

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 9

 Speaking. identify contrast in sounds produce sounds in context and in
identify words containing isolation.
sounds in the beginning, - Students to identify contrast in
middle and end of word the two vowel sounds
e.g. - Learning resources:- flash
/i/:- sit, sip giggle. cards and charts.

Grammatical Adjectives -Teacher leads students to

accuracy Identification of adjectives identify functions / features of
from given passage – adjectives
gender issues -Students make sentences with
Identify features of adjectives
adjectives -Students identify adjectives in
Identify functions of given sentences
adjective eg quality noun/ -Teaching / learning resources-
pronoun use charts, sentence strips
Make sentences with
adjectives.

literature Folktale:- Nigerian and - Teacher narrates Nigerian and

African folktales. African folktales to students
Identify features:- didactic, - Teacher lead them to identify
entertaining, magical, features
riddles etc - Students dramatize folk tales
Students to identify moral
lessons.
- Teaching/ learning resources:-
relevant literature and
supplementary literature.etc.

5 Reading To identify the meaning of - Teacher to guide students to

words in various contexts read selected passages
through use of alternative - Teacher leads the students to
words that can fit into the think about alternative words to
context. replace targert words
- Student to list other possible
words that can fit the context.

writing Composition. - Teacher leads students to

Type of composition identify elements of descriptive
Descriptive composition writing
Identify description - Teacher to use selected topic to
composition illustrate
Steps in composition Students to write a descriptive
writing:- introduction, body essay.
and conclusion.

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 Listening and Vowel sounds:-/›/ /›:/ Teacher guides students to
speaking Identify contract in vowel produce sounds in context and in
sounds isolation
Identify words containing Students to identify contrast in
sounds in different vowel sounds
positions:- beginning, Teaching/ learning resources
middle and end of a word. recorded materials (audio and
video tapes ) sentence strips,
flash cards etc.

Grammar Parts of speech: - Teacher directs students to

conjunctions. identify features and functions of
Identification of conjunction
conjunctions from given Students to make sentences
passages on:- population/ using conjunctions
family life. Teaching /learning resources: -
Identify features of sentences strips and passages.
conjunction
Give functions of
conjunction.

Literature Popular myths/ legends:- Teacher lead students to identify

African and non African theme and features of myths /
Identify features of popular legends
myths / legends:- magic, Students to identify and state
super natural, superstitious moral lessons taught
etc. Students narrate any popular
myths/ legends known to them.

6 Reading Identify purpose in Teacher guides student to

selected passage e.g. identify expressions that indicate
Selected dissuade , stimulate authors intention or purpose in
passage on through or indoctrinate selected passage.
contemporary Students practice extensively
issues e.g. using varied materials presented
Hiv/Aids, mobile by the teacher.
communication Learning resources selected
passages from textbooks,
newspaper magazine writings
Writing Type of composition: Teacher leads students to
composition argumentative identify elements selected
List elements of passage
composition Leads students to generate ideas
Arrange ideas generated for an argumentative essay.
in logical sequence Students arrange ideas

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 11

 generated in logical sequence.
Learning resources selected
passages and topics.

Listening and Give phonetic symbol and Teacher leads students to

speaking (Vowel words containing /Λ/ produce sound in context and in
Sounds) and /ə/ e.g. /Λ/ bus money isolation
coming Students give other words
/ə/away tattoo neither containing the vowed sounds.
Identify contrast Learning resources: recorded
materials (audio and video types,
flash cards.

Grammar/ Identify prepositions from Teacher lends students to

Structure selected passage identify preposition in selected
(Preposition) Identify function features of passages
preposition Students make sentences with
Make sentences with preposition.
preposition Learning resources: various
passages, sentence strips.

Literature Short story: discuss Teacher leads students to read

(Prose) features plot, and identify types of prose
characterization, style, Engages students to discuss
theme, language. story line.
Students identify moral lesson of
story.

7 Reading (Critical Meaning and steps of Teacher explains the process of

Reading) critical reading: reading to critical reading : -
evaluate information i) understanding what the author
presented is writing about
Surveying: a quick glance Ii) identifying the authors
of what book or passage technique
contains by looking at Iii) evaluating the authors point of
table of contents or section view
by section sub- heading. Use selected passage to practice
step one: surveying
Students engage in extensive
practice
Learning resources: selected
passages, selections from other
subject areas.

Writing: Type of composition: Teacher presents selected topics

Composition expository to students to work on in groups

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 12

 Generate ideas for Students arrange ideas
expository essay generated in logical sequence
Produce a draft Student write expository essay
Learning resources: selected
topics.

Listening and Introducing consonants/f/ Teacher leads students to

speaking and /v/ produce sound in context and in
(Consonants) Words containing sounds isolation
e.g. /f/ photograph, funny Students give other words
Production of sounds in containing sound
context and isolation Learning resources: recorded
materials, flash cards.

Grammar / Simple present and past Teacher guides students to

structure tense identify simple present and past
(Tenses) Identify in given passage tenses in passage
Indicate when used e.g. Students make correct sentences
simple present – for action using tense
currently going on: he Learning resource: selected
works in the city etc passage from textbooks or
Simple past e.g. regular or newspaper cuttings
repeated action in the
past:- the children
attended the local primary
school.

Literature Selected poems – - Teacher leads students to

(Poetry) i) discuss meaning and discuss and explain meaning and
contents of poems contents of poems
ii) Identify language. - student identify language of
poetry
- learning resources: poetry
books or selected poems.

8 Reading: critical Identify main points and Teacher leads students to read
reading step ii, major sub- theme of passage to get main points and
skimming selected passages. major sub-themes
Identify opinions in Students engage in extensive
selected passage. practice to establish how to
identify items that form the
substance of texts.
Learning resources: selected
passages

Writing: letter Format of informal letters Teacher leads students to

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 13

 writing: informal Situations used discuss format of informal letters.
letter. Teacher explains situation
informal letter used
Students write on informal letter.

Listening and Words containing sounds Teacher leads students to

speaking : e.g. produce sound in context and in
consonants /dz/ /dz/: judge, rage, range isolation
and /ts/ /ts/: recharge, check, chain Student give other words
Produce sound in context containing sound
and in isolation Learning resources: recorded
materials, flash cards.

Grammar/ - Identify future tense in Teacher leads students to

structure: future selected passage identify future tense in selected
tense - Indicate when used: e.g. passage
to produce or say what is Students make correct sentences
likely to happen in future. using tenses
Work will begin next week. Learning resources:-selected
passages.

Literature: drama Read selected drama text Teacher leads students to read a
and identify themes, play and discuss themes, setting,
setting, plot, plot, characterization.
characterization Student act the play
Learning resources: drama texts.

9 Reading: critical Meaning of : - Teacher guides the students in

reading steps iii) line by line reading using steps to identify facts and
iv) recall and opinions in selected passages.
v) Review. - Teacher gives additional
- line by line reading : slow exercises for practice
and more concentrated - Students practice how to
reading of passage in identify facts and opinions in
sections and paragraphs given passages.
- recall: going over what Learning resources: selected
has been read and passages.
retained
- review: going over
prevision steps

Writing: formal Format of formal letters Teacher guide students to

letter Situations used discuss format of formal letters
and situations used.
Students write a formal letter.
Listening and Words containing sounds Teacher guides students to

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 14

 speaking : e.g. produce sound in context and in
consonant/ѳ/ and /ѳ/ thief, through, thin isolation.
/϶/ /϶/ the , there, therefore Students give other words
Produce sounds in context containing sound
and in isolation Learning resources: Recorded
materials, flash cards.

Grammar/ Identify adverb in selected Teacher leads students to

structure: passages identify adverbs in selected
adverbs List functions and features passages
of adverbs. Teacher and students state
Make sentences with features of adverbs e.g. time,
adverbs. place, degree etc.
Students make sentences with
adverbs learning resources:
charts, various passages.

Literature: prose Read selected passage or Teacher guides students in

text discussing feature of text read.
Discuss features: plot, Student identify moral of story
characterization, theme, Learning resources: story books.
language.

10 Reading: identify Read selected passage Teacher guides students to

meaning of Use context to explain discover meaning of words
words in context. meaning of words through dues provided by
Give alternative words to surrounding words
target words Students list other possible
words that fit the context
Learning resources: course
books

Writing: guided Select topic for writing Teacher presents several topics
composition Generate ideas for for students to choose from
introduction, body Teacher leads students in
Write a draft generating ideas for composition
Students produce a draft.
Learning resources.

Listening and Words containing sounds Teacher guides students to

speaking: e.g. produce sound in context and in
consonant /n/ twenty, nonsense, isolation
/n/and/ŋ/ ninth. Students give other words
/ŋ/ song, bank, spanked. containing sound
Produced sound in context Learning resources: recorded
and in isolation materials, charts.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 15

 Grammar / Categories of irregular Teacher explains the various
structure: verb: verbs categories of irregular verbs
irregular verb Have the same form: Teacher guides student to
identify various categories in a
In Past Past given passage
finitive tense participle
Students provide other words
that full in same categories
Learning resources: charts,
cost cost Cost passage etc

Cut cut cut

have two past tense past

participle:
infinitive past tense
past participle burn
burned/burnt
burned/burnt
Spoil spoiled/spoilt
spoiled/ spoilt etc.

Literature : Read selected drama text Teacher leads students to read a

drama and identify themes , play and discuss themes, setting,
setting, plot, plot, characterization
characterization Students write play and act
Learning resources: drama texts.

11 Reading : - Identify purpose of writer Teac her guide students to

reading to from use of certain identify key words expressions
understand expressions/key words. that to the authors intention in
purpose - Select passage on selected passage.
contemporary issue: eg Students answer teachers
inflation, corruption. question on how to identify the
authors intention in s selected
passage
Students practice extensively
using varied materials presented
by teacher
Learning resources: text books,
selected passages.
Writing: Letter - Identify type of letter Teacher leads student to identify
writing: A letter to - List features of type of type and features of letter

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 16

 your father letter Students write letter to their
describing your - Write letter a model father describing school
school. format Learning resources: Sample
letters, textbooks etc.

Listening and Identify words containing Teacher guides students to

speaking : sound e.g. produce sound in context and in
consonants /k/ chemistry, kerosene, isolation
/k/ and /g/ cattle Students give additional words
/g/ girl, goat, gun. containing sounds
Produce sound in isolation Learning resources: recorded
and in context. materials, charts.

Grammar/ Transitive verbs: can take - Teacher guides students to

structure: verb: direct object:- the men love identify transitive and intransitive
transitive and their children verbs from given passages.
intransitive Intransitive verbs: take no - Students practice using
object- the situation transitive and in transitive verbs
improved. to make sentences
Make sentences using - Learning resources: selected
transitive and intransitive passages, charts etc.
verbs

Literature : Prose Discussion of themes, plot - Teacher and students discuss

and setting of literature themes, plot setting of selected
text. text.
- Students answer questions, are
asked to bring out plot, themes
and setting of texts.

12 Reading : Read passage and identify Teacher guides students to read

reading to facts and opinions the selected material and
identify facts and Select passage on: the opinions in selected passage.
opinions merits of exclusive breast Students answer questions to
feeding for infants”. Or any demonstrate understanding of
relevant passage passage
Learning resources: selected
passage.

Writing : writing From a selected passage Teacher exemplifies outlines

outlines highlight: using passage
Main and supporting ideas Students identify main and
Arrangement of ideas in supporting ideas arrange ideas in
logical sequence logical sequence and write
Introduction and appropriate introduction and
conclusion. conclusion.

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 Learning resources: model
essays, passages etc.

Listening and Introducing consonant Teacher leads students to

speaking: clusters identify clusters from selected
consonants Identify clusters from passage
selected passage. Students identify clusters from
E.g. I) two consonants= given words
maps, hand Learning resources. Word strips,
Ii) three consonants = passages
ants, camps masks
Iii) four consonants =
prompts, exempts

Grammar/ Identify classes of Teacher leads students to

structure: adjectives e.g. identify classes of adjectives
classifying Colour adjectives- from given passage
adjectives She has light brown hair Student make sentences from
It was a bright green hat. examples give by teacher
Compound adjectives: Learning resources: charts,
A grey- haired man passages
A part time job etc.

Literature: poetry Selected poems or text Teacher guides students to read

Identify meaning, themes and identify meaning and themes
and language used. in poem read.
Students practice extensively
with various poems
Learning resources: poetry text.

13 Revision Revision Revision

14 Examination Examination Examination

ENGLISH STUDIES
J S S 2 SECOND TERM

WEEK TOPIC CONTENT ACTIVITIES

1 Resumption test Resumption test Resumption

2 Reading: to indentify - Read selected - Teacher guides
meaning of words in passage: identity students to identify
context. meaning of words meaning of words in
through provided by context.
surrounding words - Student’s give
-provide alternative alternative words/

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 18

 words that fit into the phrases to target words.
context. - learning resources:
various passages, course
books.

Writing: an application for - write model - Teacher presents model

employment application for application for
employment employment and reviews
- review features of a features of formal letter.
formal letter. - Student’s use model to
write application for
employment.
- Learning resources: -
model letters.

Listening and speaking: - Introducing - teacher leads students

diphthongs. diphthongs: /ei/ e.g. to pronounce sounds in
day context and in isolation
- A diphthong has two - Student’s gave other
sounds which are words that contain
joined together as sounds.
they are pronounced. - learning resources:
- The first of the two recorded materials, flash
sounds, gains more cards.
loudness than the
second.

Grammar/Structure - Correlative - Teacher guides the

conjunctions Conjunctions: usually students to identity
have two parts . correlative conjunction in
(i) Both …. And = both selected passages
the boy and girl - Learning resources:
(ii) Either ….. or = recorded materials flash
either the boy are cards.
here or the girl is here
now.
(iii) Neither …. Nor =
neither the boy nor
the girl is here.

Literature: myths and - Retell popular myths - Teacher guides

legends. and legends in students to retell myths
various Nigerian legends in various
communities communities
- Find out popular - Students tell
myth/ legend in the myths/legends from their

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 19

 FCT own communities
- Students write on
popular mythy/ legend in
the F.C.T
3 Reading: reading for - Condition for reading - Teacher guides
speed. for speed: students to apply the
- Good eye sight speed reading conditions
- Avoiding word in reading selected
vocalization during passages.
reading - Students apply condition
- Increasing eye span for speed reading.
while reading, - Learning resources;
Reading pharses selected course book.
instead of words.
Writing: Element of - Elements of - Teacher presents model
composition. composition: the introduction of essay
introduction. writings.
- Introductions are - Teacher guides the
made with specific students to identify what
considerations for an introduction must
purpose and audience contain.
to which the writing is - Students write
addressed. introduction from model
- Teacer guideS given.
students to write
introductions for
various types of
writing.

Listening and speaking. Diphthongs /ai/ as in = - teacher guides students

mice, t ie, eye to produce sound in
context and isolation.
- students give other
words containing sounds.
Learning resources:
recorded materials.

Grammar /Structure - preposition with time - Teacher leads students

prepositions and date e.g to identify preposition with
- on Christmas day time and date in selected
- In august 1981 passages.
- On the morning of - Students give other
20th June. examples of preposition
with time and date.
Learning resources;

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 20

 select.

Literature - Prose - Introduction of - Teacher leads student

literature text (prose) to discuss another
and answer biography and introduce
biography. text
- Students identify type of
prose.

4 Reading: Reading for - Techniques of speed - Teacher guides

speed reading; students to practice with
- Surveying, scanning, different kinds of texts.
skimming - Rending could be timed
- Techniques and readers ability to
employed to obtain comprehend while
the main substance in reading at a first pace
a text or a particular measured.
piece of information. - Learning resources;
flash cards, reproduced
paragraphs, whole
chapters.

Writing – composition - Element of - Teacher present model

composition: the - Teacher guides
body. students to develop ideas
Building up the main to form the body of a
body of a composition composition.
- Develop main points - Students write out a
sub- theme/ points body of a composition
- Arrange ideas in from model given.
logical sequence.

Listening/ speaking: - Stress pattern- two - Teacher guides student

stress pattern syllable word with to put appropriate stress
stress on the first on individual words and in
syllable e.g lawyer, given sentences
tailor, speaker, - Students practice
teacher e.t.c extensively stressing two
- Two syallable word syllable words.
with stress on the
second syllable e.g
today, CONNECT,
Fifiteen e.t.c

Grammar / structure: - A verb is active - Teacher guides the

verbs active and when the subject students to identify active

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 21

 Passive. performs the action and passive form of verbs
described e.g in selected passages
- The boy threw the - Students make
ball sentences using active
- I lost the ring. and passive forms
- A verb in passive - Learning resources:
when the subject in passages, course books
the recipient of the e.t.c
action of the verb e.g:
- The ball was thrown
by the boy.
- He was fatally
wounded.

Literature: Drama. - Read selected - Teacher leads students

drama text to discuss story line
- Identify type- - Students identify
comedy or tragedy costumes
- Discuss features: - Students dramatize play
theme, costumes, - Learning resources:
e.t.c drama texts.

5 Reading. - Reading to identify - Teacher presents and

writers intention discusses selected
- Identify the different passages
expressions used by - Teacher guides
another to point to the students to identify key
readers their words that point to the
intentions. Authur’s intention in a
- Select passage on given passage.
contemporary issues - Students work in groups
e.g to rend and identify the
Environmental issues. writer’s intention and
make presentation at the
end of the lesson.

Writing: composition - Elements of - Teacher present model

composition: the - Teacher guides
conclusion: contains students to write outlines
final points, with detailed conclusion
observation and a on given topics.
stand on issues
discussed
- Conclusion is not a
repetition of points
earlier made.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 22

 Listening and speaking: Stress pattern- three - Teacher leads students
syllable word e.g to pronounce words with
Pho/to/graph, stress on appropriate
mi/ni/mum,. syllable
Bro/ther/hood, - Students identify
un/der/stand, syllable which is stressed.
bri/ga/dier. Learning resources: flash
cards.

Grammar /structure: Adverbial phrases: - Teacher guides

adverbials. when the grammatical students to identify
function of s single adverbials in selected
word adverb can be passades or sentences
performed by a - Students make
phrase it in an sentence with adverbials.
adverbial phrase e.g
- I saw both of them
very recently.
- They live very close
- The students are
working really hard.

Literature: Poetry. - Read selected - Teacher leads students

poems. to read poems
- Discuss meaning, - Teacher guides student
theme and language. to discuss, meaning,
theme, language.
- Students participate in
discussion.

6 Reading : - Read at the right - Teacher guides student

Comprehension speed to practice faster reading.
- Give correct - Student apply speed
answers to reading condition such as
Comprehension avoiding word
question that vocalization while
demonstrate reading.
improvement in - Learning resources:
reading speed. newspapers, selected
passages.
Writing : writing an - select a topic - Teacher guides
outline. - generate ideas for students to make an
introduction, body and outline of a essay on a
conclusion. given topic.
- Students generate ideas

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 23

 for the introduction, body
and conclusion.
- Students develop the
essay using the outline.

Listening and speaking. - Stress patterns: - Teacher guides

number stressing students to pronounce
(i) Number in teen words with stress on
have stress on the appropriate syllable.
syllable e.g four, - Students give other
TEEN, SIX TEE. examples of number
NINE’ TEEN. stressing.
(ii) Numbers in tens Learning resources:
have stress on the charts, flash cards.
first syllable e.g. Sixty,
fourth, seventy.

Grammar / structure : - Comparative forms - Teacher guides

adjective-comparative of adjective used to students to identify
forms. indicate that comparative adjectives in
something has more sentences/ selected
of a quality than passages
something else. - Students make
- Identify comparative sentences using
adjective in selected comparative forms of
passages / sentences adjectives.
e.g
She is prettier than
her sister.

Literature: Prose - Reading a literature - Teacher leads students

text. to read text,
- Discuss story line - Students discuss story
and characterization. line and characterization.
- Learning resources:
literature text.

7 Reading: Critical - Read selected - Teacher guides

evaluation. passage students to read selected
-Identify facts passage and work in
presented by author groups to identify facts,
- identify author’s author’s technique and
techniques opinions.
- evaluate author’s - Students make
point of view. presentations of their
group discussions.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 24

 Writing: formal letter. - Convention of body - Teacher leads students
of formal letters. to identify the
(i) Formal salutation: conventions in selected
eg dear Sir/Madam: formal letters.
dear Mr. present. - Students discuss
(ii) Signature of the language form used e.g.
writer: below the direct descriptive, full of
signature writer puts specifications.
his/her name - students practice
(iii) Language form extensively using various
used .eg letters
- Carefully structed Learning resources:
sentences sample letters.
- Right vocabulary for
the particular issue in
question.

Listening and Speaking: - Pronounce sound in - Teacher guides

diphthong. context and in students to produce
isolation sound in context and in
(i) /ᴐi/ boy, toy, isolation
boil,coin. - Students give other
words containing sound.
- Learning resources:
recorded materials.

Grammar /Structure: - More practice on - Teacher guides the

active and passive voice. active and passive student to identify what
voice. the main subject is doing
- Turn sentences in given sentences i.e
where the active voice Wether it carries out
occurs to passive e.g some action or in the
- The robbers broke target of the action
the door. expressed.
- The door was - Students make
broken by the sentences using active
robbers. and passive voices.
Learning resources:
charts, flash cards.

Literature : Drama - Reading a drama - Teacher leads students

text. to read text
- Discuss plot and - Students dicuss plot and
characterization characterization
- Learning resources:

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 25

 drama text.
8 Reading: - Reading and - Teacher guides
Comprehensive. answering questions students to read and
from recommended answer question from
text. recommended text.
- Students write out
answers to questions
from comprehension
passage.
- Learning resources:
recommended text books.

Writing: composition. - Write a composition - Teacher leads the

on the topic students to identify what
Poverty and hunger’ is needed to write on
or ‘a day I would each of the topics
never forget’. - Students generate ideas
- Keep to the three and write on their chosen
parts of the topic.
composition –
introduction, body and
conclusion.

Listening and Speaking: - Rhymes: two words - Teacher gives a word

rhymes. that end with the and options to choose
same sound e.g hat from e.g bargain.
and cat. a.begin, b regain,
- Identify words that c.begun, d. connive
rhyme with a given - students practice
word. extensively,
- Learning resources:
charts,
Grammar /Structure. - The use of ‘will’ and - Teacher leads students
Future tense. ‘shall’ to express to make sentences
future action expressing future action
(i) ‘I’ and ‘we’ only can with ‘will’ and ‘shall’
be used with shall e.g -students make
I/we shall go to Lagos sentences as directed
tomorrow - Learning resources:
(ii) They, you, he she,. substitution tables.
It,- cannot go with
shall only will’ e.g - Teacher leads students
he./she will go to to read selected poem
Lagos tomorrow.

Literature: Poetry. - Select a poem in - Teacherleads students

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 26

 which some lines to read selected poems.
rhyme. - Students answer
- Ask questions to questions to discover
draw out meaning meaning.
- Identify words/lines - Students identify
that rhyme. words/lines that rhyme.

9 Reading: Reading to - Select passage from - Teacher guides

increase vocabulary a particular field, e.g students to read selected
banking e.t.c passage
- Identify words - Students identify words
peculiar to banking peculiar to banking.
sector - Students make
- Use such words in sentences with new
sentences. words.

Writing: Informal Letter. - Write a letter to your - Teacher leads students

uncle who has just to review features of an
received a national informal letter
award. - Students write a
- Review feature of an congratulatory letter to
informal letter their uncle.

Listening and Speaking. Stress patterns: words - Teacher guides

that are not stressed. students to read the given
(i) Pronouns and words in sentence with
possessives e.g out putting stress on them
he,she, it , my, his, - Student practice
(ii) Auxiliary verbs e.g extensively.
can, may, was, are,
has.
(iii) Artictes e.g a , an,
the .

Grammar /Structure. - Adverb, conjunctions - Teacher leads students

and preposition in to read selected passage
selected passages and identify adverbs,
- Identify in selected conjunctions and
passages. prepositions
- Students made
sentences with adverbs,
conjunctions and
prepositions.
- Learning resources:
selected passages.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 27

 Literature prose - Read recommended -Teacher leads student to
literature text read literature text.
- discuss story line - Students disucss story
and characterization. line and characterization.
Learning resources:
literature text.

10 Reading: Reading for - Select passage in - Teacher gives selected

speed. relevant issues of passage
interest. - Teacher gives time
- Practice rapid within which it should be
reading read
- Ask question to - Student answer
measure questions passage read
comprehension. Learning resources:
selected passages.

Writing: a narrative - Write a narrative - Teacher leads students

essay. essay on any chosen to make an outline on a
topic chosen topic
- Ensure ideas follow - Students write out a
a logical sequence. narrative following
outline.

Listening and speaking. Introducing intonation - Teacher use sentences

patterns or recorded materials to
(i) Falling intonation: demonstrate rising and
when a tone falls e.g falling intonation
she is beautiful - Students practice with
(ii) Rising intonation: examples given by
when a tone rises teacher.
from low and gets to - Learning resources:
highest level e.g can I recorded materials, flash
see you please? cards.

Grammar / structure. - Nnouns number - Teacher eplains

possessive form and number, possessive form
gender and gender of nouns
- Nouns forming a - leads student to identify
regular plural e.g kiss- same in selected
kisses passages.
Bush – bushes e.t.c - Students give other
- Possession e.g examples.
Joe’s shoes, the - Leaving resources:
peoples wishes selected passages,
- Gender: charts.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 28

 - Masculine e.g. king,
boy, father, bull, lord
- feminine e.g. queen,
girl, cow, lady
- Common –may be
either male or female
e.g.
- Reuter- nouns that
are neither male nor
female e.g. table,
house, money airport.

11 Revision Revision Revision

12 Examination Examination Examination

ENGLISH STUDIES
J S S 2 THIRD TERM

WEEK TOPIC CONTENT ACTIVITIES

1 Resumption test Resumption test Resumption test

2 READING - Identifying topic 1). The teacher select

sentences materials or text that
contain topic sentences
- Identifying key ideas and key ideas.
- Identifying 2). Guides the students to
words/expressions that identify topic sentences in
redirect attention to main given text/material.
points in paragraphs and
passages that reflect on 3). Students identify topic
issues of national sentences and key ideas
concern e.g. population in materials/text used.
explosion, youth
unemployment. 4). Students to practice
identifying key
sentences/ideas in group.

WRITING Summary writing on 1). The teacher provides

selected and reaches appropriate
passage/materials. On passage on selected topic.
contemporary issues
such as 2). Students to identify key
topic sentence.
- the roles of consumer in

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 29

 the market e.g. 3). Guides students to
identify key ideas in the
i). buying goods and passage/materials read.
services
ii). Providing teed back in
goods and services.

GRAMMATICAL Adverbial clauses:- 1). The teacher leads

ACCURACY students to read given
1). Adverbial clause of passages.
purpose e.g. He went to
bed early so that he will .2). Guides them to
not be late to school. identify adverbial clauses.
2). Identification of 3). Make sample
adverbials in given sentences with the
passages on:- students.
i) Our culture 4). Students construct
sentences using adverbial
ii) Human Right clause of purpose.

LISTENING/SPEAKING Vowel - /a/ and /a:/ 1). The teacher to guide

the students in vowel
/a:/ = fart, cart, harm sound articulation.
/a/ = man, rag, batch. 2). Guide the students to
produce words watch
these sounds.

LITERATURE Types of poetry:- 1). The teacher discusses

different types of poetry.
Epic, lyric, ballads and
dirge. 2). The teacher gives
examples of types of
poetry.
Students to write types of
poetry and give example
of each.

3 READING Summary reading 1). The teacher asks the

techniques:- students questions to
direct them to provisions
1). Identifying topic lesson on this topic.
sentences key and words
and expression that 2). The students to identify
signal attention to the the three techniques.
main points from

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 30

 paragraphs and 3). The teacher guides the
passages that reflect students to draw out the
issues of national techniques from given
concern e.g. passage/paragraph.
hunger/poverty or any
relevant topic.

WRITING Summary writing on 1). The teacher recaps the

selected passages on previous lesson on this
contemporary issues topic.
such as:-
2). The teacher leads the
i) Factors that influence students to discuss factors
buying decisions. that influence buying
decisions.
ii) Consumer decision
making process 3). Teacher guides the
students to explain
- impulse buying impulse and rational
buying.
-rational buying

GRAMMATICAL Adverbial clause:- 1. The teacher leads

ACCURACY students to identify
Forms of expressing Adverbial clause of
conditions e.g. if, unless, condition in given
provided, as long as etc. passages/text
- introduces a possible 2. Students to construct
situation and its sentences using Adverbial
consequences e.g. clause of condition.
i). if you do well in your 3. Teaching/learning
exams, you will easily get resources: sentences,
into University. ships, charts, passages
etc.

LISTENING/SPEAKING Intonation 1). The teacher guides the

students to make
i. rising tone sentences with rising
tonation
- rises from low pitch
slowly until it gets to the 2). Provides passages
highest level. with varied tonation for
students to identify rising
Uses:
tone.
- For making request
3). Teaching/learning
- for asking yes or no resources:- sentence,

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 31

 questions. strips, charts etc.
- for making controversial
statements.

LITERATURE Language of poetry:- 1. The teacher leads the

concise, unique, high. students to read a
selection of poems from
the recommended poetry
text/supplementary book.
2. The students discuss
the meaning and contents
of the poem.
3. Teacher guides the
students to identify the
language used.
4. Leads the students to
write a poem.
5. Teaching and learning
resources:- recommended
and supplementary text or
poetry.

4 READING Reading to identify facts 1. Teacher to select and

and opinions e.g. “The present an appropriate
merits of exclusive passage
breastfeeding for infants”
or any other topic of 2. Teacher guides
interest. students to read selected
materials in group to
identify facts and opinions
in given passage.
3. Teacher guides
additional
practice/exercises to
students
4. Teaching/learning
resources: selected
passages, selection from
other subjects area etc.

WRITING Speeches or materials 1. The teacher reads or

(live or recorded) based plays selected materials

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 32

 on any of the following: identify and explain the
main ideas in the
1). The family materials listed to.
a. nuclear 2. Teacer guides them to
identify speaker’s mood
b. extended
and intentions.
2). Discipline in schools
3. Teaching/learning
3). Our environment resources:- recorded
speeches/materials etc.
4). Examination
malpractice etc.

GRAMMATICAL Tenses:- 1. The teacher present

ACCURACY passages and paragraphs
- Present Perfect – an containing the two tenses.
action that has been
completed e.g. They 2. Teacer guides the
have heard the news of students to identify
his death. present and past perfect
tenses in the
- Past perfect tense – passage/paragraph
action had been provided.
concluded e.g. They had
heard the news of his 3. Teacer leads students
death. to make sentences with
the present and past
perfect tenses.
4. Teaching/learning
resources:-
passages/paragraphs
presented or
supplementary readers,
charts, or sentence strips
etc.

LISTENING/SPEAKING Intonation: falling tone 1. The teacher guides

students to make
1. This represents the sentences with falling
pitch that falls. tone.
Its functions:- 2. Provides passages/text
for students to identify
- For making commands
falling tone.
(imperative statement)
e.g. walk out of here! 3. Students to write
sentences indicating

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 33

 - For making questions falling tone.
starting with interrogative
adverbs; WH questions 4. Teaching/learning
e.g. How many are they? resources:- charts,
Who saw them? Why are sentences strips
you here?

LITERATURE Poetry:- 1. The teacher discusses

the two types of poetry
i. Narrative with the students.
ii. Ballads 2. The teacher presents
samples of the poems for
- Identify each of these
discussion.
poems
3. Students to identify
- Identify language used
each of the poems given.
in each of them.
4. Students to be grouped
- Identify the theme of the
to write sample of any of
poem.
the two types of poems.
5. Teaching/learning
resources:- sample poems
presented, recommended
poetry book.

5 READING 1. Identify key 1. The teacher presents

points/ideas in different selected
passages/paragraphs materials/passages to
presented. student.
2. Write summary of 2. Group students to
passage/paragraph identify key points/ideas in
given. a given passage or
paragraph.
3. Students to identify
words, expressions or
sentences that direct
attention to the main
points in the
passage/material.
4. Teaching/Learning
Resources:- Course book,
other relevant materials
e.t.c.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 34

 WRITING 1. Speeches and 1. Teacher provides
materials (recorded or recorded or live materials
live) based on selected for student use.
topics e.g examination
malpractice. 2. The students listen to
provided material and give
2. Identify possible interpretation.
interpretations based on
material presented 3.The teacher guides the
students to summarise
given material.
4. Teaching and learning
resources recorded
speeches/materials,
course book e.t.c.

GRAMMATICAL Tenses:-Past Continuous 1. The teacher provides

ACCURACY Tenses:- refers to a paragraphs/ sentences.
continuing action that
happened in the pasty. 2. The students to
underline the given tenses
i. Sentences/paragraphs from the
with the Past Continuous paragraphs/sentences.
Tense.
3. Teaching/Learning
ii. Identify the given tense Resources:- Course book,
from passage e.g. charts or sentence strip.
I was sewing the dress
until midnight.
We were doing it.

LISTENING/SPEAKING Intonation:- Rising Tone 1. The teacher provides

and Falling Tones paragraphs/ sentences.
-Present sentences/ 2. The students to identify
passages with rising and the tones in the given
falling tones. material.
-identify the tones in the 3. Teaching/Learning
given Resources:- Charts,
sentences/passages. sentence strip e.t.c.

LITERATURE 1. Drama Text:- 1. The teacher leads the

students to state kinds
- Kings of Drama:- and features of Drama.
Comedy and Tragedy.
2. The students to identify

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 35

 - Features of Drama:- and discuss different types
Theme, stage costumes of drama.
e.t.c.
3. Teaching and Learning
Resources:- Selected
plays from recommended
texts, supplementary
readers e.t.c.

6 READING Reading to answer 1. Teacher selected

questions:- suitable contemporary
passages.
1.Reading and answering
other types of questions 2. The teacher drawn
that require suitable comprehension
questions on selected
-Conclusion to be drawn passages to cover all
levels of comprehensive
-To make projections
e.g. where, when, how,
-To elicit students why, what e.t.c.
opinion.
3. The students respond
to teacher’s questions on
passages read.
4. Answer questions on all
levels of comprehension
5. Teaching/Learning
Resources:- Selection
from other subject areas,
Newspaper/Magazine
cutting, recommended
text.

WRITING Writing a composition:- 1 .The teacher guides the

students by using a
1.Write a composition on selected topic.
the topic
2. The students generate
-My favorite ideas and write on the
subject/teacher or any selected topic.
other topic of your choice.
3. Students discuss the
-Bear in mind the three ideas in the selected
elements of composition topics.
writing.
-Using appropriate words

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 36

 and expression.

GRAMMATICAL Tenses:- Present 1. The teacher present a

ACCURACY continuous tense:- passage or texts with the
present continuous tense
-Usually carry “ing”
2. Leads the students to
-Used when action is identify the tenses in the
happening. passage/text.
1. Selected appropriate 3. The students to identify
texts/passages with the the tenses in the
required tenses. passage/text.
2. Identify the tense 4.Teaching/Learning
(Present Continuous) in Resources:-Sentence
the given text or Strips, passages/text from
passages. course book e.t.c.
3.Make sentences using
the present continuous
tense.

LISTENING/SPEAKING Question Tags:- a very 1. The teacher engages

short clause at the end of the students in pair
a statement which activities with reference to
changes a statement into questions and their tags.
a question e.g.
2. Teacher initiates
T. Today is Monday, isn’t activities.
it?
3. Students participates in
S. Yes, it is. activities.
4.Teaching/learning
resources:- Charts and
sentences strip.

LITERATURE Drama text:- From 1. The teacher guides the

recommended text book. students to read the
selected play.
1. Message of the text.
2. Leads them to identify
2. Essential the message in the
props/costumes play/discuss the story line.
3. Lead them to identify
props/costumes.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 37

 4. Act the play.
5. Teaching/learning
Resources:- Selected
play, props/costumes
required e.t.c.

7 READING Reading for meanings of 1. Teachers guide

words in various context students to think of
through alternative words in place
of target words.
-Clues provided by
surrounding words 2. Teacer guides students
to use previous
-Alternative words that experience to identify the
can fit into the context meaning of target words.
using presented
passage/material 3. The students to use
previous experiences to
figure out the meaning of
words.
4. The students to give
alternative words/phrases
to target words.
5. Teaching/learning
Resources:- Various
passages/materials.
Course books.

WRITING Written composition:- “My 1. The teacher guides the

Future career” Or any students on the
topic chosen include:- given/individual topics
- Introduction 2. The students plan their
composition.
- Main body
3. Students to write out
- Conclusion the given composition.

GRAMMATICAL Conditional statements:- 1. The teacher guides the

ACCURACY Contrasting conditional students by giving them
statement using sample sentences.
a) even though 2. Teachers present a
b) at least E.g. I may passage or paragraph for
go to school, even students to identify the
though I might be conditional statements.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 38

 late. 3. Lead students to make
conditional statements.
From a given
passage/paragraphs 4. Teaching/learning
identify conditional Resources:-Passages
statement. course book, sentence
strips e.t.c.

LISTENING/SPEAKING Question tags:- e.g. :- 1. Engage students in

pairs and guides them to
Joy : Grace is dutiful, isn’t make their own questions
she? and sentences using
appropriate intonation.
Fati: Yes, she is.
2. Teacer guides them to
Isah: Ibrahim is a
produce questions tags.
Christian isn’t he?
3. Teacer leads them to
John: No, he isn’t
give appropriate
Use appropriate stress responses.
and intonation in
4. Teaching/Learning
questions and their tags
resources:-Recorded
materials, supplementary
reader e.t.c.

LITERATURE Prose:- Reading of 1. The teacher presents

literature text. the text.
1. Identify type of prose. 2. Engage the students in
the discussion of the
2. Discuss features of the features of the prose.
prose e.g. plot,
characterization, style, 3. Students to identify the
setting, language, and type of prose.
theme.
4. Teaching/learning
Resource:- Course book.

8 READING Reading to acquire new 1. The teacher presents

words. passages/materials on
chosen topic.
- Present a passage/text
that has specific register 2. Teacer guides the
of words on:- students to read and
identify specific register of
1.Agriculture words.
2.Medicine 3. Students to read and
identify register of words

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 39

 in a given passage.
4. Teaching /learning
Resources:- passages/text
or any relevant materials.

WRITING Organizing main ideas 1. The material/text to be

correctly into used to be presented by
paragraphs:- From a the teacher.
given text or passage or
relevant material. 2. Discuss the
text/material with students.
1. Identify the different
ideas presented. 3. Students to identify the
main ideas and organize
2. Organise each of the them into paragraphs.
ideas identified into
paragraphs 4. Teaching learning
resources:- Text/passage,
Newspaper cutting e.t.c.

GRAMMATICAL Qualifiers:- Adjectives:- 1. Teacher gets students

ACCURACY to read passages.
1. Identification of
adjectives in a given 2. Leads them to identify
passage. and state functions of
Adjectives used in the
2. Functions of passage.
adjectives.
3. students to identify and
3. Making sentences with make sentences with
Adjectives. Adjectives

LISTENING/SPEAKING Vowel sounds 1. The teacher produces

(Diphthongs) /au/ - know, materials highlighting the
go, sow. pronunciation of target
sound.
Sentences, Paragraphs,
passages, poems and 2. Emphasizes the correct
plays should form the articulacy movements in
content for highlighting the pronunciation.
the sounds indicated.
3. Students listen to the
teachers and practice the
articulation of the sounds
in context.
4.Teaching/learning
resources:- flash cards,

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 40

 recorded material e.t.c.

LITERATURE Drama Text:- Short play 1. The teacher guides the

students to read selected
- Identify the essential play.
language features of the
play. 2. Teacher selects
students to act out the
- Identify the major play and read aloud.
character(s).
3. Listens to their diction.
- Act out the play
4. Students to identify
language and major
characters of the play.
5. Teaching /learning
resources:- a short play.

9 READING -Read selected passage -Teacher explains what

to identify facts and facts and opinions are in
opinion. given passages.
-Identify authors -Students practice critical
techniques evaluation through
extensive discussion in
groups.
-Learning resources:
selected passages.

WRITING Write on any of the -Teacher guides students

following topics:- to make an outline on
choosing topic.
-Why I chose to become
a doctor. -Students identify type of
essay.
-Why I chose to become
a teacher. -Students write out essay
-Make out an outline for
introduction, body, and
conclusion.
-Write out essay.

GRAMMATICAL Turning sentences into -Teacher guides students

ACCURACY questions e.g. to ask questions correctly
-The boys went away = -Students identify the

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 41

 Did the boys go away? tenses of the verbs in the
questions
-They have done the
work = Have they done -Learning resources:
the work? charts, flash cards.
Note the tense of the
verbs in the question.

LISTENING/SPEAKING Oral comprehension: -Students identify and

listen to speech or explain main ideas from
recorded material on a material listed to.
selected topic.
-Teacher leads students to
identify possible
interpretations of material
they have listened tp.
_Learning resources:
recorded
speeches/materials

LITERATURE -Definition of irony: using -Teacher explains the

words to suggest the meaning of irony and
opposite of their literal gives examples.
meaning in a humorous
way. e.g. when a fat -Teacher guides students
woman is described as a to identify irony in
very thin woman, that is literature text.
an irony.
- Students make correct
-Identify irony in literature sentences with irony.
text.
-Construction of correct
sentences with irony.

10 READING Reading to acquire new 1. The teacher presents

words:- Selected the selected passage.
passage on any chosen
topic that has register or 2. Guides the students to
words e.g. Engineering, read and identify the
Lawyers e.t.c. words.

1. Read and identify 3. Students to make

register of the given sentences using the words
passage. identified.

2. Explain meaning of the 4. Teaching/learning

Resources:- Selected

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 42

 words. passage
3. Make sentences with
the words.

WRITING Write an essay on the 1. Teacher guides the

topic “my school” students to write an
outline.
-Identify the topic of the
essay 2. Students to write out
the essay.
-Write outline of the
essay.

GRAMMATICAL Modifiers (Adverbs) e.g. 1. Teacher states the

ACCURACY easily, simply. relevant article.
Passage/paragraphs, text 2. Leads students to
and other reading identify and state functions
materials. of adverbs used in the
passage.
-Identify adverbs
3. Students are to make
-Functions of Adverbs sentences with adverbs
-Make sentences with
adverbs.

LISTENING/SPEAKING Vowels sounds -Teacher guides students

(Diphthongs): two sounds to produce sounds in
that have been joined context and in isolation.
together when
pronounced. /ia/ = as in 2. Students give other
rear, idea, here, tear words that have the sound
/ia/.
3.Teaching/learning
resources: recorded
materials, flash cards,
sentences strips

LITERATURE Figure of speech: 1. The teacher explains

Hyperbole:- deliberate the meaning of hyperbole.
and obvious exaggeration
e.g. I can drink 10 gallons 2. Teacer leads students
of water a day. to identify hyperbole in
text.
-Identification of
hyperbole in literature 3. Teacer guides students
text. to construct sentences

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 43

 -construction of correct with hyperbole.
sentences with
hyperbole. 4. Students ask and
answer questions.
5. Teaching/learning
resources: passage,
poem, sentences strip,
e.t.c.

11 READING -Reading to obtain main -Teacher organizes within-

substance in selected class competition e.g.
text. boys and girls.
-Time reading and -Teacher gives questions
measure reader’s ability to be answered before the
to comprehend while reading.
reading at first pace.
-Students read to obtain
answer to questions
-Learning resources:
Newspapers, reproduced
paragraphs.

WRITING -List Requirement for -Teacher guides students

writing a formal letter and to review requirements for
an informal letter. e.g. letter writing, formal and
informal.
-Formal letter requires
two addresses e.t.c -Students write outline of a
letter to a friend.
-Write outline for
introduction, body and
conclusion of a letter to a
friend.

GRAMMATICAL i. Direct statements e.g. -Teacher gives exercises

ACCURACY commands and request: to do orally and in writing.
-I am no longer a child he -Students turn direct
said. speech to indirect speech
sentences both orally and
-“Can I have an orange in writing.
please” Toyin requested.
ii. Indirect statement e.g.
-He said that he was no

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 44

 longer a child.
Toyin asked if she could
have an orange.

LISTENING/SPEAKING -Contrast the following -Teacher guides students

sounds: /f/ and /p/; /r/ and to produce sounds in
/l/; /ch/ and /s/. words and context.
-Produce sounds in -Students identify correct
words and in context. sound used in context.
-Use sounds in -Student makes sentences
sentences and identify using sounds.
correct sound used.

LITERATURE -Characterization and -Teacher guides students

summary of the literature to discuss: characters and
texts to summarize literature
texts.
-Students engage in
discussion.
-Learning resources-
literature texts

12 Revision Revision Revision

13 Examination Examination Examination

MATHEMATICS

MATHEMATICS
FIRST TERM JSS TWO

WEEK TOPIC / CONTENT ACTIVITIES

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 45

1 LARGE AND SMALL Students:
NUMBERS a. Write and read large numbers
i. Practical representation of b. Write numbers using mixture of digits
numbers using and words
a. words only c. Read newspaper articles involving
b. digits only large numbers.
c. mixture of digits and words
ii. Identification of small Instructional Resources:
numbers/fractions Flash cards, chart showing place values of
iii. Place value of digits. digits of a given large and small number.
2 STANDARD FORM OF Students:
NUMBERS a. Express whole numbers in standard form
i. Expressing whole numbers in b. Express decimal fractions in standard form
standard form c. Change numbers given in standard form to
ii. Expressing decimal numbers ordinary form.
in standard form. Instructional Resources:
iii. Quantitative reasoning (QR) Cut-out of newspaper articles involving large
involving standard form and small numbers written in standard form.
3 APPROXIMATION Students:
i. Approximation to a required a. Round off numbers to required degree
degree of accuracy: tens, of accuracy.
hundred, tenth etc. b. Round off numbers to 1 d.p, 2 d.p, 3
ii. Approximation to decimal d.p.
places c. Round off numbers to significant
iii. Approximation to significant figures.
figures. Instructional Resources:
iv. Quantitative Reasoning Rounding off number chart.
involving approximation
4 FACTORS AND MULTIPLES Students:
i. Factors of numbers i. Express numbers as product of prime
ii. Prime factors of numbers not factors.
greater than 200 ii. Find prime factors of numbers
iii. Expressing numbers as iii. Find the H.C.F of a set of given whole
product of its prime factors numbers.
iv. Rules of divisibility Instructional Resources:
v. H.C.F of numbers. Multiplication tables/chart.
5 FACTORS AND MULTIPLES Students:
i. Multiples of numbers a. Write common multiples of given
ii. Common multiples and LCM numbers
iii. Squares and square roots b. Identify perfect squares
iv. finding square roots of c. Find square roots of perfect squares
numbers by factors. by factor method
Instructional Resources:
Multiplication tables/charts, squares and
square root tables.
6 DIRECTED NUMBERS Students:

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 46

 i. Addition and subtraction of i. Add 2 or more directed numbers
directed numbers. ii. Multiply and divide directed numbers.
ii. Multiplication and division of iii. Apply the sign rule in simplifying
directed numbers expressions with directed numbers.
iii. Simplifying expression with Instructional Resources:
directed numbers. i. Multiplication and division charts
ii. a chart showing multiplication and division
of signs (sign rules).
7 INVERSE IDENTITY Students:
i. Additive inverse a. Obtain the additive inverse and
ii. Multiplicative inverse multiplicative inverse of given numbers
iii. Use of inverse operation b. Solve simple equations by performing
solving simple equations. inverse operations.
Instructional Resources:
Chart showing inverse operations.
8 SIMPLE EQUATIONS IN ONE Students:
VARIABLE Solve simple equations to obtain the
Solving equations of the form unknown.
i. 2x = 8 (ii) 3n-4 = 5 Instructional Resources:
iii. 3x-4 = 2x+1 (iv) 2y+4 Chart showing inverse operations
7 =2
9 GRAPHS Students:
i. Introduction to the Cartesian a. Identify the X and Y axis
plane b. Draw the Cartesian plane
ii. Identifying the X and Y axis c. Plot given pints
iii. Plotting points on the d. Join plotted points to form shapes.
Cartesian plane (coordinates) Instructional Resources:
iv. Construct shapes from given Graph board, mathematical set.
coordinates.
10 LINEAR INEQUALITIES Students:
i. Identifying linear inequality in a. Solve an inequality
one variable b. Represent an inequality using a
ii. Solving linear inequalities number line
iii. Graphical representation of c. Show the region of solution for a given
solution of linear inequalities inequality.
iv. Word problems involving Instructional Resources:
linear inequalities. Flash cards showing some inequalities.
11 EVERYDAY ARITHMETIC Students:
i. Percentage and ratio a. Convert fractions to ratio
ii. Conversion of fractions to ratio, b. Convert fractions to decimals and
decimals, percentages. vice-serva
iii. Quantitative Reasoning on c. Convert fractions to percentages
fractions, ratios and percentages. d. Convert percentages to fractions.
Instructional Resources:
Multiplication/Division charts.
12 EVERYDAY ARITHMETIC Students:

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 47

 (TRANSACTION IN HOMES a. Compute loss or gain/profit for
AND OFFICES) transactions made.
i. Profit and loss b. Calculate simple interest given
ii. Simple interest principal, time and rate.
iii. Discount Instructional Resources:
iv. Commission Collection of objects with price tag.

Create a mini shop.

13 Revision
14 Examinations

MATHEMATICS
SECOND TERM JSS TWO

WEEK TOPIC / CONTENT ACTIVITIES

1 EXPANSION OF ALGEBRAIC Students:
EXPRESSION Expand given algebraic expressions.
i. Expansion of the form a(b+c) =
ab + ac. Instructional Resources:
ii. Expansion of the form (a+b) Flash cards.
(c+d)=ac+ad+bc+bd
iii. Quantitative Reasoning
involving expansion.
2 FACTORIZATION OF Students:
ALGEBRAIC EXPRESSION a. Factorize given algebraic expression
i. Factorization of the form ax+ay b. Find missing factor in given sample.
= a(x+y)
ii. Factorisation of the form
abc+abd = ab(c+d).
3 ALGEBRAIC FRACTION Students:
i. Algebraic fractions with a. Simplify algebraic expression of
monomial denominators fractions
(addition, subtraction, b. Interpret word problems leading to
multiplication and division) algebraic fractions and solve the
ii. word problems leading to resulting algebraic fraction.
simple algebraic fractions. Instructional Resources:
Flash cards.
4 SIMPLE EQUATIONS Students:
i. Solving simple equations a. Obtain the solution of a simple
ii. Word problems on simple equation
equations. b. Translate word problems to simple
equations and solve them.
5 LINEAR INEQUALITIES IN ONE Students:
VARIABLE a. Solve given linear inequalities
i. Solution of linear inequalities b. Represent the solution of an inequality

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 48

 ii. Graphical representation of graphically using number line.
linear inequalities. Instructional Resources:
iii. Word problems involving Flash card, charts showing number lines.
linear inequalities in one variable.

6 PLANE SHAES AND FIGURES Students:

Properties of: a. Draw parallelograms, rhombus and
i. Parallelogram kite.
ii. Rhombus b. Give any two properties of the
iii. Kite indicated plane shape.
Instructional Resources:
Models of plane shapes.

7 ANGLES IN A POLYGON Students:

i. Revision of angles in a triangle a. Find sum of angles in a triangle
ii. Identification and naming of b. Find sum of angles in a quadrilateral
polygons (up to 10 sides) c. Find the sum of the interior angles of a
iii. sum of angles in a polygon.
quadrilateral Instructional Resources:
iv. The sum of interior angles in a. Models of polygon
a polygon using (n-20 180o or b. Cut-out shapes of triangles,
(2n-4)90o. quadrilateral and other polygons.

8 SCALE DRAWING Students:

i. Drawing plane objects to scale a. Draw actual lengths to scale
ii. Converting actual lengths to b. Convert actual lengths to scale
scale. c. Calculate from scale drawing.
iii. Calculation from scale drawing Instructional Resources:
iv. Combination of plane shapes Mathematical set.
to produce design.

9 GRAPHS Students:
i. Revision of plotting of points on a. Complete table of values
the Cartesian plane. b. Plot the graph of given linear equation
ii. solutions of linear equations in c. Interpret information presented on the
two variables using graphs graph.
iii. Linear graphs from real life Instructional Resources:
situations. Graph board, graph paper.

10 ANGLES OF ELEVATION AND Students:

DEPRESSION a. Distinguish between angle of elevation
i. Identifying angles of elevation and depression.
and depression. b. Calculate angles of elevation and
ii. Distinguishing between angles depression.
of elevation and depression Instructional Resources:
iii. Measuring angles of elevation Charts showing angles of elevation and

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 49

 and depression. depression.
iv. Using angles of elevation and
depression in calculating
distances and heights.

11 Revision
13 Examinations

MATHEMATICS
THIRD TERM JSS TWO

WEEK TOPIC / CONTENT ACTIVITIES

1 BEARING Students:
i. Identifying the cardinal points. a. Identify the primary and secondary
ii. Compass/acute and 3-digit cardinal positions.
bearing b. Give bearings as (i) acute angle
iii. Locating the position of bearing (ii) 3-figure bearing.
objects c. Find distance of objects by scale
iv. Finding the distance between drawing.
objects using scale drawing. Instructional Resources:
Compass, charts showing bearing of objects
from a fixed reference point.
2 THE PYTHAGORAS RULE Students:
i. The right-angled triangle Identify the hypotenuse.
ii. Using Pythagoras rule to solve
right-angled triangles. Instructional Resources:
iii. Pythagoras triples. - A chart showing the right-angled triangle.
- Flash cards of Pythagoras triples.

3 CYLINDERS AND CONES Students:

i. Curved surface area of a. Calculate the surface area of cylinders
cylinders and cones.
ii. Curved surface area of cones b. Calculate the total surface area of
iii. Total surface area of cylinders and cones.
cylinders Instructional Resources:
iv. Total surface area of cones. - Models of cylinders and cones
- Nets of cylinders and cones.

4 VOLUME OF CYLINDERS AND Students:

CONES i. Derive formula for volume of cylinders and
Deriving formulae for cones.
i. volume of cylinders ii. Apply derived formula in calculating
ii. volume of cones volume of cylinders and cones.
iii. compound shapes i.e. a cone
mounted on a cylinder. Instructional Resources:

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 50

 - Models of cylinders and cones
- Flash cards showing formulae for volume.
5 APPROXIMATION II Students:
Problems using the basic Performs simple calculation and give result
arithmetic operations involving to a required
i. Money (ii) population
iii. Exports (iv) Imports Instructional Resources:
v. Quantitative Reasoning Flash cards, approximation charts.
involving the above.

6 READY RECKONERS Students:

i. Obtaining squares and square i. Obtain squares and square roots from
root of given numbers from tables
tables. ii. Multiply and divide directed numbers.
ii. Interpreting and using tables
and schedules Instructional Resources:
iii. Multiplying and dividing - Typical ready reckoners
directed numbers. - Tables and schedule.

7 STATISTICS Students:
i. Data presentation in ordered a. Rank a set of numbers
form b. Calculate angles to represent given
ii. Frequency tables information and represent it on a pie chart.
iii. Pie chart Instructional Resources:
1. Frequency charts
2. Model pie chart.
8 PROBABILITY Students:
i. Examples which illustrate the
occurrence of chance events in
everyday life.
ii. Determining the probability of Instructional Resources:
certain events. Dice, ball, and coloured balls.
iii. Application of probability in
everyday life.

9 SIMPLE PROPORTION Students:

i. Director proportion i. identify direct proportion
ii. Inverse proportion ii. identify indirect proportion
iii. solve problems on direct and inverse
proportion.

Instructional Resources:
i. flash cards,
ii. charts showing direct and inverse
proportionality.
10 CONSTRUCTION Students:

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 51

 i. Construction of angles 90o and i. Construct angle 90o and 45o
45o etc. ii. Construct angle 60o
ii. Bisection of given angles. iii. Bisect given angles.

Instructional Resources:
a. Graph board
b. Mathematical set.
11 CONSTRUCTION Students:
Construction of triangles given Construct triangles using a protractor and
i. 2 sides and an included angle ruler.
ii. 2 angles and a side between
them Instructional Resources:
iii. All the 3 sides. a. Graph board
b. Mathematical set.
12 Revision
13 Examinations

NIGERIAN LANGUAGES (NL)

HAUSA LANGUAGE L1 FIRST TERM

ZANGO NA DAYA AJI BIU

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 52

MAKO BATU/KUMSHIYA AYYUKA
1 HARSHE:
Ma’anar furuci da gaɓoɓinsa. Misali – hanɗa,
hanƘa, ganɗa, dasashi, makwallato ds.
2 HARSHE:
Ma’ana da ire-iren jimla. Misali- jimla bayanau,
jimla tambayoyi, jimla umarni, jimla korewa.
3 ADABI:
Misalan labarai masu tushen Karin Magana.
Misali – in kunne yaji jiki ya tsira, kunne ya
girmi kaka ds.
4 ADABI:
Ma’ana da rukunonin adabin baƘa. Misali –
waƘoƘin baƘa, tatsuniyoyi, labarin gargajiya,
ds
5 FURUCI:
Cikakken bayani akan gaɓoɓin furuci masu
motsi da marasa motsi. Misali – harshe,
hanɗa, ganɗa, dasashi, ds.
6 HARSHE:
Bayan akan jimla umarni da jimla tambaya.
Misali – tafi !, zauna!, me Ali ya saya?, way a
mari binta? ds.
7 ADABI:
Gabatar da rubutaccen wasan ƘwaiƘwayo.
8 ADABI:
Ci gaba da labari mai tushen Ƙarin Magana.
9 ADABI:
Cikakken bayani akan nau’o’in adabin baka.
Misali – Tatsuniya, labarin gargajiya,
zaurance, barkwanci, Ƙarin Magana, waƘoƘi
makaɗa, take da kirari, ds.
10 ADABI:
Nazari akan rubutaccen wasan kwaikwayo.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 53

 Misali – Jigo, salo, zubi da tsar, jarumi, ds.
11 ADABI:
Muhimmancin adabin baka ga al’umma
12 ADABI:
Muhimmancin wasan ƘwaiƘwayo ga al’umma
13 Bitan aikin baya/maiamitawa

14 Jarabawa

HAUSA LANGUAGE L1 SECOND TERM

ZANGO NA BIU AJI BIU

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Ma’ana da ire-iren rukunonin kalmomi. Misali –
suna, wakilin suna, aikatau, bayanau ds.
2 HARSHE:
Ma’anar insha’i da misalansa. Misalign –
insha’i siffantawaninsha’in labari, insha’in
muhawara, ds.
3 ADABI:
Aiwatar da karatun gajerun rubutaitun waƘoƘi.
4 ADABI:
Ma’anar rubutaccen adabi da rukunonin sa.
Misali rubutun zube, waƘa, wasan
ƘwaiƘwayo.
5 AL’ADA:
Ma’ana shugabanci da muhimmancinsa. Misali
– jagoranci, gudanar da mulki, tabbatar da bin
doka, zaman lafiya, tsaro, adaki, ds.
6 HARSHE:
Bayani akan misalan rukunonin kalmomi.
Misali - suna, wakilin suna, aikatau, sifa,
bayanau, ds.
7 HARSHE:
Cikakken bayani akan nau’o’in insha’i. misali –

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 54

 na siffantawa, na labari, na muhawara, na
bayyanawa, na Ƙarin Magana, na wasiƘa, ds.
8 ADABI:
Ci gaba da nazarin gajarun rubutattun
waƘoƘ’in Hausa. Missal – jigo, salo zubi, tsari,
ds.
9 ADABI:
Cikakken bayani akan rukunonin ruutaccen
adabi. Misali - rubutun zube, waƘa, wasan,
ƘwaiƘwayo.
10 AL’ADA:
Misalan shugabanci, matakai uku na gwamnati
da hawa uku na mulki
11 Maimaitawa/bitan aikin baya

12 Jarabawa

HAUSA LANGUAGE L1 THIRD TERM

ZANGO NA UKU AJI BIU

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Ma’ana da ire-iren rukunonin kalmomi. Misali –
suna, wakilin suna, aikatau, bayanau ds.
2 HARSHE:
Cikakken bayani akan wasiƘan neman aiki
3 AL’ADA:
Ma’anar ibada da muhimmancinta. Misali –
Ƙarfafa imani, kyautata mu’amala, samun
tarbiyya, ds.
4 AL’ADA:
Hanyoyin kyautata tattalin arziki da misalansa.
Misali - noma, kiwo, sana’o’in hannu,
cinikayya, ds.
5 HARSHE:

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 55

 Ci gaba da bayanin ginin kalma (tilo da jam’i)
6 AL’ADA:
Ci gaba da rubutun wasiƘa (yan uwa da
abokin)
7 AL’ADA:
Cikakken bayani akan ire-iren ayyukan ibada.
Misali – sallah, azumi, zakkah, hajj/ziyara,
sada zumunci, sadaka, kyauta, tarbiyys,
mu’amala, ds.
8 AL’ADA:
Cikakken bayani akan hanyoyin kyautata
tattalin arziki. Misali – noma da kiwo na
zamani, sarrafa kayan abinci, sana’o’in hannu,
ds.
9 AL’ADA:
Tasarin cinikayyar zamani akan ta gargajiya.
10 AL’ADA:
Kyawawan dabi’u da munana. Misali – faɗin
gaskiya, rikon amana, zumunci, sata, gulma,
shaye-shaye, ds.
11 AL’ADA:
Ingancin tsaftar jiki da ta tufafi. Misali – wanka,
wanki, aski, kitso, yanke farce, goge hakori,
ds.
12 Bitar akin baya/maimaitawa
13 Jarabawa

HAUSA LANGUAGE L2 FIRST TERM

ZANGO NA DAYA AJI BIU

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Ma’nar furuci da sunayen garaben furuci
(Laɓɓa, HanƘa, Hanɗa, Ganɗa, Makwallato ds)
2 HARSHE:

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 56

 Yanayin furuci. Misali-
Laɓɓa: /b/, /b/, /m/
HanƘa: /d/, /e/, /t/, /n/, ds.
3 AL’ADA:
Tantance sunayen amfani gona. Misali- dawa,
gero, masara, doya, ds.
4 HARSHE:
Koyar da lissafi a saukake. Misali – Tarawa (+),
debewa (-), sau (x), rabawa (/)
5 HARSHE:
Ma’anr ginin kalma da ire-iresa (Jinsin namiji da
na mace)
6 HARSHE:
Tilo da jami. Misali – yaro –yara, makaranta –
makarantu, kujera- kujeru ds.
7 ADABI:
Hanyoyin tafiye-tafiye na da dana zamani.
Misali- doki, jaki, rakumi, keke, babur, mota, jirgi
ds.
8 ADABI:
Ƙoyar da waƘoƘin yara na dandali. Misali yar
fade, shalle ds.
9 ADABI:
Ci gaba aikin mako na takwas.
10 ADABI:
Ƙalmomin saye da sayarwa a kasuwa. Misali
farashi, yayi, bashi, araha, tsada, ds
11 AL’ADA:
Ma’anar biki da rabe-rebensa. Misali – sallah,
aure, suna.
12 AL’ADA:
Bikin naɗin sarauta, kirisimeti, bikin shakara-
shekara. Misali- kalankuwa, dambe, kokawa,
ds.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 57

 13 Bita/maimaita akin baya
14 Jarabawa

HAUSA LANGUAGE L2 SECOND TERM

ZANGO NA BIU AJI BIU

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
ƘirƘirar Ƙananna jimloli. Misali – zani kasuwa,
ya sunauka?
2 HARSHE:
Koyar da sifa da bayanau
3 AL’ADA:
Koyar da sunayen mutane na al’ada. Misali –
Tanko, Talle, Azumi, Audi, MAto, Marka ds
4 AL’ADA:
Koyar da sunayen mutane na ranaku. Misali-
Liti, Asabe, Talatu, Larai, Jummai, Dan asabe
ds.
5 ADABI:
Koyar Da Sunayen Shiyoyi. Misali- Kudu,
Arewa, Gabas, Yamma, Sma da Ƙasa
6 HARSHE:
Ma’anar jimla da nau’o’inta. Misali- jimlar
bayani, tambaya, umarni ds.
7 ADABI:
Takaitaccen tarihin bayajidda.
8 ADABI:
Abinci da lokutan cinsu a Huasa. Misali – koko
da kosai (safe), fura (rana) tuwo, (dare) ds.
9 ADABI:
Ma’anar shugabanci da ire-irensu. Misali
shugabaancin gida, unguwa, gari, kasa,
addini, sana’a ds.
10 ADABI:
Muhimmancin shugabanci.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 58

 11 Bita/maimaita aikin baya

12 Jarabawa.

HAUSA LANGUAGE L2 THIRD TERM

ZANGO NA UKU AJI BIU

MAKO BATU/KUMSHIYA AYYUKA

1 AL’ADA:
Ma’anar ibada da ire-iren ayyukan ibada. Misali
– sallah, azumi, zakka, hajj, sada zumunci,
sadaka ds.
2 AL’ADA:
Muhimmancin ibada.
3 AL’ADA:
Koyar Da Kayan Ƙiɗan Hausawa Ta Hanyar
Amfani Da Hotuna. Misali – Ƙalangu, Gange,
Ƙanzagi, Algaita, Gurmi, Goge ds.
4 AL’ADA:
Ma’anar tarbiyya da ire-irenta. Misali – tarbiya
ta zamantakewa, tsare amana, taimakon juna,
bin dokoki, cinikayya ds.
5 AL’ADA:
Muhimmancin tarbiya.
6 AL’ADA:
Yanayin al’adun bikin aure. Misali auren
buduruwa da na bazawara ds.
7 ADABI:
Bayyana halin da zuciya da jiki suke. (Labarin
zuciya a tambayi fuska)
8 AL’ADA:
Tsafta da ado. Misali- tsaftar jiki , aji, muhalli,
abinci ds.
9 AL’ADA:
Yanayin tufafin maza. Misali riga, hulla, yar-

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 59

 shara, ds.
10 AL’ADA:
Yanayin tufafin mata. Misali – zane, kallabi, ds.
11 ADABI:
Labari daga hotuna
12 Bita/maimaita akin baya
13 Jarabawa

ASỤSỤ IGBO (L1)

JSS 2 TAM NKE MBỤ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME Na NGWA NKỤZI

1. EKWUMEKWU IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ikọwa ihe bụ nrubeisi na ndebeiwu
a) Nkọwa nrụbeisi na ndebeiwu 2. Ikwu uru na ọghọm dị n’erubeghi
b) Inye ọmụmaatụ nrubeisi na isi/edebeghị iwu
ndebeiwu dịka ịga ozi, ịkwụ 3. Mkparịtaụka n’isiokwu ndị a
ụtụisi, ịbịa akwụkwọ n’oge,dgz NGWA NKỤZỊ
c) Uru na Ọghọm dị na Akwụkwọ ọgụgụ, eseres ndị na-
nrubeisi na ndebeiwu agbanarị ịkwụ ụgwọ ụtụisi ha, ụgbọ
ọjii, tepụ rekọda, ụmụaka n’onwe ha.
2. AGỤMAGỤ: IDUUAZỊ
i) Ọgụgụ akwụkwọ iduuazị a IHE ỤMỤAKWỤKWỌ GA-EME:
họpụtara 1. Ịgụ akwụkwọ iduuazị
ii) Nkọwa aha odee, isiokwu na 2. Ikwu aha odee, isiokwu na
ndị n’isiokwu akụkọ ndịnisiokwu akụkọ ya
iii) Nkọwa usoro okwu na okwu 3. Ịkọwa okwu ọhụrụ
ọhụrụ ndị batara n’ihe a gụrụ 4. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Akwụkwọ iduuazị a họpụtara

3. NKỤZI IZU NA OGE DỊ N’AFỌ

a) Nkụzi izu Igbo, Eke, Orie, IHE ỤMỤAKWỤKWỌ GA-EME
Afọ na Nkwọ 1. Ige ntị
b) Nkụzi izuụka (Mọnde ruo 2. Ịkpọpụta, igosipụta izu ndị dị
Sọnde) n’ọnwa
c) Nkụzi Ọnwa dị n’afọ 3. Ikwupụta ọnwa ole dị n’ime afọ
( Months of the year) 4. Ịza ajụjụ.
NGWA NKỤZI:
Kalenda Igbọ, tepụrekọda,
akwụkwọ ọgụgụ, ụgbọ ojii, kaadị
mgbubam.

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 4. AGỤMAGỤ: IDUUAZI IHE ỤMỤAKWỤKWỌ GA-EME
Ai) Ọgụgụ akwụkwọ iduuazị 1. Ịgụ akwụkwọ iduuazị
ii) Nkọwa usoro okwu na 2. Ịkọwa okwu ọhụrụ
okwu ọhụrụ ndị batara n’ihe a 3. Ịjụ na ịza ajụjụ
gụrụ NGWA NKỤZI
Akwụkwọ iduuazị a họpụtara

5. AGỤMAGỤ: IDUUAZỊ HE ỤMỤAKWỤKWỌ GA-EME

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

6. NSOROEDIDE IHE ỤMỤAKWỤKWỌ GA-EME

A. Mkpọpụta mkpụrụokwu na 1. Ige ntị
odide ihe iji gosi na ha amụtala 2. Ịkpọpụta mkpụrụokwu
abịdịị 3. Idepụta ọnuọgụgụ n’usoro
B. Ịgụ ọnụọgụgụ site n’otu nde 4. Ịjụ na ịza ajụjụ
ruo na nde abụọ NGWA NKỤZI
Tepụrekọda, akwụkwọ ọgụgụ,
ụmụaka n’onwe ha.

7. AGỤMAGỤ: IDUUAZỊ IHE ỤMỤAKWỤKWỌ GA-EME

Ọgụgụ akwụkwọ iduuazị a 1. Ịgụ akwụkwọ iduuazị
họpụtara na agarịrị 2. Ịkọwa okwu ọhụrụ
3. ide ihe
NGWA NKỤZI
Akwụkwọ iduuazị a họpụtara

8. ỌNỤỌGỤGỤ IHE ỤMỤAKWỤKWỌ GA-EME

a) Ọnụọgụgụ bido n’otu nde ruo 1. Igụ ọnụọgụgu
na nde ise 2. Igosipụta ọnụọgụgụ
b) Ntinye ọnụọgụgụ n’ahịrịokwu 3. Idepụta ọnụọgụgụ
4. Itinyelita ha n’ahịrịokwu
NGWA NKỤZI
Ugbọ okwe, mkpụrụokwe, kaadị
mgbubam, mkpụrụ osisi, ụgbọ ojii.

9. AGỤMAGỤ: IDUUAZỊ IHE UMỤAKWỤKWỌ GA-EME

1. Ọgụgụ akwụkwọ Iduuazị a 1. Ịgụ akwụkwọ iduuazị a họpụtara
họpụtara 2. Inye nkọwa okwu ọhụrụ

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 2. Nkọwa usoro okwu na okwu 3. Iji okwu ọhụrụ mebe ahịrịmfe
ọhụrụ ndị bata n’ihe a gụrụ NGWA NKUZỊ
3. Ntụle agwa ndị kara pụta ihe Akwụkwọ iduuazị a họpụtara, kaadị
n’iduuazị mgbubam, dgz.
4. Nchịkọta akwụkwọ ejije na ihe
mmụta sitere n’akụkọ

10. AHỊRỊOKWU IHE ỤMỤAKWỤKWỌ GA-EME

Ai) Nkọwa Ahịrịokwu 1. Inye nkọwa ihe ahịrịokwu bụ
ii) Ọmụmụ Ahịrịmfe na ụdị ya 2. Ime nkenụdị ahirimfe
gasị 3. Imebe ahịrị mfe ndịnihu

iii) Ahịrịmfe ndịnugbua 4. Imepụta ahịrịmfe ndịnazụ

Bi) AHỊRỊOKWU na agarịrị NGWA NKỤZI
ii) Ahịrịmfe ndịniihu Tepụrekọda, akwụkwọ ọgụgụ,
iii) Ahịrịmfe ndịnaazụ ụmụaka n’onwe ha, dgz.

11. MMỤGHARỊ IHE A KỤZIRI NA

TAM

12. ULE NA MMECHI

ASỤSỤ IGBO (L1)

JSS 2 TAM NKE ABỤỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

1. AGỤMAGỤ: EJIJE EDEREDE IHE ỤMỤAKWỤKWỌ GA-EME:

i) Ọgụgụ akwụkwọ ejije a họpụtara 1. Ịgụ akwụkwọ ejije a họpụtara
ii) Nkọwa aha odee, isiokwu na 2. Ikwu aha odee, isiokwu na
ndị n’isiokwu ejije ya ndịnisiokwu akụkọ ya
iii) Nkọwa usoro okwu na okwu 3. Ịkọwa okwu ọhụrụ
ọhụrụ ndị batara n’ihe a gụrụ 4. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Akwụkwọ ejije a họpụtara

2. OTU NZUZO N’ỤLỌAKWỤKWỌ IHE ỤMỤAKWỤKWỌ GA-EME:

Ai) Nkọwa ihe bụ otu nzuzo na 1. Ịkọwa otu nzuzo na ọmụmaatụ ha
ọmụmaatụ ha 2. Ịkpọsịta otu nzuzo ndi na-apụta
ii) Otu nzuzo ndị na-apụtakarị ihe Ihe n’ụlọakwụkwọ gasị
n’ụlọakwụkwọ 3. Ikwu ọghọm na-adị n’ịbanye n’otu
iii) Ọghọm ịba n’otu nzuzo n’ụlọ- nzuzo
akwụkwọ NGWA NKỤZI

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 Akwụkwọ ọgụgụ, ụgbọ ọjii,
tepụrekọda, ụmụaka n’onwe ha.

B) IJI MMADỤ ATỤ IHE ỤMỤAKWỤKWỌ GA-EME:

MGBERE AHỊA 1. Ịkọwa ịtụ mgbere ahịa mmadụ
i) Nkọwa itụ ahịa mgbere 2. Ịkọwapụta etu e si eji mmadụ atụ
3. na iji mmadụ atụ mgbere ahịa Mgbere ahịa
ii) Ụzọ dị iche iche e si e ji 3. Ikwu ọghọm dị n’ịtụ mgbere ahịa
mmadụ atụ ahịa mgbere mmadụ
iii) Ọghọm dị n’iji mmadụ atụ 4. Ikwu ụzọ mgbochi ya
mgbere ahịa NGWA NKỤZI
iv) Ihe ndị nwere ike ibute ịgba Akwụkwọ ọgụgụ, ụgbọ ọjii,
mgbere ahịa mmadụ tepụrekọda, ụmụaka n’onwe ha.

AGỤMAGỤ: EJIJE IHE ỤMỤAKWỤKWỌ GA-EME:

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

A) NKEJIASỤSỤ IHE ỤMỤAKWỤKWỌ GA-EME

i) Nkọwa nkejiasụsụ na 1. Ịkọwa ihe bụ nkejiasụsụ
ndepụta ụdị nkejiasụsụ dị iche 2. Ịkpọsịta ụdị nkejiasụsụ ndị e
iche nwegasịrị
ii) Mkpọaha 3. Ịkọwa mkpọaha na inye
5. iii) Ọmụmaatụ ha gasị n’ahịrịokwu ọmụmatụ ya
4. Ịrugosi mkpọaha n’ahịrịokwu
NGWA NKỤZI:
Akwụkwọ ọgụgụ, kaadị mgbubam,
ụgbọ ojii, dgz.

B) NKEJIASỤSỤ IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkọwa ngwaa na nkọwaaha
6. i) Nkọwa Ngwaa na ọmụmaatụ ya 2. Inye ọmụmaatụ ha
ii) Nkọwa Nkọwaaha na ọmumaatụ 3. Ịrugosi ha n’ahịrịokwu
ya. NGWA NKỤZỊ:
Akwụkwọ ọgụgụ, kaadị mgbubam,
ụgbọ ojii, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

AGỤMAGỤ: EJIJE EDEREDE 1. Ịgụ akwụkwọ ejije a họpụtara
i) Ọgụgụ akwụkwọ ejije a họpụtara 2. Ịkọwa okwu ọhụrụ
ii) Nkọwa usoro okwu na okwu 3. Ịjụ na ịza ajụjụ
ọhụrụ ndị batara n’ihe a gụrụ

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 NGWA NKỤZI
Akwụkwọ ejije a họpụtara

7.
IHE ỤMỤAKWỤKWỌ GA-EME
NKEJIASỤSỤ 1. Ịkọwa njikọ na mbuụzọ
i) Nkọwa njikọ na ọmụmaatụ 2. Ịrụgosi ha n’ahịrịokwu
ya 3. Inye ọmụmaatụ hagasị n’ime
ii) Nkọwa mbuụzọ na ọmụmaatụ ahịrịokwu
ya. NGWA NKỤZỊ:
Akwụkwọ ọgụgụ, ụgbọ ojii, ụmụaka
n’onwe ha, kaadị mgbubam, dgz.
8.
IHE ỤMỤAKWỤKWỌ GA-EME
NKEJIASỤSỤ 1. Ịkọwa nkwuwa na mgbakwụnye
i) Nkwuwa na ọmụmaatụ ya 2. Inye omụmaatụ ha gasị
ii) Mgbakwụnye na ọmụmaatụ ya 3. Ịrụgosi ha n’ahịrịokwu
NGWA NKỤZI
Kaadị mgbubam, akwụkwọ ọgụgụ,
ụgbọ ojii, dgz.

10.
IHE ỤMỤAKWỤKWỌ GA-EME
ỌNỤỌGỤGỤ 1. Ige ntị
(2,000,000 -3,000,000) 2. Ịgụ ọnụọgụgụ
a) Ịgụ ọnụọgụgụ site nde abụọ 2. Ịrụgosị ha
ruo na nde atọ 3. Ịdetu ihe
4. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Ugbọ okwe, mkpụrụokwe, kaadị
mgbubam, mkpụrụ osisi, ụgbọ ojii.
11.
IHE ỤMỤAKWỤKWỌ GA-EME
AGỤMAGỤ: Ejije ederede 1. Ịgụ ejije a họpụtara
1. Ọgụgụ ejije a họpụtara 2. Ịkọwa okwu ọhụrụ
2. Nchịkọta akwụkwọ ejije 3. Ịkọwa ihe ha ma gbasara agwa
3. Ntụle agwa, omenala na asụsụ ndị batara n’ejije ha gụrụ.
nka ndị kara pụta ihe n’ejije 1. Ikwupụta asụsụ nka odee
4. Nchịkọta akwụkwọ ejije na ihe NGWA NKỤZI
10. mmụta sitere n’ejije Akwụkwọ ejije a họpụtara
IHE ỤMỤAKWỤKWỌ GA-EME
MKPARỊTAỤKA: ỊKWADO NA 1. Ige ntị
INYE ỤMUNWAANYỊ IKIKE ỊBỤ 2. Ịkparịtaụka gbasara isiokwu a
IHE Ọ BỤLA HA CHỌRỌ ỊBỤ 3. Ịjụ na ịza ajụjụ
NGWA NKỤZI
tepụrekọda, akwukwọ ọgụgụ,

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 ụmụaka n’onwe ha
11.
ỊKPACHAPỤRỤ AHỤIKE ANYA: IHE ỤMỤAKWỤKWỌ GA-EME
i) Nkọwa ahụike 1. Ịkowa ahụike
ii) Ihe a ga-eme iji nwee ahụike 2. Ikwu ihe ha ga-eme iji nọgide
iii) Etu e si amata ọgwụ ndị n’ahụike
meruru emeru 3. Ịkọwa etu e si amata ọgwụ
iv) Ọghọm dị n’ịṅụ ọgwụ aghara merụrụ emerụ
aghara. 4. Ịkwu ọghọm dị n’ịnụ ọgwụ aghara
aghara
NGWA NKỤZI
12. Tepụ rekọda, akwụkwọ ọgụgụ,
MMỤGHARỊ IHE A KỤZIRI NA ụmụaka n’onwe ha
TAM
13.
ULE MMECHI

ASỤSỤ IGBO (L1)

JSS 2 TAM NKE ATỌ

IZUỤKA
ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 65

 1.
IKPOCHAPỤ ỤBỊAM NA AGỤỤ IHE ỤMỤAKWỤKWỌ GA-EME:
N’ALA ANYỊ 1. Ikwu ibe bụ ụbịam na agụụ
Ai) Nkọwa isiokwu 2. Ikwu ihe ndị ha chere na-
ii) Ihe dị iche iche na-ebute ụbịam ebute
na agụụ ubịa na agụụ
iii) Ụzọ dị iche iche e si 3. Ịkparịtaụka ụka
ekpochapụ 4. Ịgụ ihe ọgụgụ
maọbụ egbochi ụbịam na NGWA NKỤZỊ
agụụ. Akwụkwọ ọgụgụ, ụgbọ ọjii,
tepụrekọda, ụmụaka n’onwe ha.

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịkparịtaụka
B) ỤBỊAM NA AGỤỤ na-agarịrị 2. Ikwu uche ha gbasara
isiokwu
Mparịtaụka: Ka ụbịam na agụụ si 3. Ide ihe odide
emetụta ezinụlọ na obodo NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii,
ụmụaka n’onwe ha, eserese na-
egosi ndị agụụ jị

2. IHE ỤMỤAKWỤKWỌ GA-EME

AGỤMAGỤ: ABỤ EDEREDE 1. Ịgụ abụ abụọ a họpụtara
i. Ọgụgụ abụ abụọ a họpụtara 2. Ịkọwa ihe abụ na-ekwu maka
ii. Ngụpụta abụ ya
iii.Ntụle isiokwu na ihe abụ na- 3. Ịkọwa okwu ọhụrụ
akọ NGWA NKỤZI
maka ya Akwụkwọ abụ a họpụtara
iv. Nkọwa usorookwu na okwu
ọhụrụ batara n’abụ a gụrụ

3. IHE ỤMỤAKWỤKWỌ GA-EME

A) AKỤNỤBA 1. Ikparịta ụka
Mkparịtaụka: Ụzọ dị iche iche 2. Ịgụ na ide ihe
obodo si enweta akụnụba dịka 3. Ịjụ na ịza ajụjụ.
ọrụugbo, ịtụ mgbere ahịa, ịrụ ụlọ NGWA NKỤZI:
mpepụta ahịa dị iche iche Akwụkwọ ọgụgụ, ụgbọ ojii,
(industries) kaadị mgbubam.

B) AGHỌTAAZAA IHE ỤMỤAKWỤKWỌ GA-EME

i) Nkọwa aghọtaazaa 1. Ige nti,
ii) Usoro ajụjụ /azịza aghọtaazaa 2. Ịgụ aghọtaazaa
4. Ịza ajụjụ sitere n’aghọtaazaa
NGWA NKỤZỊ:

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 Akwụkwọ ọgụgụ, ụgbọ ojii,
ụmụaka n’onwe ha, kaadị
mgbubam, dgz.

4. EDEMEDE IHE ỤMỤAKWỤKWỌ GA-EME

Ai) Nkọwa edemede 1. Ige ntị
ii) Ụdị edemede dị iche iche 2. Ịkwupụta usoro edemede
(dịka Kọmpozishọn leta) ogologo
3.Ikwupụta ụdị leta abụọ
B) ODIDE EDEMEDE NGWA NKỤZỊ:
i) Nkọwa Edemede ogologo na Akwụkwọ ọgụgụ, kaadị
ụdị mgbubam, ụgbọ ojii, dgz.
ya gasị.
ii) Nkọwa edemede leta na ụdị ya
abụọ

5. ỌNỤỌGỤGỤ (4,000,000- IHE ỤMỤAKWỤKWỌ GA-EME

5,000,000) 1. Ige ntị
i) Ịgụ ọnụọgụgụ site na nde anọ 2. Ịrụgosị ihe
ruo 3. Ịde ihe
na nde ise 4. Ịgụ ọnụọgụgụ
5. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Ugbọ okwe, mkpụrụokwe, kaadị
mgbubam, mkpụrụ osisi, ụgbọ
ojii.

6. AGỤMAGỤ: ABỤ EDEREDE IHE ỤMỤAKWỤKWỌ GA-EME

i. Ọgụgụ abụ abụọ a họpụtara 1. Ịgụ abụ abụọ a họpụtara
ii. Ngụpụta abụ 2. Ịkọwa ihe abụ na-ekwu maka
iii.Ntụle isiokwu na ihe abụ na- ya
akọ 3. Ịkọwa okwu ọhụrụ
maka ya NGWA NKỤZI
iv. Nkọwa usorookwu na okwu Akwụkwọ abụ a họpụtara
ọhụrụ batara n’abụ a gụrụ

7.
AHỤIKE NDỊ NTORỌBỊA IHE ỤMỤAKWỤKWỌ GA-EME
i) Nkọwa isiokwu 1. Ikwuputa njirimara mgbanwe
ii) Mgbanwe na-adị n’ahụ ndị n’ahụ ndị ntorọbịa
ntorọbịa na agbọghọbịa 2. Ikwupụta ọrịa na-emetụta ndị
iii) Ọrịa ụfọdụ na-emetụta ndị ntorọbịa
ntorọbịa
iv) Ụzọ mgbochi ọrịa ndị a 3. Ịkọwapụta ụzọ mgbochi ọrịa
NGWA NKỤZI

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 67

 Kaadị mgbubam, akwụkwọ
ọgụgụ, ụgbọ ojii, tepụ rekọda,
dgz.
AHỤIKE na-agarịrị
8. i) Mkparịtaụka: Ụzọ e si amata IHE ỤMỤAKWỤKWỌ GA-EME
ezigbo nri na nri mebiri emebi 1. Ịkparịtaụka
ii) Ịgụ aghọtaazaa metụtara 2. Ịgụ aghọtaazaa
isiokwu a 3. Ịza ajụjụ na-esote
iii) Ịza ajụjụ so aghọtaazaa aghọtaazaa
NGWA NKỤZI
Ụmụakwụkwọ n’onwe ha,
akwụkwọ ọgụgụ maọbụ
ederede metutara isiokwu
AGỤMAGỤ: ABỤ EDEREDE
9. i. Ọgụgụ abụ abụọ a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME
ii. Ngụpụta abụ 1. Ịgụ abụ abụọ a họpụtara
iii.Ntụle isiokwu na ihe abụ na- 2. Ịkọwa ihe abụ na-ekwu maka
akọ ya
maka ya 3. Ịkọwa okwu ọhụrụ na iji ha
iv. Nkọwa usorookwu na okwu mebe ahịrịokwu
ọhụrụ batara n’abụ a gụrụ NGWA NKỤZI
Akwụkwọ abụ a họpụtara

AGỤMAGỤ: ABỤ EDEREDE

10. 1. Ọgụgụ abụ a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME
2. Nchịkọta abụ na ihe abụ na- 1. Ịgụ abụ abụọ a họpụtara
akụzi 2. Ịkọwa ihe abụ na-ekwu maka
3. Nkọwa usorookwu na okwu ya
ọhụrụ 3. Ịkọwa okwu ọhụrụ
batara n’abụ NGWA NKỤZI
Akwụkwọ abụ a họpụtara

ULE
11.

MMECHI
12

MMECHI
13.
ASỤSỤ IGBO (L2)

JSS 2 TAM NKE MBỤ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NaANGWA NKỤZI

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 68

1. IHE NDỊ A NA-AHỤ NA GBURU- IHE ỤMỤAKWỤKWỌ GA-EME:
GBURU ANYỊ 1. Ige ntị
1) Nkọwa ihe bụ gburugburu 2. Ikwupụta ihe ndị dị na gburugburu
2) Nrụgosi ihe ndị dị na gburu- na ụlo obibi
gburu ụlọakwụkwọ, dịka ọkọlọtọ 3. Ijijepụta ọnọdụ ndị a
Naịjirịa, ọgbọegwuregwu, ụgbọ NGWA NKỤZỊ
ojii, dgz. Akwụkwọ ọgụgụ, foto/eserese ihe
3) Ihe ndị a na- ahụ na gburu- ndị e nwereike ịhụ n’ụlọakwụkwọ na
gburu ebe obibi dịka ite, oche, ụlọ obibi, ụmụaka n’onwe ha, tepụ
tiivii, redio, dgz. rekọda, dgz.

2. AKỤKỌ NKENKE IHE ỤMỤAKWỤKWỌ GA-EME:

i) Ọgụgụ akụkọ nkenke abụọ ndị a 1. Ịgụpụta akụkọ nkenke
họpụtara 2. Ịkwu aha odee, isiokwu na ihe
ii) Ntule aha odee, isiokwu/ ihe akụkọ na-akọ
akụkọ na-akọ, asụsu nka na ihe 3. Ịkparịtaụka banyere agwa ndị
mmụta dị n’akụkọ. batara n’akụkọ, etu ha siri
iii) Itụle agwa ndị pụtara n’akụkọ a masị/amasịghị ha
gụpụtara. 4. Ndepụta asụsụ nka odee
NGWA NKỤZI
Akwụkwọ ọgụgụ a họpụtara.
3a. NKỌWA ONWE
a) Ịkọwa onye ebe ị bụ IHE ỤMỤAKWỤKWỌ GA-EME:
b) Ebe/obodo ha si 1. Ịkọwa onwe ha
c) Afọ ole ha dị 2. Ikwu aha nne na nna ha
d) Aha nne na nna ha, dgz. 3. Ịkposịta ọrụ aka ha gasị
d) Ọrụaka nne na nna ha NGWA NKỤZI
Ụmụaka n’onwe ha, akwụkwọ
ọgụgụ, dgz.

3b. ỌNỤ ỌGỤGỤ (101-130) IHE ỤMỤAKWỤKWỌ GA-EME

Ịgụ ọnụ ọgụgụ 1. Ịgụ ọnụọgụgụ
2. Idepụta ọnụọgụgụ
3. Ịrụgọsị ọnụọgụgụ

NGWA NKỤZI:
Chaatị, kaadị mgbubam, osisi,
okwuchi karama, ụgbọ ojii, dgz.

4. AGỤMAGỤ: AKỤKỌ NKENKE IHE ỤMỤAKWỤKWỌ GA-EME:

Ọgụgụ akụkọ nkenke abụọ 1. Ịgụpụta akukọ nkenke abụọ
gbasara ime ngana na ọghọm ya 2. Ịkọwa aha onyere dere akuko,
i) Ịgụpụta akụkọ nkenke isiokwu na ihe ha mụtara n’akụkọ

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 ii) Nkọwa aha odee, isiokwu na ihe 3. Itụle agwa ndị batara n’akụkọ, ndị
mmụta sitere n’akụkọ na asụsụ masịrị ha na ndị amasịghị ha
nka odee NGWA NKỤZỊ
iii) Ịtụle agwa ndị pụtagasịrị n’akụkọ Akwụkwọ akụkọ a họọrọ
a gụrụ.
iv) Ịkọwa mkpụrụokwu ọhụrụ

5. MPỤ ULE IHE ỤMỤAKWỤKWỌ GA-EME

A.i ) Nkọwa ihe ime mpụ ule pụtara 1. Ige ntị
ii) Ụzọ dị iche iche e si eme mpụ 2. Ikwupụta ihe ha maara gbasara
ule Ime mpụ ule
iii) Ọghọm na-esote ime mpụ ule 3. Ịkwu ọghọm na-adị n’ime mpụ ule
Bi) Aghọtaazaa metụtara ime mpụ 4. Igụ aghọtaazaa metụtara mpụ ule
ule NGWA NKỤZI
ii) Nkọwa mkpụrụokwu ọhụrụ na Akwụkwọ ọgụgụ, eserese, tepụ-
ịza ajụjụ ndị na-eso aghọtaazaa. rekọda, dgz.

6. AGỤMAGỤ: AKỤKỌ NKENKE IHE ỤMỤAKWỤKWỌ GA-EME

a) Ịgụ akụkọ nkenke abụọ 1. Ịgụ akụkụ nkenke
na-akọwa maka nnụpụisi na 2. Ikwu ihe ha mụtara n’akụkọ ha
ọghọm ya gụrụ
b) Ịkọwapụta ihe mmụta dị 3. Ịkọwapụta uche ha gbasara
n’akụkọ nkenke agwa ndị ha gụrụ banyere ha
c) Ịtụle agwa ndị batara n’akụkọ n’akụkọ
d) Ịkọwapụta mkpụrụokwu ọhụrụ 4. Iji mkpụrụokwu ọhụrụ mebe
ndị batara n’akụkọ a gụpụtara. ahịrịmfe
NGWA NKỤZI
Akwụkwọ akụkọ a họọrọ, ụmụaka
n’onwe ha, kaadị mgbubam.

7. EKWUMEKWU IHE ỤMỤAKWỤKWỌ GA-EME

a) Ịkọwa etu obi dị mmadụ dịka: 1. Ikwu ka obi dị ha
obi ụtọ, iwe, ọnụma, obi ọjọọ, 2. Iji ahịrimfe kọwaa ka obi na ahụ
dgz. dị ha
3. Ịrịọrịta onwe ha ihe
b) Iji ahịrịmfe dị iche iche gosipụta 4. Ide ihe odide
etu obi dị mmadụ NGWA NKỤZI
b) Ịrịọ mmadụ ihe dịka Akwukwọ ọgụgụ, ụmụaka n’onwe,
i) Ịrịọ enyemaka (dk.Biko, nnyere kaadị mgbubam, dgz.
m aka…
ii) Ekpere arịrọ (dk. Ka anyị rịọ
Chineke)
IHE ỤMỤAKWỤKWỌ GA-EME
8. NCHEKWA GBURUGBURU 1. Ige ntị

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 a) Nkọwa nchekwa gburugburu 2. Ịkwu ụzọ ndị ha nwere ike isi
b) Ụzọ dị iche iche e si echekwa chekwaa gburugburu ha
gburu gburu 3. Ịkpọsịta ihe ndị e ji
c) Idebe gburugburu ọcha echekwe/edebe gburugburu
d) Ngwa ndị e ji edobe gburugburu ọcha
ọcha 4. Idepụta uru na ọghọm na-adị
e) Uru na ọghọm dị n’idobe maọbụ n’idobe/edobeghi gburugburu
edobeghị gburugburu ọcha. ọcha
NGWA NKỤZI
Ngwa mmetụaka dị iche iche ndị e ji
echekwa ma ndị e ji edobe
gburugburu ọcha dịka: Ọgụ, nkọcha,
reeki, nkata, abọ, azịza, dgz.

9. AGỤMAGỤ: AKỤKỌ NKENKE IHE ỤMỤAKWỤKWỌ GA-EME:

a) Ịgụ akụkọ abuọ na-akọ maka 1. Ịgụ akụkọ nkenke a họpụtara
idinotu, uru na ọghọm ya 2. Ịtụle akụkọ
i) Ntụle akụkọ nkenke 3. Ikwu n’isi, aha odee akụko, na ebe
i) Isiokwu/Ihe akụkọ na-akọ a mụrụ ya
maka ya na nkenke. 5. Ikwu ihe ha mụtara n’akụkọ ya.
iv) Ihe mmụta dị n’akụkọ
v) Nchịkọta isiokwu akụkọ niile ha NGWA NKỤZỊ
gụrụ, aha odee na ihe mmụta sitere Akwụkwọ akụko a họpụtara
n’akụkọ yagasị

IHE ỤMỤAKWỤKWỌ GA-EME:

10. ỌNỤỌGỤGỤ 1. Ịkpọsịta aka ndị e ji agụ ọnụọgụgụ
i) Akara ndị e ji agụ ọnụ n’Igbo n’Ịgbo
(Arithematical Signs) dịka: 2. Ịrụgosi ha n’ederede
Nwepụ (-), Mgbakọ (+), 3. Iji akara ndị zipụta ọnụọgụgụ
Mmụba (X) na Okike (÷ ) n’Igbo
ii) Mgbakọ na mwepụ dị mfe
(1-10)

11. MMỤGHARỊ IHE A KỤZIRI

12. ULE

13 MMECHI
ASỤSỤ IGBO (L2)

JSS 2 TAM NKE ABỤỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 71

 IHE ỤMỤAKWỤKWỌ GA-EME:
1. NRỤGOSI 1. Ịkpọsịta aha anụ ndị a
a) Aha umu anụmanụ 2. Igosipụta ha n’eserese
i) Anụ ụlọ ii) Anụ ọhịa 3. Iji ha mebe ahịrịmfe
iii) Anụ ndị na-ebi na mmiri NGWA NKỤZỊ
iv) Aha ụmu nnụnu ụfọdụ Akwụkwọ ọgụgụ, iche iche,
v) Iji aha anụ ndị a mebe ahịrịmfe foto/eserese, ụmụaka n’onwe
ha, dgz.

2. A) ỊZỤ NA IRE AHỊA IHE ỤMỤAKAWỤKWỌ GA-

i) Mkpụrụokwu ndị metụtara ngwa EME:
ahịa dịka: ji, akwa, akpa, 1. Ịkpọsita mkpụrụokwu metụ-
akpụkpọụkwụ, osikapa, dgz. tara ịzụ na ire ahịa
ii) Mkpụrụokwu metụtara ịzụ na ire 2. Iji mkpụrụokwu ndị a mepụta
ahịa dịka: ego, ụfọ ego, shọọpụ, ọnye ahịrịmfe
ahịa, oreahịa, ịgba ịpara ahịa,dgz. 1. Ikele ekele dabara adaba
iii) Ndokọ okwu dịka: Ole, Ego ole? I NGWA NKỤZI
nwere? 1. Foto/ eserese, ngwa
mmetụaka gasị dk. ite, oche,
mma, azịza, akwụkwọ ọgụgụ,
B) ỊZỤ NA IRE AHỊA na-agarịrị ụgbọ ọjii, dgz.
EKELE DABARA ADABA N’ORIRE
NA ỌZỤZỤ AHỊA
i) Kedụ maka ahịa?
ii) Ahịa ọ na-agakwa? dgz.

3. AGỤMAGỤ: ABỤ ỌDINALA

1. Ịgụpụta abụ na uri Igbo dị iche IHE ỤMỤAKWỤKWỌ GA-EME:
iche dịka. 1. Ịgụ abụ odịnala dị iche iche
i) Abụ e ji eku nwa (Onye mụrụ 2. Ịjụ a ụjụ
nwa na-ebe akwa?) NGWA NKỤZI
ii) Abụ agha (Nzogbu nzogbu) Ụmuaka n’onwe ha, akwụkwọ
iii) Abụ e ji akụzi akụkụ ahụ ọgụgụ, eserese, dgz.
mmadụ (dịka kpa n’isi kpam,
kpam na ntị kpam)
iv) Abụ ọrụ

2. Nkọwa okwu na nkebiokwu ndị dị

n’abụ a ndị a gụpụtara
6.

AGHỌTAAZAA:
IJI MMADỤ ATỤ MGBERE AHỊA IHE ỤMỤAKWỤKWỌ GA-EME:
i) Ngụpụta aghọtaazaa 1. Ịgụ aghọtaazaa
ii) Nkọwa ihe bụ ịtụ mgbere ahịa

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 72

 (exportation of goods) 2. Ịza ajụjụ na-esote ya
iii) Nkọwa ihe bụ ịtụ mgbere ahịa 3. Ikwu ọghọm ịtụ mgbere ahịa
mmadụ mmadụ
iv) Ọghọm dị n’iji mmadụ atụ ahịa NGWA NKỤZI:
mgbere Akwụkwọ ọgụgụ, ederede, dgz.

7.
EKWUMEKWU: AHỤIKE
i) Ịkpachapụrụ ahụ ike anyị anya
ii) Ihe ụfọdụ anyị ga na-eme iji nwee IHE ỤMỤAKWỤKWỌ GA-EME
ahụike dk: idebe gburuburu ebe obibi 1. Ikwu ihe ha ga-eme iji nọdụ
anyị ọcha, ịsa ahụ oge dum, ịta atụ, n’ahụike
anụghị ọgwụ/nri ndị merụrụ emerụ, 2. Ịkọwa ọgwụ/nri merụrụ emerụ
dgz. na etu e si amatagasị ha
iii) Etu e si amata nri/ọgwụ ndị NGWA NKỤZỊ:
meruru emeru. Akwụkwọ ọgụgụ, tepụ rekọda,
dgz.

AGỤMAGỤ: ABỤ EDEREDE

1) Ịgụ abụ abụọ sitere n’akwụkwọ
abụ a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME
2) Ntụle odee abụ, asụsụ nka na 1. Ịgụ abụ
isiokwu/ ihe abụ ya na-akọ maka 2. Ikwu aha onye dere abụ na
ya isiokwu abụ ya
8. 3) Ịchọpụta ihe mmụta dị n’ab a gụrụ 3. Ikwu ihe mmụta dị n’abụ.
NGWA NKỤZI
Akwụkwọ abụ a họpụtara,
MPỤ ULE
1.a) Nkọwa ihe ime mpụ ule pụtara
b) Ụzọ dị iche iche e si eme mpụ IHE ỤMỤAKWỤKWỌ GA-EME
ule 1. Ịkọwa mpu ule na ọghọm ya
c) Ọghọm na-esote ime mpụ ule NGWA NKỤZI
Akwụkwo ọgụgụ, tepurekọda,
2. AGỤMAGỤ: ABỤ EDEREDE ụmụaka n’onwe ha, dgz.
a) Ịgụ abụ ederede abụọ a họpụtara
b) Nchịkọta abụ ndị a gụrụ na ihe IHE ỤMỤAKWỤKWỌ GA-EME
mmụta ha gasị 1. Ịgụ abụ
2. Ikwu ihe abụ na-akwu maka
Ya
d) Ịkọwapụta mkpụrụokwu ọhụrụ
ndị batara n’abụ a gụpụtara.
3. Ikwu ihe mmụta dị n’abụ
NGWA NKỤZI
EKWUMEKWU Akwụkwọ abụ a họọrọ
9. a) Ịkọwa etu obi dị mmadụ dịka:
obi ụtọ, iwe, ọnụma, obi ọjọọ, dgz.
b) Iji ahịrịmfe dị iche iche

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 gosipụta etu obi dị mmadụ IHE ỤMỤAKWỤKWỌ GA-EME
b) Ịrịọ mmadụ ihe dịka 1. Ikọwa ka obi dị ha
i) Irịọ enyemaka (dk.biko, nnyere 2. Irịọrịta onwe ha ihe
m aka… 3. Ịmebe ahịrịmfe
ii) Ekpere arịrọ (dk. Ka anyị rịọ NGWA NKỤZI
Chineke) Akwukwọ ọgụgụ, ụmụaka
n’onwe ha, ụgbọ ojii, tepụ-
rekọdụ, dgz.
NCHEKWA GBURUGBURU
a) Nkọwa nchekwa gburugburu
10. b) Ụzọ dị iche iche e si echekwa IHE ỤMỤAKWỤKWỌ GA-EME
gburu gburu 1. Ige ntị
c) Idebe gburugburu ọcha 2. Ikwu ụzọ dị iche iche e si
d) Ngwa ndị e ji edobe gburugburu echekwa gburugburu
ọcha 3. Ịkpọsịta ngwa ndi e ji edobe
e) Uru na ọghọm dị n’idob/edobeghị gburugburu ọcha
gburugburu ọcha 4. Ikwu uru/ọghọm dị n’idebe
gburu gburu ọcha.
NGWA NKỤZI
Ngwa mmetụaka dị iche iche ndị
e ji echekwa ma ndị e edobe
gburugburu ọcha dịka: Ọgụ,
nkọcha, keeki, nkata, abọ,
MMỤGHARỊ IHE A KỤZIRI azịza, dgz.

11.
ULE

12.
MMECHI

13.

14.

ASỤSỤ IGBO (L2)

JSS 2 TAM NKE ATỌ

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 74

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

1. A) EZINỤLỌ IHE ỤMỤAKWỤKWỌ GA-EME:

1. Nrụgosị ndị nọ n’ezinụlọ site 1. Ige ntị
n’aha, ụmụnne na etu ha sị metụta 2. Ịza ajụjụ
dk. Nne, nna, ada, ọkpara, nne 3. Ide ihe odide
ochie, ndị ọgọ, dgz. NGWA NKỤZỊ
Akwụkwọ ọgụgụ, foto/eserese
iche iche na-egosi ụdị ezinụlọ e
nwegasịrị, dgz.
B) ETU AHỤ DỊ MMADỤ
1. Nkọwa etụ ahụ dị mmadụ dịka IHE ỤMỤAKWỤKWỌ GA-EME:
ahụ mgbu, ike ọgwụgwụ, agụụ, 1. Ige ntị
akpịrị ikpọ nkụ, dgz. 2. Ịrụgosi eserese
2. Nkọwa ihe mmadụ chọrọ na ihe 3. Ikwupụta ihe na-akpa ha na
ndị na-akpa ya dk: Achọrọ m iri ka ahụ dị ha
nri, Achọrọ m ihi ụra, dgz. NGWA NKỤZI
Ụgbọ ọjii, akwụkwọ ọgụgụ,
eserese, kaadị mgbubam,
ụmụakwụkwọ n’onwe ha, dgz.

2. ỌNỤỌGỤGỤ
1. Ihe ndị e nwere ike ịgụ ọnụ dị na IHE ỤMỤAKWỤKWỌ GA-EME:
gburugburu anyị 1. Ịgụ ọnụọgụgụ
2. Ihe ndị e nweghị ike ịgụ ọnu dịka: 2. Ịrụgosị ọnụọgụgụ
nnu, mmiri, aja, dgz. 3. Idepụta ọnụọgụgụ
3. Ọnụọgụgụ mpekele dk. ½ , ¼ , NGWA NKỤZI
2½,dgz. Chaatị, kaadị mgbubam, osisi,
4. Iji ọnụọgụgụ mebe ahịrịmfe okwuchi karama, ụgbọ ojii,
okwute, dgz

3. A) ỊṄỤ ỌGWỤ AGHARA AGHARA IHE ỤMỤAKWỤKWỌ GA-EME

1. Nkọwa ihe ọgwụ bụ 1. Ịkọwa ọgwụ na ihe ịṅụ ọgwụ
2. Ụdị ọgwụ dị iche iche dk. ọgwu aghara pụtara aghara
mmiri, mkpụrụọgwụ, ọgwụ otite 2. Ịkpọsịta aha ọgwụ dị iche iche
3. Ndị kwesịrị inye ọgwụ 3. Ikwu ndị kwesirị inye ọgwụ
4. Ọghọm dị n’ime ọgwụ aghara 4. Idepụta uru na ọghọm ịṅụ
ọgwụ aghara aghara
aghara
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii,

foto/eserese ụmụọgwụ dị gasị

iche iche, kaadị mgbubam, dgz

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 75

 B) IWU GBASARA OKPOROỤZỌ
4. 1. Ịgụpụta na nkọwa iwu metụtara IHE ỤMỤAKWỤKWỌ GA-EME
okporoụzọ 1. Igụpụta na ịkọwa iwu ndị a
2. Akara/eserese ndị metụtara 2. Ịkọwa akara/eserese ndị a
okporoụzọ awaraawa. na-ahụ n’okporoụzọ
3. Iji ha mebe ahịrị mfe NGWA NKỤZỊ:
Akwụkwọ ọgụgụ. akara/eserese
dị iche iche metụtara okporoụzọ

MGBA ANỌ DỊ N’ỤWA

5. (The four cardinal points) IHE ỤMỤAKWỤKWỌ GA-EME
1. Nkọwa na ntụziaka iji gosipụta 1. Ikwu mgba anọ ndị e nwere
mgba anọ dị n’ụwa dk. Ugwu 2. Ịkpọsịta okwu nji e ji egosi-
(North), Ọdịda (West), Ọwụwa pụta ha
anyanwụ (East) na Ndịdaanyanwụ 3. Ikwu Steeti ndị nọgasị na
(South) mgba anọ ndị a
2. Okwu ndị e ji eziputaa ha n’Igbo NGWA NKỤZI
dịka: mgbada ugwu (valley), n’ihu Maapụ Naịjirịa, akwụkwọ ọgụgụ,
na azụ (front and back), dgz. foto/ eserese, kaadị mgbubam,
3. Steeti ndị nọgasị na mgba anọ dgz.
ndị a

1. ỊKWALITE ỌNỌDỤ AGỤM-

6. AKWỤKWỌ ỤMU NWAANYỊ IHE ỤMỤAKWỤKWỌ GA-EME
i) Nkọwa agụmakwụkwọ na uru ọ 1. Ikwu uru agụmakwụkwọ bara
bara 2. Ịkparịtaụka gbasara uru dị
ii) Agụmakwụkwọ ụmụnwaanyị n’agụmakwụwkọ ụmụaka
n’oge gboo ma n’ugbu a nwaanyị
iii) Ikike umụnwaanyị nwere NGWA NKỤZI:
gbasara agụmakwụkwọ Akwụkwọ ọgụgụ, foto/ eserese
MKPARỊTAỤKA ụmụnwaanyị ndị gụrụ akwụkwọ
iv) Uru agụmakwụkwọ ụmụ aha ha na-ada ụda.
nwaanyị na-ewetara ala anyị
v) Mkpa ọ dị na nwaanyị ga-agụlite
akwụkwọ n’ogo dị elu tupu ọ lụọ di

AGỤMAGỤ: EJIJE EDEREDE

7. Ịgụ ejije a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME:
i) Nkọwa odee ejije, isiokwu, 1. Ịgụ ejije
ndị nisiokwu ejije ya 2. Ikwu aha odee, isiokwu na ihe
ii) Ọgụgụ akwụkwọ ejije ejije ya na-akowa
c) Nkọwa asụsụ nka odee, mkpụrụ- 3. Ịkọwa okwu ọhụrụ ha gụtara
okwu na okwu ọhụrụ batara n’ihe 4. Iji okwu ọhụrụ mepụta ahịrị-
a gụrụ okwu

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 76

 a) Iji okwu ọhụrụ ndị a gụtara mebe
ahịrịokwu

ỊDỊ ỌCHA NKE ONWE

9. 1. Nkọwa ihe ịdị ọcha nke onwe IHE ỤMỤAKWỤKWỌ GA-EME
pụtara 1. Ikwupụta ụzọ ha ga-esi
2. Ihe ndị na-ebute adighị ọcha edebe onwe ha ọcha
3. Ụzọ dị iche iche anyị si edobe 2. Ikwu uru na ọghọm adịghị
onwe anyị ọcha ọcha na-ebute.
4. Uru ịdị ọcha na-ewetara anyị NGWA NKỤZI
5. Ọghọm adịghị ọcha na-ewetara Akwụkwo ọgụgụ, eserese nri
anyị adịghị ọcha, mmiri adịghị ọcha,
uwe adịghị ọcha, tepụrekọda,
dgz.

AGỤMAGỤ: EJIJE EDEREDE

10. a) Ịgụ akwụkwọ ejije a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME
b) Ịkọwapụta ihe mmụta dị n’akụkọ 1. Igụ akwụkwọ ejije
c) Nkọwa okwu ọhụrụ pụtara n’ihe a 2. Ikwu ihe mmụta sitere n’ejije
gụrụ 3. Ịkọwa okwu ọhụrụ
NGWA NKỤZI
Akwụkwọ ejije a họọrọ

AGỤMAGỤ: EJIJE na-agarirị

11. a) Ịtụle agwa ndị batara n’akụkọ IHE ỤMỤAKWỤKWỌ GA-EME
b) Ịkọwapụta mkpụrụokwu ọhụrụ ndị 1. Inye nkọwa gbasara agwa
batara n’akụkọ a gụpụtara. ndị dị n’ejije
c) Itụle omenala ndị batara n’ejije 2. Idepụta omenala ndị pụtara
e) Nchịkọta ejije na ihe ejije na-akọ ihe n’ejije
maka ya 3. Ikọwa okwu ọhụrụ na iji ha
mebe mkpụrụokwu
MMỤGHARỊ IHE A KỤZIRI
12.

ULE/MMECHI

YORÙBÁ JSS 2 TÁÀMÙ KÌN-ÍN-NÍ

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 77

1. ÈDÈ: Sílébù Èdè Yorùbá OLÙKÖ

1. Sô oríkì sílébù
ÀKÓÓNÚ IŚË
2. Śe àlàyé ìhun sílébù
1. Oríkì sílébù .
3. Sç õpõlôpõ àpççrç pínpín õrõ sí sílébù sójú
2. Ìhun sílébù (F, KF, Kos (N) pátákó

3. Pípín õrõ sí sílébù AKËKÕÖ

1. Têtì sí àlàyé olùkö

2. Śe àpççrç pípín õrõ sí sílébù fúnra rê

3. Kô ohun tí olùkö kô saju pátákó sínú ìwé

OHUN-ÈLÒ ÌKÖNI

Pátákó ìkõwé.

2. ÀŚÀ: Êsìn Ìbílê Yorùbá OLÙKÖ

1. Śe àlàyé ipa ti êsìn ń kó láwùjô

ÀKÓÓNÚ IŚË
2. Śe àlàyé ipò Olódùmarè nínú êsìn
1. Pàtàkì Êsìn Láwùjô Yorùbá
3. Śàlàyé nípa àwôn òrìśà ilê Yorùbá àti bí a ti ń sìn
2. Ìgbàgbö Àti Èrò Àwôn Yorùbá Nípa wön.
Olódùmarè
4. Śe àlàyé àjôśe àárin àwôn çlësìn ìbílê, Mùsùlùmí
3. Ipò Olódùmarè àti Ômôlëyìn Jésú

4. Òrìśà Ilê Yorùbá AKËKÕÖ

5. Êsìn òde òní: 1. Sô ohun ti wön mõ nípa êsìn ìbílê Yorùbá àti
êsìn ìgbàlódé
* Mùsùlùmí
2. Jíròrò nípa àjôśe Olódùmarè, àwôn òrìśà àti
* Ômôlëyìn Jésù olùsìn wôn.

3. Jíròrò lórí ìjà êsìn àti bí a śe lè dékun rê.

OHUN-ÈLÒ ÌKÖNI

1. Àwòrán àwôn çlësìn oríśìí mëtêêtà níbi ìsìn.

2. Fídíò

3. Sinimá

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 78

3. LÍTÍRÈŚÕ: Àśàyàn Ìwé Ìtàn Àròsô Ôlörõ OLÙKÖ
Geere
1. Śe ìfáàrà lórí òýkõwé àti ohun tí ìtàn náà dálé.

2. darí akëkõö láti tún ìtàn sô

ÀKÓÓNÚ IŚË
3. Śe àlàyé lórí àwôn kókó-õrõ tó súyô àti ìbáyému
1. Ìsônísókí ìśêlê inú ìtàn abáyému
wôn
2. Êkö àti kókó õrõ tó súyô àti ìbáyému õrõ tó ń 4. Śe àlàyé nípa àwôn êdá ìtàn àti ìfìwàwêdá wôn
lô láwùjô, (bí àpççrç ipò/ ìpín obìnrin láwùjô,
ìkôlura êsìn, ômôlúàbí, ìtöjú àyíká, ìlera, ààrùn 5. darí ìjíròrò nípa ìlò èdè nínú ìtàn náà.
éèdì/ rômôlöwölësê abbl)
AKËKÕÖ
3. Êdá ìtàn àti ìfìwàwêdá
1. Ka ìwé náà
4. Ìlò èdè:
2. tún ìtàn náà sô ní sókí
(a) Ônà èdè 3. jíròrò lórí kókó-õrõ inú ìwé náà àti ìbáyému wôn
- Àfiwé 4. Tëtí sí àlàyé olùkö nípa êdá ìtàn àti ìfìwàwêdá
wôn.
- òwe
5. Kópa nínú ìjíròrò lórí ìlò èdè.
- Àkànlò èdè
OHUN-ÈLÒ ÌKÖNI
(b) Àwítúnwí
1. Ìwé tí a yàn fún kíkà.
- Ìfìrómõrísí
2. Àwòrán díê lára ìśêlê tó köni lëkõö nínú ìwé náà.
- ìfohungbohùn abbl

4. ÒÝKÀ: Oókanléláàádöjô dé igba (151 – 200). OLÙKÖ

Kíka owó Náírà
1. Tö àwôn akëkõö sönà láti ka òýkà -
Oókanléláàádöjô dé igba (151 – 200).
ÀKÓÓNÚ IŚË
2. Śe àlàyé ìgbésê òýkà ní kíkún.
Òýkà láti Oókanléláàádöjô dé igba (151-200).
Òýkà owó náírà b.a. náírà kan, náírà méjì, ogún 3. Tö akëkõö sönà láti ka owó náírà pêlú òýkà
náírà, ôgbõ náírà abbl. Yorùbá.

AKËKÕÖ

1. Ka òýkà láti Oókanléláàádöjô dé igba (151 –

200).

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

3. Dá owó náírà mõ àti bí a śe ń pè wön ní ìlànà

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 79

 òýkà Yorùbá

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

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù tí a kô òýkà láti Oókanléláàádöjô dé

igba (151 – 200).

2. Káàdì pélébé pélébé tí a kô òýkà kõõkan sí.

3. Owó náírà lóríśiríśi.

5. ÈDÈ: Oríśiríśi Gbólóhùn (Ìhun) OLÙKÖ

1. Fún gbólóhùn ní oríkì

ÀKÓÓNÚ IŚË
2. Śe àlàyé ìhun õkõõkan àwôn oríśi gbólóhùn
1. Oríkì Gbólóhùn mëtêêta

2. Oríśiríśi Gbólóhùn 3. Śe àpççrç õkõõkan irú àwôn gbólóhùn náà, kô

wön sára pátákó, kí o sì kà wön fún akëkõö.
* Alábödé
4. Darí akëkõö láti śe àwôn àpççrç mìíràn yàtõ sí
* Alákànpõ
èyí tí olùkö śe.
* Oníbõ
AKËKÕÖ

1. Tëtí sí àlàyé olùkö nípa oríkì gbólóhùn àti ìhun

õkõõkan àwôn oríśi gbólóhùn mëtêêta náà.

2. Da àwôn àpççrç tí olùkö kô sára pátákó kô sínú

ìwé rç.

3. Pe àwôn gbólóhùn náà têlé olùkö

4. Śe àwôn àpççrç mìíràn yàtõ sí èyí tí olùkö śe.

OHUN-ÈLÒ ÌKÖNI


Kádíböõdù tí a kô àpççrç gbólóhùn
alábödé, oníbõ àti alákànpõ sí.
6. ÈDÈ: Àmì Ohùn OLÙKÖ

1. Fún àmì ohùn ní oríkì

ÀKÓÓNÚ IŚË
2. Śe àlàyé oríśi àmì ohùn mëtêêta
1. Oríkì àmì ohùn
3. Kô àwôn fáwëlì pêlú ohùn orí wôn

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 80

 2. Àlàyé lórí oríśi ohùn Yorùbá mëtêêta àti àmì 4. Kô õrõ onísílébù kan àti ôlöpõ sílébù sára pátákó
wôn
5. pè wön fún akëkõö.
i. Ohùn àárin – (a kì í fi í hàn lórí õrõ)
AKËKÕÖ
ii. Ohùn ìsàlê –
1. Tëtí sí àlàyé olùkö lórí oríkì àmì ohùn àti àwôn
iii. Ohùn òkè - àmì mëtêêta.

3. Fáwëlì àti oríśiríśi àmì ohùn kõõkan lórí 2. Śe àdàkô fáwëlì àti àwôn õrõ tí olùkö kô.
fáwëlì kõõkan. Bí àpççrç: à, a, á, è, e, é, abbl
3. Pe àwôn fáwëlì àti õrõ náà bí olùkö śe pè wön.
4. Àmì ohùn lórí õrõ onísílébù kan. B.a: bá, dà,
kan abbl. OHUN-ÈLÒ ÌKÖNI


Kádíböõdù tí ó ń śe àfihàn àwôn àmì ohùn
lórí fáwëlì, õrõ onísílébù kan àti ôlöpõ
sílébù.
7. ÀŚÀ: Ìranra-çni-löwö OLÙKÖ

1. Śe àlàyé oríśiríśi àśà ìranra-çni-löwö àti àýfààní

ÀKÓÓNÚ IŚË wôn

1. Èsúsú 2. Śe àlàyé ipò àśà ìranra-çni-löwö nínú iśë

àjùmõśe àti ôrõ-ajé
2. Àjô
3. Darí akëkõö láti jíròrò lórí çgbë aláfôwösowöpõ.
3. Õwê
4. Kó akëkõö lô sô ìdí çbu níbi tí wön ti ń jô fôwö-
4. Àáró
so-wöpõ śiśë
5. Àrokodóko
AKËKÕÖ
6. Çgbë aláfôwösowöpõ òde òní.
1. Tëtí sí àwôn àlàyé olùkö, sì śe àkôsílê kókó-õrõ
bí ó ti yç.

2. Śe ìbéèrè lórí ohun tí kò bá yé e.

3. Kópa nínú ìjíròrò tí olùkö darí lórí çgbë

aláfôwösowöpõ lóde òní

4. Têlé olùkö lô sí çbu láti lô wo àwôn òśìśë bí wön

śe ń śiśë.

OHUN-ÈLÒ ÌKÖNI

1. Fídíò

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 81

 2. Fíìmù

3. Àwòrán

8. LÍTÍRÈŚÕ: Àśàyàn ìwé eré-onítàn OLÙKÖ

1. Darí akëkõö láti ka eré-onítàn náà.

ÀKÓÓNÚ IŚË
2. Śe ìfáàrà lórí òýkõwé àti ohun tí eré náà dá lé.
1. Ibùdó ìtàn
3. Fa àwôn kókó õrõ yô
2. Àhunpõ ìtàn
4. Jíròrò lórí êdá ìtàn àti ìfìwàwêdá wôn
3. Àśà tó súyô
5. Śe àfiwé ìśêlê inú ìtàn pêlú õrõ tó ń lô láwùjô.
4. Kókó-õrõ
6. Śe àlàyé lórí ìlò èdè
5. Ìfìwàwêdá
7. Darí ìśeré ní kíláásì, ìbá à jë ìran kan àbí méjì
6. Ìlò èdè
AKËKÕÖ

1. Ka eré-onítàn náà.

2. Ìjíròrò lórí ìśêlê tí wön ti gbö rí/ kà rí, tí ó fi ara

pë èyí tí wön kà.

3. Fa êkö tí wön rí kö yô.

4. Töka sí oríśiríśi ìlò èdè

5. Jíròrò lórí àwôn êdá ìtàn àti ìfìwàwêdá wôn

6. Kópa nínú ìśeré tí olùkö darí ní kíláásì.

OHUN-ÈLÒ ÌKÖNI

1. Ìwé ìròyìn

2. ìwé ìròyìn tí ìśêlê tó fara pë ti inú ìwé ti wáyé.

3. fíìmù tó bá eré mu (tí ó bá wà)

4. Aśô eré

5. Ohun èlò ìśeré

9. ÀŚÀ: Òýkà ôjö àti ośù ní ilê Yorùbá OLÙKÖ

1. Śe àlàyé iye ôjö tí ó wà nínú õsê fún akëkõö

ÀKÓÓNÚ IŚË
2. Kö akëkõö láti kô orin tí ó rõmö àwôn ôjö tó wà

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 82

 1. Òýkà àwôn ôjö tí ó wà nínú õsê. Ìtàn tí ó rõ nínú õsê
mö ôn. Ôjö Ajé, Ìśëgun, Ôjörú, Ôjöbõ, Çtì,
Àbámëta. 3. Śe àlàyé iye ośù tí ó wà nínú ôdún fún akëkõö.

2. Àwôn ośù tí ó wà nínú ôdún: Śërë, Èrèlé, 4. Darí akëkõö láti kô orin tí ó rõmö àwôn ośù tó
Erénà, Igbe, Èbìbí, Okúdù, Agçmô, Ògun, wà nínú ôdún.
Ôwëwê, Õwàrà, Belu, Õpç. AKËKÕÖ

1. Tëtí sí àwôn àlàyé olùkö nípa iye ôjö tí ó wà

nínú õsê àti iye ośù tí ó wà nínú ôdún.

2. Kópa nínú orin tí olùkö darí ní kíláásì.

3. Śe àkôsílê ohun tí olùkö kô sójú pátákó sí inú

ìwé.

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù tí a kô àwôn ôjö tí ó wà nínú õsê àti

ośù tí ó wà nínú ôdún sí.

2. Káàdì pélébé pélébé tí a kô àwôn ôjö àti ośù sí

10. ÈDÈ: Aáyan Ògbufõ OLÙKÖ

1. Fún aáyan ògbufõ ní oríkì.

ÀKÓÓNÚ IŚË
2. Śe àlàyé bí a śe ń śe aáyan ògbufõ.
1. Oríkì aáyan ògbufõ
3. Śe aáyan ògbufõ çlëyô õrõ láti èdè Gêësì sí
2. Ìtönisönà lórí bí a śe ń śe aáyan ògbufõ Yorùbá.

3. Śíśe aáyan ògbufõ çlëyô õrõ láti èdè Gêësì sí 4. Túmõ gbólóhùn kéèkèèké láti èdè Gêësì sí
Yorùbá Yorùbá

4. Túmõ gbólóhùn kéèkèèké láti èdè Gêësì sí AKËKÕÖ

Yorùbá.
1. Tëtí sí bí olùkö śe ń túmõ àwôn çyô õrõ àti
gbólóhùn

2. Kô àwôn çyô õrõ àti àwôn gbólóhùn tí olùkö kô

sí ojú pátákó sí inú ìwé wôn.

OHUN-ÈLÒ ÌKÖNI


Pátákó ìkõwé

Śíśe àmúlò àwôn ohun èlò tó wà nítòsí bí i
owó, àga, omi, pátákó ìkõwé, síbí, abbl
11. ÀŚÀ: Oúnjç Ilê Yorùbá OLÙKÖ

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 83

 ÀKÓÓNÚ IŚË
1. Sô oríkì oúnjç
1. Oríkì oúnjç
2. Oríśiríśi oúnjç 2. Sô oríśiríśi oúnjç
3. Bí a śe ń śe oúnjç kõõkan. 3. Śe àlàyé bí a śe ń śe oúnjç kõõkan
4. ìsõrí ìsõrí oúnjç afáralókun àti amáradán
5. Àfiwé oúnjç àtijö àti ti òde òní. 4. Kô àwôn oúnjç tí ó bö sí ìsõrí kan náà sójú
pátákó

5. Sõrõ lórí àýfààní oúnjç láti oko àti ewu oúnjç inú
agolo

AKËKÕÖ

1. Tëtí sí àlàyé olùkö.

2. Sô èrò tiwôn lórí oúnjç

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

4. Ya àtç tí olùkö yà sójú pátákó.

OHUN-ÈLÒ ÌKÖNI


Oríśiríśi oúnjç tútù

Àwòrán

Ohun èlò ìśeunjç: ìkòkò, epo, iyõ, irú,
ewébê, sítóòfù àdògán abbl
12. ÈDÈ: Gbólóhùn OLÙKÖ

1. Śe àlàyé ìhun õkõõkan àwôn oríśi gbólóhùn

ÀKÓÓNÚ IŚË mëtêêta náà.

1. Ìbéèrè 2. Da àwôn àpççrç tí olùkö kô sójú pátákó kô sínú

2. Àlàyé ìwé rç
3. Àśç
3. Pe àwôn gbólóhùn náà têlé olùkö

4. Śe àwôn àpççrç mìíràn yàtõ sí àwôn èyí tí olùkö

ti śe

OHUN-ÈLÒ ÌKÖNI

 Kádíböõdù tí a kô àpççrç gbólóhùn ìbéèrè,

àlàyé àti àśç sí.

13. ÀTÚNYÊWÒ ÊKÖ

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 84

14. ÌDÁNWÒ

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 85

 YORÙBÁ JSS 2 TÁÀMÙ KEJÌ

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. LÍTÍRÈŚÕ: Àśàyàn ìwé (Ewì Àpilêkô) OLÙKÖ

1. Ka ewì sí etígbõö àwôn akëkõö

ÀKÓÓNÚ IŚË
2. Śe àlàyé lórí ewì tí a kà
1. Àwôn ewì tó wà nínú ìwé tí a yàn
3. Kô àwôn kókó õrõ jáde
2. Kókó õrõ b.a. ìwà ènìyàn; àwôn êdá mìíràn tí kì í
śe ènìyàn, õrõ tó ń lô láwùjô,, ìkôlura êsìn, ipò 4. Śe àlàyé ní kíkún lórí;
obìnrin, ètò ôrõ-ajé, ìśakô/ ìśabo – gbogbolômô,
* ônà èdè àti ìsôwölo-èdè.
éèdì.
* kókó õrõ
Àkíyèsí: Ó pôn dandan láti yan ìwé ewì tí ó ní
àwôn àkóónú kókó õrõ wõnyí * Êkö tó köni

3. Ônà èdè àti ìsôwölo-èdè. * Darí ìjíròrò nípa àwôn kókó inú êkö yìí ni
kíláásì

AKËKÕÖ

1. ka ewì tí olùkö kà fúnra rç

2. kô àwôn kókó tí olùkö kô sójú pátákó sínú ìwé

3. kópa nínú ìjíròrò tí olùkö śe nínú kíláásì.

OHUN-ÈLÒ ÌKÖNI

1. Ìwé tí a yàn

2. Àwòrán àwôn ohun tí ewì dá lé lórí.

2. ÀŚÀ: Ogun àti Àlàáfíà OLÙKÖ

1. Śe àlàyé ohun tí ogun jë àti ìdí tí ó fi máa ń

ÀKÓÓNÚ IŚË wáyé

1. kí ni ogun? Kí sì ni ìdí tí ó fi máa ń wáyé? 2. Śe àlàyé nípa oríśiríśi ogun Yorùbá

2. Ogun Yorùbá láyé àtijö 3. Śe àlàyé àýfààní tí ó wà nínú ogun jíjà. (jë kí
akëkõö mõ pé èyí mô níba. Àwôn ènìyàn péréte sì
- orúkô ogun b.a. jálumi, kírìjí abbl
ni ó máa ń sábà kàn).
- Àwôn jagunjagun b.a. Ìbíkúnlé, Ògúnmölá,
4. Śe àlàyé àléébù tí ó wà nínú ogun (jë kí akëkõö

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 86

 Ògèdèýgbé abbl mõ pé èyí máa ń kan ènìyàn púpõ ju ti àýfààní rê
lô).
- Ohun èlò ogun b. a. ôfà, ôkõ, idà, ìbôn, oògùn.
5. Śe àlàyé pé kò sí ìfõkànbalê àti ìdàgbàsókè ní
3. Àýfààní ogun jíjà; õnà ìdáàbòbo ìlú çni, láti kó àkókò ogun.
ìlú çni lërú, abbl
AKËKÕÖ
4. Àléébù ogun nípa ôsë tó ń śe
1. Tëtí sí àwôn àlàyé olùkö
- Dá õtá sílê
2. śe àkôsílê sínú ìwé rç bí ó ti yç.
- Run ìlú
3. Wo àwòrán fíìmù, fídíò abbl tí olùkö fihàn
- Fa ìyàn, abbl
4. kópa nínú ìjíròrò tí olùkö darí
5. Õnà láti dëkun ogun jíjà.
OHUN-ÈLÒ ÌKÖNI
- Yíyàgò fún aáwõ.
1. Téèpù

2. kásëêtì

3. Fídíò

4. fíìmù

5. Àwòrán

6. Tçlifísàn

3. ÈDÈ: Àtúnyêwò Ìsõrí Õrõ - Õrõ-Orúkô àti Õrõ- OLÙKÖ

Ìśe
1. Śe àlàyé lórí õrõ-orúkô

ÀKÓÓNÚ IŚË 2. Śe àlàyé iśë tí õrõ-orúkô ń śe nínú gbólóhùn.

B.a olùwà, àbõ àti êyán.
1. Àlàyé lórí õrõ-orúkô
3. Dárúkô oríśiríśi õrõ-orúkô pêlú àpççrç wôn.
2. Iśë tí õrõ-orúkô ń śe nínú gbólóhùn B.a, orúkô ènìyàn, çranko, aśeékà, çlëmìí abbl.

3. Àlàyé lórí oríśiríśi õrõ-orúkô 4. Śe àlàyé lórí õrõ-ìśe

4. Àlàyé lórí õrõ-ìśe 5. Śe àlàyé iśë tí õrõ-ìśe ń śe nínú gbólóhùn. (jë kí

akëkõö mõ pé òun ni òpómúléró àti kókó
5. Iśë tí õrõ-ìśe ń śe nínú gbólóhùn.
gbólóhùn)

AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí ìsõrí õrõ-orúkô àti õrõ-

ìśe.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 87

 2. Kô àwôn àpççrç tí olùkö śe sínú ìwé.

3. Śe àwôn àpççrç tìrç lábë ìdarí olùkö.

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù

2. káàdì pélébé pélébé.

4. ÀŚÀ: Òýkà- Õtàlénígba-ó-dín mësàn-án dé OLÙKÖ

õödúnrún
1. Tö akëkõö sönà láti ka òýkà láti Õtàlénígba-ó-
dín mësàn-án dé õödúnrún (251-300)
ÀKÓÓNÚ IŚË
2. Śe àlàyé ìgbésê òýkà ní kíkún.
Òýkà láti Õtàlénígba-ó-dín mësàn-án dé õödúnrún
(251 – 300). Kíkà AKËKÕÖ

260 = Õtàlénígba 1. ka òýkà láti Õtàlénígba-ó-dín mësàn-án dé

õödúnrún (251 – 300)
280 = Õrìnlénígba
2. Dá òýkà tí a kô sójú pátákó mõ ní õkõõkan.
300 = Õödúnrún
3. kô òýkà tí olùkö kô sójú pátákó sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù tí a kô òýkà láti Õtàlénígba-ó-dín

mësàn-án dé õödúnrún (251 – 300) sí.

2. káàdì pélébé pélébé tí a kô òýkà kõõkan sí.

5. ÈDÈ: Fónëtíìkì – Àpèjúwe ìró Köńsónáýtì OLÙKÖ

1. Kô köńsónáýtì Yorùbá lápapõ sójú pátákó fún

ÀKÓÓNÚ IŚË akëkõö

1. Köńsónáýtì: b, d, f, g, gb, h, j, k, l, abbl 2. Śe àpèjúwe ìró köńsónáýtì fún akëkõö lórí àtç
köńsónáýtì
2. Àpèjúwe ìró köńsónáýtì
- ibi ìsçnupè b.a. Àfèjì-ètèpè, Àfàfàsépè, àfèrìgìpè
- ibi ìsçnupè
abbl
- õnà ìsçnupè
- õnà ìsçnupè b.a. àréhön, àfúnnupè, àśenupè abbl
Ipò tán-án-ná
- ipò tán-án-ná b.a akùnyùn tàbí àìkùnyùn

AKËKÕÖ

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 88

 1. fetí sí bí olùkö śe pe àwôn ìró köńsónáýtì náà

2. pe àwôn ìró köńsónáýtì náà bí olùkö śe pè wön.

3. Ya àtç ìró köńsónáýtì tí olùkö fi śe àpèjúwe ibi

ìsçnupè, õnà ìsçnupè àti ipò tán-án-na

4. Śe àdàkô àwôn ohun tí olùkö kô sójú pátákó

sínú ìwé

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù tí ó śe àfihàn àwòrán êyà ara ifõ

2. Káàdì pélébé pélébé tí a kô àwôn lëtà sí.

6. ÀŚÀ: Ogun àti Àlàáfíà OLÙKÖ

1. Śe àlàyé àýfààní tí ó wà nínú ogun jíjà. (jë kí

ÀKÓÓNÚ IŚË akëkõö mõ pé èyí mô níba. Àwôn ènìyàn péréte sì
ni ó máa ń sábà kàn).
1. Àýfààní ogun jíjà; õnà ìdáàbò bo ìlú çni, láti kó
ni lërú abbl 2. Śe àlàyé àléébù tí ó wà nínú ogun (jë kí akëkõö
mõ pé èyí máa ń kan ènìyàn púpõ ju ti àýfààní rê
2. Àléébù ogun nípa ôśë tí ó ń śe lô).
- Dá õtá sílê 3. Śe àlàyé pé kò sí ìfõkànbalê àti ìdàgbàsókè ní
àkókò ogun.
- Run ìlú
AKËKÕÖ
- Fa ìyàn abbl
1. Tëtí sí àwôn àlàyé olùkö
3. Õnà láti dëkun ogun jíjà
2. śe àkôsílê sínú ìwé rç bí ó ti yç.
- Yíyàgò fún aáwõ.
3. Wo àwòrán fíìmù, fídíò abbl tí olùkö fihàn

4. kópa nínú ìjíròrò tí olùkö darí

OHUN-ÈLÒ ÌKÖNI

1. Téèpù

2. kásëêtì

3. Fídíò

4. fíìmù

5. Àwòrán

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 89

 6. Tçlifísàn

7. ÈDÈ: Òwe OLÙKÖ

1. Sô ìtumõ owe
ÀKÓÓNÚ IŚË
2. jë kí akëkõö pa oríśiríśi òwe. B.a. ìbáwí, ìkìlõ,
1. Oríkì òwe ìmõràn abbl

2. Oríśiríśi òwe 3. Kô ìbêrê àwôn òwe kan sójú pátákó ìkõwé fún
àwôn akëkõö láti parí wôn
3. ìlò òwe
4. Śe àlàyé ìwúlò òwe fún akëkõö; b.a òwe ń jë kí
4. Ìwúlò òwe
èdè Yorùbá dùnún gbé kalê, ó wúlò fún láti sõrõ
àśírí abbl.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö

2. Pa oríśiríśi òwe gëgë b olùkö śe darí

3. kô ìparí àwôn òwe tí olùkö kô sí ojú pátákó sí

inú ìwé wôn.

OHUN-ÈLÒ ÌKÖNI

1. Ìwé owe

2. pátákó ìkõwé

8. ÈDÈ: Àtúnyêwò ìsõrí õrõ-ìśe OLÙKÖ

1. śe àlàyé iśë tí õrõ-ìśe ń śe nínú gbólóhùn fún

ÀKÓÓNÚ IŚË àwôn akëkõö b.a. òun ni kókó inú gbolohun.

1. Iśë tí õrõ-ìśe ń śe nínú gbólóhùn 2. Śe àkôsílê oríśiríśi õrõ-iśë pêlú àpççrç fún
õkõõkan wôn. Bí àpççrç;
* õrõ- ìśe çlëlà
Õrõ-ìśe alápèpadà – Ç rò mi ro ire
* õrõ-ìśe aláìlëlà
AKËKÕÖ
* õrõ-ìśe agbàbõ
1. Tëtí sí àlàyé olùkö lórí iśë tí õrõ-ìśe ń śe àti
* õrõ-ìśe aláìgbàbõ
àwôn oríśiríśi õrõ-ìśe tí ó wà.
* õrõ-ìśe alápèpadà
2. kô àwôn àpççrç tí olùkö śe sínú ìwé
* õrõ-ìśe aśèbéèrè, abbl
3. śe àwôn àpççrç tìrç lábë ìdarí olùkö.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 90

 OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù

2. Káàdì pélébé pélébé

9. ÈDÈ: Fónëtíìkì – Àpèjúwe Ìró Fáwëlì OLÙKÖ

1. kô fáwëlì Yorùbá lápapõ sójú pátákó fún

ÀKÓÓNÚ IŚË akëkõö

1. Fáwëlì: 2. śe àpèjúwe ìró fáwëlì fún àwôn akëkõö lórí àtç

ìró fáwëlì. Bí àpççrç:
* Àránmúpè – an, çn, in, un, ôn
- ipò ahön: iwájú ahön, àárin ahön àti êyìn ahön
* Àìránmúpè – a, e, ç, i, o , ô, u
- ipò ètè: pçrçsç tàbí roboto
2. Àpèjúwe ìró fáwëlì
- ipò àfàsé: Àránmúpè àti Àìránmúpè
* ipò ahön
AKËKÕÖ
* ipò ètè
1. Fetí sí bí olùkö śe pe àwôn ìró fáwëlì náà.
* ipò àfàsé
2. pe àwôn ìró fáwëlì náà bí olùkö śe pè wön.

3. Ya àtç ìró fáwëlì tí olùkö fi śe àpèjúwe ìró

fáwëlì àìránmúpè àti àránmúpè

4. śe àdàkô àwôn ohun tí olùkö kô sójú pátákó

sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù tí ó śe àfihàn àtç ìró fáwëlì

àránmúpè àti àìránmúpè

2. káàdì pélébé pélébé tí a kô àwôn lëtà sí.

10. ÀŚÀ: Ìpolówó Ôjà OLÙKÖ

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

ÀKÓÓNÚ IŚË akëkõö gbö.

1. Ìdí tí a fi ń polówó ôjà 2. fún àwôn akëkõö ní àýfààní láti śe ìpolówó ôjà
ní kíláásì.
2. Bí a śe ń polówó ôjà: b. a. êkô tútù, ç ç jçran
êkô.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 91

 3. Ôgbön ìpolówó ôjà ní ayé àtijö àti òde òní. B.a. 3. kó akëkõö lô śe àbêwò sí ôjà tàbí ìdíkõ.
ìpolówó ôjà lórí rédíò, tçlifísàn, ìwé ìròyìn, ìpàtç,
ìkiri abbl. AKËKÕÖ

1. Tëtí sí téèpù tí olùkö tê

2. kópa nínú śíśe ìpolówó ôjà nínú kíláásì.

3. śe àbêwò sí ôjà tàbí ìdíkõ láti gbö oríśiríśi

ìpolówó ôjà.

OHUN-ÈLÒ ÌKÖNI

1. Àtç

2. Fídíò

3. Rédíò

4. Êrô agbõrõ sílê

5. Téèpù

6. Ìpolówó ôjà lóríśiríśi nínú ìwé ìròyìn abbl.

11. ÀTÚNYÊWÒ ÊKÖ

12. ÌDÁNWÒ

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 92

 YORÙBÁ JSS 2 TÁÀMÙ KËTA

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. ÀŚÀ: Ìsômôlórúkô OLÙKÖ

1. Śe àlàyé ìgbàgbö Yorùbá nípa pàtàkì orúkô.

ÀKÓÓNÚ IŚË
2. Dárúkô àwôn ohun-èlò ìsômôlórúkô bí i àádùn,
1. Ìgbàgbö Yorùbá nípa bí orúkô śe śe orógbó, ataare, oyin abbl fún àwôn àfihàn swo èyí tí ó
pàtàkì tó (orúkô ômô ni ìjánu ômô, orúkô a bá wà ní àröwötó.
máa ro ômô) orúkô rere.
3. Dari àwôn akëkõö láti śe eré ìsômôlórúkô nínú kíláásì
2. Ètò ìsômôlórúkô b.a lílo ìrèké, oyin,
àádùn, abbl (àwôn ohun èlò ìsômôlórúkô). AKËKÕÖ

1. Tëtí sí àlàyé olùkö nípa pàtàkì orúkô àti ètò

ìsômôlórúkô, sì śe àkôsílê kókó kókó õrõ bí ó ti yç.

2. Sô ohun tí wön mõ nípa ìsômôlórúkô sáájú ìdánilëkõö

3. Dárúkô àwôn ohun-èlò ìsômôlórúkô pêlú dídá

õkõõkan wôn mõ

4. Śe eré ìsômôlórúkô

OHUN-ÈLÒ ÌKÖNI

1. Ohun èlò ìsômôlórúkô; oyin, ataare, orógbó,obì, çja,

omi, ìrèké

2. Àwòrán ohun èlò ìsômôlórúkô

3. Fídíò ètò ìsômôlórúkô.

2. ÈDÈ: ìsõrí õrõ OLÙKÖ

Õrõ aröpò orúkô àti õrõ aröpò afarajorúkô. 1. Fún õrõ aröpò-orúkô ní oríkì. Õrõ aröpò-orúkô ni
àwôn õrõ tí a lò dípò õrõ-orúkô nínú gbólóhùn.

ÀKÓÓNÚ IŚË 2. Śe àlàyé àbùdá õrõ aröpò-orúkô fún akëkõö. Bí i, ó

máa ń töka sí iye (çyô àti õpõ), ó töka sí ipò (çnìkínní,
1. Oríkì õrõ aröpò-orúkô
kejì, këta). B.a. Mo jç êbà: çnìkínní çyô
2. Àbùdá õrõ aröpò-orúkô
3. Śe àlàyé lórí õrõ aröpò-afarajorúkô àti àwôn wúnrên
3. Àlàyé lórí õrõ aröpò-afarajorúkô àti rê fún akëkõö. (jë kí akëkõö mõ pé ó ń töka sí iye àti
wúnrên rê. ipò). Wúnrên tàbí õrõ atoka rê ni; Èmi, ìwô, êyin, òun

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 93

 àti àwôn.

AKËKÕÖ

1. Śe àdàkô àwôn gbólóhùn tí olùkö kô sójú pátákó sí

inú ìwé wôn.

2. Tëtí sí àlàyé olùkö.

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù tí a kô àpççrç gbólóhùn tí a ti lo õrõ

aröpò-orúkô àti õrõ aröpò-afarajorúkô sí.

2. Àwòrán àtç õrõ aröpò-orúkô àti õrõ aröpò-

afarajorúkô.

3. ÒÝKÀ: Õödúnrún dé Êëdëgbêta (300 – OLÙKÖ

500)
1. Tö akëkõö sönà láti ka òýkà Õödúnrún dé Êëdëgbêta
(300 – 500).
ÀKÓÓNÚ IŚË
2. Śe àlàyé ìgbésê òýkà ní kíkún.
Òýkà láti Õödúnrún dé Êëdëgbêta (300–
500) AKËKÕÖ

320 = Okòólélöõödúnrún 1. Ka òýkà láti Õödúnrún dé Êëdëgbêta (300 – 500)

400 = Irínwó 2. Dá òýkà tí a kô sójú pátákó mõ ní õkõõkan.

460 = Õtàlénírínwó, abbl 3. kô òýkà tí olùkö kô sí ojú pátákó sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù tí a kô òýkà Õödúnrún dé Êëdëgbêta (300

– 500) sí.

2. Káàdì pélébé pélébé tí a kô òýkà kõõkan sí.

4. ÀŚÀ: Ìsômôlórúkô OLÙKÖ

1. śe àlàyé ètò ìsômôlórúkô fún àwôn akëkõö

ÀKÓÓNÚ IŚË
2. kô oríśiríśi orúkô sí ojú pátákó
1. Ètò ìsômôlórúkô, bí a śe ń lo àwôn ohun
èlò ìsômôlórúkô bí i obì, orógbó, ataare, 3. Darí akëkõö láti śe eré ìsômôlórúkô nínú kíláásì
oyín, ìrèké abbl fún ìwúre
AKËKÕÖ
2. Oríśiríśi orúkô
1. Tëtí sí àlàyé olùkö nípa ètò ìsômôlórúkô àti bí a śe ń

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 94

 * Àbísô lo õkõõkan àwôn ohun èlò ìsômôlórúkô fún ìwúre, kí ó
sì kô àwôn kókó kókó õrõ b ó ti yç
* Àmútõrunwá
2. śe àwòkô orúkô tí ó wà lójú pátákó
* Oríkì
3. śe eré ìsômôlórúkô
* Àbíkú
OHUN-ÈLÒ ÌKÖNI
* Ìnágijç, abbl.
1. Ohun èlò ìsômôlórúkô bí i obì, orógbó, ataare, oyín,
ìrèké, àádùn

2. Kádíböõdù tí a to orúkô ômô àti ìtöjú wôn sí.

3. Fídíò ètò ìsômôlórúkô.

5. ÈDÈ: Aáyan Ògbufõ (ôlörõ geere àti ewì) OLÙKÖ

1. Tö akëkõö sönà láti túmõ àyôlò ôlörõ geere kéèkèèké

ÀKÓÓNÚ IŚË ní èdè Gêësì sí èdè Yorùbá.

1. Títúmõ àyôlò ôlörõ geere kéèkèèké ní èdè 2. Tö akëkõö sönà láti túmõ àyôlò ôlörõ geere kéèkèèké
Gêësì sí èdè Yorùbá ní èdè Yorùbá sí èdè Gêësì.

2. Títúmõ àyôlò ôlörõ geere ní èdè Yorùbá 3. Tö akëkõö sönà láti túmõ ewì kúkurú ní èdè Gêësì sí
sí èdè Gêësì. èdè Yorùbá.

3. Títúmõ ewì ní èdè Gêësì sí èdè Yorùbá. AKËKÕÖ

1. Túmõ àyôlò ôlörõ geere kéèkèèké ní èdè Gêësì sí èdè

Yorùbá.

2. Túmõ àyôlò ôlörõ geere kéèkèèké ní èdè Yorùbá sí

èdè Gêësì.

3. Túmõ ewì kúkurú ní èdè Gêësì sí èdè Yorùbá.

OHUN-ÈLÒ ÌKÖNI

1. Ìwé àyôkà ôlörõ geere ní èdè Gêësì sí èdè Yorùbá.

2. Ìwé àpilêkô ní èdè Gêësì àti Yorùbá

3. Pátákó ìkõwé

4. Ìwé atúmõ èdè

6. LÍTÍRÈŚÕ: Lítírèśõ Alohùn OLÙKÖ

1. Śe àlàyé pé akëkõö nílò láti ní ìmõ nípa àwôn àbùdá

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 95

 ÀKÓÓNÚ IŚË õgangan ipò lítírèśõ alohùn kan bí àgbéyêwò rê tó kún.

1. õgangan ipò: 2. Śe àlàyé nípa àbùdá õgangan ipò lítírèśõ alohùn díê bí
àpççrç (ìjálá, çkún ìyàwó, àlö onítàn).
- ìtumõ
3. Śe àlàyé õrõ-ìśe tí wön fi máa ń gbé àwôn ewì alohùn
- Àbùdá rê kan jáde. Bí àpççrç; Ìjálá – sísun, Ègè – dídá, orin – kíkô
abbl
 Akópa (òśèré/ olùgbö)
 Àkókò ìśeré AKËKÕÖ
 Ibi ìśeré
 Ìwúlò 1. Tëtí sí àlàyé olùkö
 Ohun èlò – orin 2. Śe àkôsílê kókó inú àlàyé náà
 Ìśêlê
 Ìfarafojúsõrõ 3. Béèrè ohun tí ó ná rú ô lójú
2. Õrõ-ìśe tí a fi gbé wôn jáde bí i pípè,
4. Śe àpççrç àbùdá õganganipo lítírèśõ alohùn mìíràn
sísun, kíkô, dídá, mímu abbl.
yàtõ sí èyí tí olùkö śe.

OHUN-ÈLÒ ÌKÖNI

1. Fíìmù

2. Rédíò

3. Téèpù

4. Kásëêtì

5. Ìwé lítírèśõ alohùn àdàkô.

7. ÈDÈ: Ìsõrí - Õrõ OLÙKÖ

Õrõ-Atökùn àti õrõ-àsopõ 1. Śe àlàyé õrõ-atökùn àti àwôn wúnrên rê fún akëkõö bí
àpççrç; si, ni abbl

ÀKÓÓNÚ IŚË 2. Sô ìtumõ õrõ-àsopõ fún akëkõö

1. Õrõ-Atökùn 3. Dárúkô àwôn wúnrên õrõ-àsopõ bí i; pêlú, òun,

2. Õrõ – àsopõ śùgbön, àyàfi abbl fún akëkõö.
3. Àwôn wúnrên õrõ-àsopõ
4. Śe àlàyé bí a śe lè dá ìsõrí õrõ kõõkan mõ nínú
gbólóhùn.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö.

2. Kô àwôn ìsõrí õrõ tí olùkö kô sí ojú pátákó sínú ìwé

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 96

 wôn.

OHUN-ÈLÒ ÌKÖNI

1. Ìwé gírámà òde-oni

2. Ìwé Èdè-Ìperí Yorùbá

3. Kádíböõdù tí a kô àpççrç àwôn wúnrên õrõ-àsopõ àti

õrõ-atökùn sí

8. ÀŚÀ: Ìtêsíwájú Lórí Êkö-Ilé OLÙKÖ

1. Śe àlàyé lórí ìwà ômôlúàbí àti oríśiríśi ìwà ômôlúàbí

ÀKÓÓNÚ IŚË tí a lè bá löwö ômô tí ó ní êkö-ilé.

1. Ìwà ômôlúàbí 2. Śe àlàyé àwôn õnà tí a lè gbà dëkun ìwà ìkà sí

 Ìkíni, ìbömôwí ômôlàkejì láwùjô.
 Ìbõwõfágbà
3. Darí ìjíròrò lórí õnà tí a lè gbà dëkun ìwà ìbàjë sí
 Ìgböràn
ômôlàkejì.
 Níní sùúrù
 Iśë inú ilé śíśe AKËKÕÖ
 Jíjë ômôlúàbí sí òbí àti
àwùjô 1. Tëtí sí àlàyé olùkö
2. Dídëkun ìwà ìkà sí ômôlàkejì 2. śe àfihàn ìkíni lóríśiríśi õnà, ìwà ômôlúàbí àti ìtöjú
 Gbígba àlàáfíà láàyè ilé.
 Fífi ara çni sí ipò ômôlàkejì
 Agbófinró abbl 3. Kô ohun tí olùkö kô sí ojú pátákó sí inú ìwé rç.

4. Kópa nínú ìjíròrò tí olùkö darí

OHUN-ÈLÒ ÌKÖNI

1. Àwòrán

2. Fíìmù

3. Téèpù

4. Pátákó ìkõwé

5. Ìwé ìròyìn àtigbà-dé-gbà

6. Tçlifísàn/ Rédíò.

9. ÌBÁŚEPÕ LÁÀRIN ÈDÈ ÀTI ÀŚÀ OLÙKÖ

1. Śe àlàyé ìwúlò èdè fún akëkõö (jë kí akëkõö mõ pé

ÀKÓÓNÚ IŚË mö-yà-mí ni èdè àti àśà jë fún àwùjô àti pé bí kò sí èdè

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 97

 1. Ìwúlò èdè àwùjô kò sí).
2. Èdè gëgë bí òpómúléró àśà
2. Śe àlàyé fún akëkõö pé bí èdè śe ń dàgbà ni
ìgbélárugç ń bá àśà.

3. Jë kí akëkõö mõ pé èdè ni a fi ń sõrõ tí a fi ń gbé èrò

inú çni jáde.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö

2. Kô ohun tí olùkö kô sí ojú pátákó sí inú ìwé rç.

OHUN-ÈLÒ ÌKÖNI

1. Pátákó ìkõwé

2. Àwòrán tí ó śe àfihàn àśà ìgbéyàwó tàbí ìsômôlórúkô.

10. ÀŚÀ: Oge Śíśe OLÙKÖ

1. Tö akëkõö sönà nípa ìdí tí àwôn Yorùbá fi máa ń

ÀKÓÓNÚ IŚË śoge.

1. Pàtàkì oge sis 2. Śe àfihàn ohun èlò oge śíśe

2. Oríśiríśi õnà tí a ń gbà śoge 3. Tö akëkõö sönà láti dárúkô irúfë oge śíśe tí ó wà ní
òde òní àti àléébù tí ó wà níbê fún ôkùnrin àti obìnrin.
Ayé àtijö;
AKËKÕÖ
 Ara fínfín
 Eyín pípa 1. Sô ohun tí o śàkíyèsí nípa oge śíśe ní àwùjô àti ìdí
 Tìróò lílé
pàtàkì tí àwôn ènìyàn fi ń śe oge.
 Làálì/ osùn kíkùn
 Irun dídì, irun fífá, irun gígé, irun 2. Sô irúfë oge śíśe tí wön mõ mô obìnrin sáájú
kíkó
ìdánilëkõö.
 Ilà kíkô abbl
3. Oge śíśe lóde òní;
OHUN-ÈLÒ ÌKÖNI
 Ètè kíkùn
1. Ohun èlò gidi bí i; tìróò, làálì, bèbè-ìdí, ìlêkê,
 Irun díndín
osùn,wíìgì, lëêdì, èékánná abbl
 Ihò méjì lílu sí etí kan
 Imú lílu 2. Àwòrán oríśiríśi irun dídì, irun gígé abbl
 Aśô tó fara sílê
3. Àwòrán tí ó śe àfihàn àwôn ilà ojú tí àwôn Yorùbá
 Bàtà gogoro abbl
máa ń kô.

11. ÈDÈ: Ìsõrí Õrõ OLÙKÖ

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 98

 Õrõ-àpönlé àti õrõ-àpèjúwe 1. Sô oríkì tàbí ìtumõ õrõ-àpönlé fún akëkõö, kí o sì fi
àpççrç rê han nínú gbólóhùn. Bí àpççrç: Igi náà ga
fíofío.
ÀKÓÓNÚ IŚË
2. Śe àlàyé iśë tí õrõ-àpèjúwe ń śe nínú gbólóhùn fún
1. Oríkì õrõ-àpönlé akëkõö. B.a.
2. iśë tí õrõ àpèjúwe ń śe nínú
gbólóhùn. Aśô pupa ni Böla wõ

AKËKÕÖ

1. Tëtí sí àlàyé olùkö

2. Kô àwôn ìsõrí õrõ tí olùkö kô sí ojú pátákó sínú ìwé.

3. Śe àpççrç àwôn gbólóhùn mìíràn tí ó ní õrõ-àpönlé àti

õrõ-àpèjúwe yàtõ sí èyí tí olùkö kô.

OHUN-ÈLÒ ÌKÖNI

1. Ìwé gírámà òde òní

2. pátákó ìkõwé

Káàdì pélébé pélébé tí a kô õrõ-àpönlé àti õrõ àpèjúwe

sí.

12. ÀTÚNYÊWÒ ÊKÖ

13. ÌDÁNWÒ

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 99

 BUSINESS STUDIES

BUSINESS STUDIES

JSS 2 FIRST TERM

WEEK TOPIC/CONTENTS ACTIVITIES

1 AIDS TO TRADE Teacher: Define and explain the term aids to
Definition and explanation of aids to trade trade. State various aids to trade. Explain
- Different aids to trade various means of transportation
 Transport Students: Define trade and mention the
- Means of transportation (air, rail, means of transport they know.
road, water, pipeline) Material: A photograph showing Aeroplane,
- Importance of transportation to car, ship train etc
commerce.

2 AIDS TO TRADE Teacher: Define and explain advertisement.

Advertisement Explain how advertisement aids trade.
 Types of advertisement Explain various means of advertisement and
 Means of advertisement types of advertisement. Discuss
(newspapers, radio, communication and communication firms.
television etc) Importance to trade
 Communication Students: list communication firms they
- Meaning know, also define communication.
- Importance Material: A slot of advertisement pictures
- Communication firms from newspapers, magazine etc.
photographs of communication gadgets to
be displayed.

3 AIDS TO TRADE Teacher: Define and explain bank. State the

Banking examples of banks. Discuss types of banks
 Definition and explanation e.g. Central , commercial, development
 Examples of bank (UBA, banks etc

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 100

 GTB, etc) Students: Define banks; take an excursion
- Types of Banks to a bank.
- Bank as aid to trade Materials: Pictures of banks activities.
Insurance Teacher: Define and explain insurance.
- Definition Discuss types of insurance policies. State
- Types of insurance policies the importance of insurance.
- Importance of insurance to trade. Students: Define insurance; take an
excursion to an insurance company.
Materials: Pictures of insurance firms and
things they can insure such as vehicles,
houses etc.
4 AIDS TO TRADE Teacher: explain warehouse, types of
Warehouse warehouse and functions of customs and
 Definition exercise duty in relation to warehouse.
 Types of warehouse Discuss tourism, tourism centres in Nigeria
 Functions of customs and exercise and importance of tourism .
duty Students: define warehouse and say where
 Importance of warehouse to trade they have seen warehouse before. Mention
tourism centres they have visited.
Tourism Materials: A photograph of custom officers
- Definition and warehouse, tourist centres.
- Tourism centres in Nigeria
- Importance of tourism to trade
5 MARKET Teacher: Define and explain the term
- Definition market. Discuss types of market, career
- Types of market (money, capital opportunities in stock exchange market.
and commodity) Examples of commodity market, functions of
- Career opportunities in the stock brokers and jobbers.
exchange market Students: Mention the types of market they
- Functions of stock exchange know with definitions.
operators e.g. brokers and jobbers.
6 MARKET (cont.) Teacher: explain buying and selling, the
- Definition of buying and selling meaning of cash and credit sales,
- Meaning of cash and credit sales advantages of cash and credit sales. Sales
- Advantages of cash and credit sales documents involved.
- Document used when credit/cash Students: Define market, mention some
sales or purchase is made. marketing activities.
Materials: A sample of cash receipt, debit
and credit invoices.
7 MARKET (cont.) Teacher: Discuss and calculate cost of
Calculation of sales, mark-up etc.
- Cost of sales Students: Define and calculate cost of sales,
- Mark-up mark-up, turn over, gross/net profit.
- Turn over Materials: A chart of trading, profit and loss
- Gross profit/loss account.
- Net profit/loss

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 101

8 DISTRIBUTION Teacher: Define and explain the word
- Meaning of distribution distribution, stating and explaining the
- Channels of distribution channels of distribution. also discuss how
- Handling of chemicals in distribution chemicals are to be handled when on sales.
process Students: Mention some chemical producing
- Licensed chemical and distributing firms. Define channel of
distributors/vendors. distribution
Materials: A photographs, charts, video clips
of regulatory agencies.

9 DISTRIBUTION (cont.) Teacher: Discuss the functions of each of

Functions of Channels of distribution: the channels of distribution with examples.
- Producer Students: Go for an excursion to a whole to
- Wholesaler a wholesale or retail shop.
- Retailer Material: A photograph of retail and
- Consumer wholesale activities
10 SALES DOCUMENT Teacher: Define and explain invoice,
Sales Document Performa invoice, receipt etc
- Invoice Students: Define and explain sales
- Performa invoice document and other sales documents as
- Receipt taught
- Sales daybook Materials: Samples of invoice, receipt, sales
- Quotation; debit note day book to be shown to students.
11 PURCHASE DOCUMENTS Teacher: Define and explain purchases
- Letter of inquiry documents with worked examples. Explain
- Order letter letter of inquiry, order letter etc.
- Open and close indent Students: Define and explain purchase
- Purchases daybook documents.
- Credit note Sample of letter of enquiry, purchases day
book etc.
12 THE RECEPTIONIST Teacher: Define and explain reception and
- Meaning and qualities receptionist. State the importance, qualities
- Duties of a receptionist and duties of a receptionist and how to
- How to receive and treat visitors. receive and treat visitors.
- Appropriate dress code Charts/diagrams of a receptionist. Sample of
visitors book, telephone etc.
13 REVISION
14 EXAMINATION

BUSINESS STUDIES

JSS 2 SECOND TERM

WEEK TOPIC/CONTENTS ACTIVITIES

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 102

1 THE RECEPTION OFFICE Teacher: Discuss these documents used by
Documents Handled by a Receptionist a receptionist
- Visitors book Students: Explain how to receive a visitor in
- Request form their various homes.
- Telephone pad Sample of telephone pad request form an
- How to answer telephone visitors book.

2 OFFICE CORRESPONDENCE Teacher: Discuss type of records,

Correspondence records: procedures for handling mail. How to use
- Outgoing mail franking machine.
- Departing Students: Explain how to handle mails
- Use of postage book and franking design, mail register and practice filling of
machine. document.
- Handling of mails Samples of mail register and franking
machine picture should be shown to
students

3 OFFICE DOCUMENTS Teacher: Discuss office documents, types

- Meaning and their uses also how to prepare them.
- Types Students: mention any office document they
- Uses know.
- Preparation Samples of files, register.
4 BANK SERVICES Teacher: Define and explain what bank is.
Define Bank Mention and briefly explain types of banks.
Mention and explain : Students: Define bank and tell the activities
- Types of banks: Commercial, of a bank.
Central, Development Banks Photographs of banks and banking activities

5 BANK SERVICES (cont.) Teacher: Define and explain commercial

Commercial bank banks, their services, particularly accounts
- Explain the services of commercial kept.
banks Students: mention commercial banks they
- Define and explain various accounts know.
kept in the bank (fixed, current, Pictures/samples of savings, passbook,
serving) cheque book etc.

6 BANK SERVICES (cont.) Teacher: explain these modern banking

Modern Banking Services services.
- ATM Students: Describe how ATM card can be
- Western Union Money transfer used.
- Money gram etc Samples of ATM card and picture of western
Union Money transfer form.

7 BANK SERVICES Teacher: Explain these services.

- Overdraft Students: define loans, overdraft etc
- Loans Photograph of these bank documents.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 103

 - Travellers cheque
- Bank draft
- Forex (foreign exchange)
- Ethical issues in the bank.
8 INSURANCE Teacher: Define and explain insurance,
- Definition, principles services provided. Types of insurance
- Service of insurance companies existing.
- Types of insurance; marine, vehicle, Students: Define insurance.
aviation etc Chart of insurance companies.

9 INSURANCE (cont.) Teacher: define and explain the functions of

- Functions of insurance insurance, insurance policies.
- Insurance policies Students: Mention the names of insurance
- Types of motor vehicle insurances companies they know.
(3rd party/comprehensive) A photocopy of insurance paper.
10 INSURANCE (cont.) Teacher: Discuss fire insurance, burglary
Fire insurance and theft insurance
Burglary insurance Students: Tell how a house can be burgled
Theft insurance or a theft case witnessed.
11 INSURANCE (cont.) Teacher: Define and explain marine
- Definition of marine insurance insurance. State types of marine insurance
- Types of marine insurance and its policies.
- Marine insurance policies Students: Mention objects that can sail on
water.
Pictures of boat/ship
12 INSURANCE (cont.) Teacher: Define and explain life assurance.
Life Assurance Students: Define life assurance.
- Definition Photocopy of life assurance document to be
- Types of life Assurance used.
- Reasons for taking life Assurance
13 REVISION
14 EXAMINATION

BUSINESS STUDIES

JSS 2 THIRD TERM

WEEK TOPIC/CONTENTS ACTIVITIES

1 INSURANCE (cont.) Teacher: Mention and explain Insurance
Insurance Documents documents
- Policy note Students: Describe how a certificate looks
- Cover notes like.

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 - Insurance certificates Sample of insurance certificate
- Claim forms

2 INSURANCE (cont.) Teacher: Define and explain insurance

Insurance Schemes schemes, benefits of insurance.
- Pension scheme Students: Discuss what they understand by
- Health Insurance scheme (NHIS) NHIS
- Benefits of insurance Photocopy of NHIS form

3 INSURANCE (cont.) Teacher: Discuss these policies with

Types of Policies benefits.
- Accident insurance Students: Define accident insurance
- Fidelity guarantee Photograph of agricultural products and
- Agricultural insurance accidents scene to be shown to the students
- Export credit insurance.
-
4 LEDGER ENTRIES Teacher: Define a ledger and prepare one.
- Meaning of ledger Students: draw a ledger format
- Ledger items Samples of ledger account to be used.
- Ledger format
- Types of ledger
- Preparation of ledger

5 LEDGER ENTRIES Teacher: Discuss cash receipts, prepare

- Cash receipt and payment accounts that involves cash receipt. Explain
- Recording of cash receipt and discount allowed and received.
payments Students: Define the word discount.
- Discount received and discount A photocopy of receipts cash book
allowed.
6 PETTY CASH BOOK Teacher: define and explain petty cash
- Meaning book. Teach how to make entries and
- Columns in petty cash book extract balances.
- Entry balances carried down and Students: Draw the format of a petty cash
brought down. book
Photocopy or real sample of petty cash book
as used in the office should be used.
7 PETTY CASH BOOK (cont.) Teacher: Draw the format of petty cash book
- Imprest system making relevant entries. Also explain how
- Petty cash retirement, the petty cashier can be reimbursed or retire
reimbursement of cash money given to him.
Sample of petty cash book from an
accountant
8 CASH BOOK/LEDGER Teacher: define cash book, draw the format
Meaning of Cash Book of cash book. Prepare a ledger account
- Types of cash book (single entry) making entries through the cash book.
- Preparing ledger account from Students: Draw the format of ledger and

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 single cash book. single column cash book.
Sample of ledger account from the school
bursar.
9 CASH BOOK/LEDGER Teacher: Prepare 2 column cash book
- Double column cash book emphasizing contra entry cases.
- Items of double column cash book Students: Define the word contra entry and
- Contra entries prepare a double column cash book.
- Identifying debit and credit entries. A photocopy of cash book and ledger
entries.

10 CASH BOOK/LEDGER (cont.) Teacher: Draw the format of 3 column cash

- Three column cash book book. Prepare 3 column cash book and
- Items of 3 column cash book make entries into the ledger.
- Types of discount
- Preparation of 3 column cash book
11 CASH BOOK/LEDGER (cont.) Teacher: State the differences between
- Differences between cash book and cash book and petty cash book.
petty cash book Students: Point out the differences in the
- Further treatment on discount cash book and petty cash book.
Photo of cashbook and petty cash book
prepared for one year.
12 CASH BOOK/LEDGER (cont.) Teacher: Prepare detailed cash book. Teach
- Preparation of 3 column cash book the students how to identify balances
with particular reference to credit (credits/debit)
and debit balances Students: Explain what credit and debit
balances of an account means.
A sample of cash book that has a credit
balance.
13 REVISION
14 EXAMINATION

BASIC SCIENCE AND TECHNOLOGY (BST)

BASIC SCIENCE AND TECHNOLOGY

JSS 2 FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 LIVING THINGS (I) Take student to visit different

1.Habitat and examples habitats.
2.Adaptation of living things to their

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 habitat
3. Relationship between organisms in
the same habitat.

2 LIVING THINGS (II) Follow teacher’s instructions to

1. Uniqueness of human beings. carry out listed measurement
Measurement of growth and
developmental changes
3.Growth changes in height, weight and
size
4. Characteristics features of different
developmental features.
5. Classification of growth and
developmental changes.

3 FIRST AID AND SAFETY EDUCATION -Inspects the First Aid box and
(I) 1. Meaning of first aid name the contents.
2.Contenst of a good “First Aid Box” -Explains ABC of First Aid
3.Application of simple first aid
4.Qualities of good First Aider

4 FIRST AID AND SAFETY EDUCATION -Practice simple First Aid

(II) -Show posters of application of
1.Definition of accident and injuries ABC of First Aid
2. Safety measures at home play
ground, on the road.
3.Sport injuries
4.Domestic accidents
5.Road accidents and First Aid
6. Measures of preventing spots
injuries, domestic injuries and road
traffic injuries.

5. RESCUE OPERATION -Explain the meaning of rescue

1.Meaning of rescue operations operation.
2.Different aspects of rescue operation -Using pictures of recue scenes,
3.Securing the environment vehicle and leads student to identify different
victims aspects of rescue operation.
4Steps involved in rescue operations.

6 COMPUTER ETHICS AND SAFETY Guides students on identify ways

MEASURES of using
1. Responsible uses of Computer and -Computer
internet. -Internet
2.Abiuse and misuse of Computer -Write note on the board

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 3.Safety measures
-sitting posture
-using anti-glare protector e.t.c

7 CHEMICAL (I) -Demonstrated the uses of some

1.Measuring chemicals safety devices when holding
2.Classes of chemical chemical
-based on use
-base on hazardous nature
3.Safety measure when using chemical

8 CHEMICALS (II) -Display samples of chemicals to

1. Guide students to identify hazardous class.
chemicals. -Match chemical with appropriate
2.Demonstrate the use of some devices storage containers
when handling chemical

9 PERSONAL SCHOOL AND Teacher: Explains the concept of

COMMUNITY HEALTH school health
1.Meaning of school health programme Student: Listen attentively to
2. Meaning of personal health and teacher’s explanation.
community health.
3Components of school health
programmes
4.Types of environment pollution
5.Effect of personal health
6.Preventive measures
7.Fresh approach to school health
programmes.

10 NON-COMMUNICABLE DISEASES Teacher: Describe the nature of

AND THEIR PREVENTION sickle cell, obesity, Asthma e.t.c
1.Meaning of non-communicable Students: Recall what they have
diseases learnt about non-communicable
2.Nature of: diseases such as sickle cell,
-Sickle cell obesity, asthma e.t.c
-Obesity
-Asthma
-Anemia
-Kwashiorkor e.t.c
3. Preventive measures.

11 POSTURE AND POSTURAL Teacher: Demonstrates

DEFECTS appropriate posture in sitting,
1. Meaning of posture and postural standing, lifting.
defects. Students: Explains causes of

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 2.Kinds of postures e.g. Sitting, postural defects.
standing, walking, lifting e.t.c
3.Postural defects e.g. Kyphosis,
lordosis, scoliosis, flat feet, bow leg e.t.c
4. Explain the causes of postural
defects.

12 COMPUTER SOFT WARE Teacher: Guides students to

OPERATING SYSTEN (I) describe Computer system
1. Definition and examples of soft ware. Student: Boot the Computer and
2.Definition of an operating system identify types of software in the
3.Types of software system
4.Functions of operating system.

12 Revision Revision
13 Examination Examination

BASIC SCIENCE AND TECHNOLOGY

JSS 2 SECOND TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 ENERGY Teacher; Guides students to carry

1.Types of energy out activities on boiling and
a. Kinetic energy evaporation and discuss findings.
b.Assumption Students: Deduce the factors that
2.Explanationof some phenomena using affect evaporation from their
kinetic theory observation.
3Explanation of boiling and evaporation
using kinetic theory.
4. Factors that affect evaporation.
6. Practical: measuring temperature
using thermometer in boiling water.
2 THERMAL ENERGY Teacher: Guides students to
1.Heat flow illustrate thermal energy with
2.Heat activity
a. Transfer conduction Student: Heat one end of iron rod
b.Convention and while holding the other. The palm
c.Radiation gets warm with time.
3.Practical using a spoon for instance
for heat flow.

3 WORK ENERGY AND POWER(I) Teacher: Leads the students to

1.Measuring work, energy and power solve examples.
2. Measuring of potential and kinetic Students: Study and practice

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 energy. solving similar problem
3. Calculation on work done.
4. Energy transfer when work is done.

4 WORK ENERGY AND POWER(II) Teacher: Leads the students to

1. Use material e.g. Ball, a stone for solve some examples.
activity on the potential kinetic energy. Students: Study and practice
2. Lead student to illustrate potentials of solving problems.
kinetic energy.
3. Initiates and leads discussion to show
that energy transfer occur when work is
done.

5. WORK ENERGY AND POWER(III) Teacher: Leads students to solve

1. Calculations involving energy i.e. some example.
energy transfer when work is done. Student: Study and practice
2. More calculations on energy transfer solving problems.
should be done.

6 MATERIALS AND THEIR COMMON Teacher: Display ceramics and

USES rubber.
1. Wood, furniture, building Student: Examine articles made
construction. of wood, ceramics, metal e.t.c
2.Handling of implements
3. Metals.

7 GEOMETRIC CONSTRUCTION Teacher: Demonstrate the

1.Circle construction of tangent and
i. Definition of circle normal to a circle
ii. Part of circle e.g. diameter, radius, Students: Construct a tangent and
chord, sector e.t.c normal to a given circle.

8 GEOMETRIC CONSTRUCTION (I) Teacher: Names, defines,

1. Circle drawing: uses of set squares, describe and draw the parts of a
Tee squares and compasses to divide a circle.
circle into 4, 8, and 12 equal parts. Students: Watch teacher’s
2. Construction of tangent and normal demonstration.
circle, tangent at a point ‘o’ the circle,
tangent from a point outside the circle
and to one or two equal circles.

9 GRAPHIC PACKAGES Teacher: Explains graphic

Meaning of graphic packages packages
2.Examples of graphic packages, paint, Student: Listen to teachers’
corel draw, instant artist e.t.c explanation.
3. Features: Tool bar, menu bar,

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 printable area, color palette etc.
(Practical activities for graphic
packages.

10 PAINT ENVIROMENT Teacher: Explains the functions of

1.The paint: Paint environment, paint the various tools.
tools and their functions (Practical) Students: Draw and color simple
objects using paint package.

11 BELT AND CHAIN Teacher: Moderate class

1.Definition of belt and chain drives discussion of the advantages and
2. Examples of belt and chain drives disadvantages of belt and chain
3. Application of belt and chain drives drives.
4. Advantages and disadvantages of Students: Prepare field trips
chain drives and belt. report.

12 Revision Revision
13 Examination Examination

BASIC SCIENCE AND TECHNOLOGY

JSS 2 THIRD TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 UNIT OF STORAGE IN COMPUTER -Teacher leads students to

1.Unit of storage convert from one unit to another.
i.Nible -Guides students to state the unit
ii.Byte of storage and their values.
iii.Kilobyte
iv.Megabyte
iv.Gigabyte
2. Conversion from one unit to another
3.Differentiate between the unit of
storage.

2 PLANE FIGURE (I) -Explain the term plane figure

1.Definition of plane figures --Name and illustrate the different
2.Identification of plane figures plane figures
3.Types of plane figure -Draw the plane figures.
4. Examples of plane figures.

3 PLANE FIGURE (II) -Guides student to construct

1.Constructions of regular plane figures regular plane figure.
eg (Triangles and rectangles of equal -Demonstrate
areas)

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 2. Construction of polygons.

4 WORK ENERGY AND POWER(II) Teacher: Leads the students to

1.Use material eg. Ball, a stone for solve some examples.
activity on the potential kinetic energy. Students: Study and practice
2. Lead student to illustrate potentials of solving problems.
kinetic energy.
3. Initiates and leads discussion to show
that energy transfer occur when work is
done.

5. WORK ENERGY AND POWER(III) Teacher: Leads students to solve

1. Calculations involving energy i.e. some example.
energy transfer when work is done. Student: Study and practice
2. More calculations on energy transfer solving problems.
should be done.

6 MATERIALS AND THEIR COMMON Teacher: Display ceramics and

USES rubber.
1. Wood, furniture, building Student: Examines articles made
construction. of wood, ceramics, metal e.t.c
2.Handling of implements
3. Metals.

7 GEOMETRIC CONSTRUCTION Teacher: Demonstrate the

1.Circle construction of tangent and
i. Definition of circle normal to a circle
ii. Part of circle e.g. diameter, radius, Students: Construct a tangent and
chord, sector e.t.c. normal to a given circle.

8 GEOMETRIC CONSTRUCTION (I) Teacher: Names, defines,

1. Circle drawing: uses of set squares, describe and draw the parts of a
Tee squares and compasses to divide a circle.
circle into 4, 8, and 12 equal parts. Students: Watch teacher’s
2. Construction of tangent and normal demonstration.
circle, tangent at a point ‘o’ the circle,
tangent from a point outside the circle
and to one or two equal circles.

9 GRAPHIC PACKAGES Teacher: Explains graphic

Meaning of graphic packages packages
2.Examples of graphic packages, paint, Student: Listen to teachers’
coral draw, instant artist e.t.c explanation.
3. Features: Tool bar, menu bar,
printable area, color palette etc.
(Practical activities for graphic

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 packages.

10 PAINT ENVIROMENT Teacher: Explains the functions of

1.The paint: Paint environment, paint the various tools.
tools and their functions (Practical’s) Students: Draw and color simple
objects using paint package.

11 BELT AND CHAIN Teacher: Moderate class

1.Definition of belt and chain drives discussion of the advantages and
2. Examples of belt and chain drives disadvantages of belt and chain
3. Application of belt and chain drives drives.
4. Advantages and disadvantages of Students: Prepare field trips
chain drives and belt. report.

12 Revision Revision
13 Examination Examination

PRE-VOCATIONAL STUDIES (PVS)

HOME ECONOMICS

FIRST TERM JSS 2

WEEK TOPIC ACTIVITIES

1- Resource and decision making 1- Explain the meaning of family

Meaning of family resources. resources.

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 1- Types of family resources. 2- List the different types of family
resources.

2- Resource and decision making 1- Explain the meaning of decision

1- Meaning of decision making.
making. 2- Mention steps in decision making
2- Steps in decision making Guide students in personal
decision.
3- Resource and decision making 1- Guide students in personal
1- Simple decision making decision.
2- Personal decision making

4- Care of family clothing and 1- Facilitate discussion on method of

household linen. storing clothes.
1- Methods of storing family 2- Mention types of household linen
clothing.
2- Types of household linen.

5- Care of family clothing and 1- Discuss the different types of

household linen. household linen.
1- Factors that enhance 2- Show different household linen.
selection of household
linen

6- Care of family clothing and 1- Explain maintenance of household

household linen. linen.
1- Maintenance of household 2- Guide the students on the way to
linen. take care of household linens.
2- Enumerate the procedures
for maintaining household
linen.

7- Clothing repairs 1- Explain the meaning of clothing

1- Meaning of clothing repairs.
repairs. 2- Enumerate the procedure of
2- Techniques in clothing clothing repairs
repairs

8- Patching 1- Explain and list types of patching.

1- Meaning of patching.
2- Types of patching.

9- Patching 1- Guide students in making patches

1- Types of darns, practical in socks, skirts etc.
on darns and patch work.

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 10- Basic pattern, drafting 1- Explain the meaning of pattern
techniques. drafting.
1- Meaning of pattern 2- Tools and equipments for taking
drafting. body measurement.
2- Basic pattern drafting tools
and equipments.

11- Fashion Designing 1- Demonstrate body measurement.

1- Using instructions to
sketch the styles.
2- Taking body
measurements.

12- Revision Revision

13 /14 Examination Examination

HOME ECONOMICS
SECOND TERM JSS 2

WEEK TOPIC/CONENT ACTIVITIES

Week Basic pattern drafting 1- Teacher guides students as

1- 1- Listing terms in pattern they work.
drafting . 2- Adapt the basic block in
2- Drafting basic bodice different styles

2- Basic pattern 1- Adapt the skirt bodice to pattern

1- Drafting skirts bodice. drafting.
2- Steps in drafting bodice

3- Meals and snacks 1- Explain the meaning of snacks.

1- Meaning of snacks 2- Guide the class to discuss on
2- Types of snacks the different types of snacks.
3- List the ingredients used in
different snacks.

4- Preparation of meals and snacks. 1- Explain the guidelines after

1- Guidelines for washing up meal.
after meals. 2- Demonstrate steps in the
2- Practical work on snacks e.g. preparation of snacks
chin - chin, buns etc

5- Preparation of meals 1- Explain ways of serving meals.

1- Guidelines for serving meals. 2- Identifying of methods of food

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 2- Different methods of cooking presented.
e.g. boiling, frying etc

6- Food hygiene 1- Explain the meaning of food

1- Meaning of food hygiene hygiene.
2- Importance of food hygiene. 2- Guide students in the
3- Guidelines for food hygiene. importance of food hygiene.

7- Food nutrients 1- Explain the terms of nutrients,

1- Meaning of nutrient, nutrition, food etc.
food etc 2- List types of food nutrients.
2- Sources of food nutrients.

8- Food Nutrients 1- Exhibit samples of food that

1- Classification of food contains these nutrients e.g.
nutrients. fish, bread, rice etc.
2- Functions of each nutrient.

9- Food Nutrients 1- Discuss the signs and

1- Deficiency diseases. symptoms of these diseases.
2- Signs and symptoms of 2- Show pictures of these
these diseases. diseases

10- Food Nutrients 1- Guide on discussion on how to

1- Prevention and treatment care for these diseases
2- Care of the diseases

11- Revision Revision

12- Examination Examination

HOME ECONOMICS

THIRD TERM JSS 2

WEEK TOPIC/CONENT ACTIVITIES

1- Healthy Feeding habits. 1- Explain the meaning of eating

1- Meaning of eating habits. habits.
2- Functions of food. 2- Mention steps in functions of
food.

2- Healthy Feeding habits. 1- Demonstrate ways of eating on

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 1- Good feeding habits the table.
2- Table manners

3- Entertainment 1- Explain the meaning of

1- Meaning of entertainment. entertainment and importance.
2- Importance of entertainment 2- Simple ways for entertaining
3- Preparation of entertainment. guests

4- Entertainment 1- Demonstrate on table laying.

1- Meaning of table- laying
2- Importance of table laying.
3- Practical on how to set a
table.

5- Food purchasing, processing, 1- Discuss tips on how to

preservation and safety. purchase food items.
1- Meaning of food purchasing.
2- Guidelines in food
purchasing. E.g. meat, fruits
and vegetables, expiring
dates. etc

6- Food purchasing, processing, 1- Explain the meaning of

preservation and safety. perishable and non-perishable
1- Meaning of perishable and foods
non-perishable foods. 2- Discuss the factors in buying
2- Different perishable and non- food.
perishable foods.
3- Factors to consider when
buying food.

7- Food Purchasing, processing, 1- Explain meaning of food

preservation and safety preservation.
1- Meaning of food 2- Discuss preservation for
preservation. perishable and non-perishable
2- Reason for food food.
preservation.
3- Reasons for food
preservation,

8- Preservation 1- Demonstrate on food

1- Methods of preservation e.g. preservation/storage.
freezing, sun, drying, salting
etc.
2- Practical on how to dry
vegetables e.g. tomatoes,

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 okro, ginger etc.

9- Food Processing 1- Explain how to ensure safety of

1- Meaning of processing. food e.g. food labeling.
2- Methods of food processing.
E.g. milling, fermentation, etc
e.g. cassava, Guinea corn,
sweet potato.
3- How to keep food safe.

10- Meal Planning 1- `1233

1- Meaning of meal planning.
2- Guidelines for meal planning.
3- Meals for different groups.

11- Meal planning 1- Demonstrate the menu card

1- Meaning of menu card. which can be used in
2- Practical on making a menu restaurants.
card.

12- Revision Revision

13- Examination Examination

AGRICULTURAL SCIENCE
FIRST TERM JSS TWO

WEEK TOPIC / CONTENT ACTIVITIES

1
2 Farm structures and buildings Arrange for learners to visit commercial farm
i. Definition of farm
structures and buildings
ii. Description of farm
structures and farm
building
iii. Farm structures e.g.
barn, silos, rhombus
etc.
- paddock, fish pond
etc.
3

4 Farm structures and buildings Teacher gives a board summary

Farm buildings:- Poultry house,
pen, store, office, utility building,
security post etc.

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5

6 Farm structures and buildings

Uses of farm structures and farm
buildings.
7

8 Farm structures and buildings

Maintenance of farm structures
and buildings
9
10 Crop Propagation and cultural i. Teacher displays charts and
practices pictures on crop propagation
1. Meaning of crop ii. Collects and displays samples of
propagation seeds and vegetative organs of
2. Methods of crop names crop plants
propagation – by seed
(sexual), - by vegetative
organs (asexual)
11

12 Crop propagation and cultural Teacher demonstrates some of these

practices operations e.g.
Advantages of propagation by: - Thinning, supplying, mulching
(a) Seed (easy to carry, store, etc.
procurer, sow) etc.
(b) Vegetative organs:- more
resistant to diseases and
pests, matures and
produces early, withstand
adverse soil and weather
conditions etc.
13 Crop propagation and cultural Teacher gives a board summary
practices
Disadvantages of propagation by:
(a) seed:
- reduce the amount for
consumption
- seed does not germinate easily
due to dormancy
(b) vegetative organs:
- Diseases of stock is manifested
on the offsprings easily stored.
- easily stored etc.
14 Examination

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 AGRICULTURAL SCIENCE
SECOND TERM JSS TWO

WEEK TOPIC / CONTENT ACTIVITIES

1
2 Agricultural Practices i. Teacher displays
1. Pre-planting operations: charts and pictures on
- Choice of site the board
- Clearing ii. Guides students to
- Stumping identify and describe
- Tilling etc different pre-planting
- Nursery and nursery practices operations.
2. Planting operations:
- Seed treatment
- Spacing and planting
3
4 Agricultural practices iii. Teacher demonstrates
3. Post-planting operations: some of these
- Thinning operations
- Supplying iv. Teacher gives a board
- Mulching/fertilizer application summary
- Harvesting
4. Effect of timely harvesting versus late
harvesting.
5 Agricultural Practices
5. Post-harvest operations:
- Processing of crops into useable
forms
- Storage etc.
6 Animals feeds and feeding i. Teacher exhibit
1. Meaning of feed samples of feed stuffs
2. Types of feed: such as groundnut
- Energy-yielding feeds cake, palm kernel
- Protein-yielding feeds cake, cotton seed
3. Feeding tools: cake, forage, silage,
- Troughs hay etc.
- Drinker set etc. ii. Display feeding tools
iii. Give a board
summary
7
8 Animal pests and diseases control i. Teacher displays
1. Farm animal diseases: pictures and charts of:
a. Bacterial: - Disease organisms
- Mastitis like worms,
- Contagious abortion in ruminant, - Death animals
pigs etc. ii. Develops chart on

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 b. Fungal: causal organisms
- Ring worm (call farm animals) symptoms and
c. Viral: animals affected
- Foot and mouth disease (all iii. Invites veterinary
animals except poultry) personnel as a guest
d. Protozoan: speaker
- Coccidiosis in poultry and rabbit iv. Give a board
- Trypanosomiasis (Nagana) summary
(cattle)
e. Worms (all farm animals
f. Nutritional – bloat (cattle)
9
10 Animal pests and diseases control
2. Modes of transmission of farm animals’
diseases:
- Contact with the infected
animals, or discharges, or vector
(tsetse-fly) etc.
3. The symptoms of farm animal diseases
e.g. enlarge udder, sores, high fever,
blood stained, diarrhea, loss of weight,
loss of hair, reduced productivity,
abortion death.
11
12 Animals pests and diseases control
4. Effect of diseases on farm animals:
- Reduce productivity
- Loss of weight
- Death
5. Methods of prevention and control:
- Adopting good sanitation
- Medication/vaccination
- Isolation/dispersal etc.
13 Examination
AGRICULTURAL SCIENCE
THIRD TERM JSS TWO

WEE TOPIC / CONTENT ACTIVITIES

K
1
2 Fishery i. Teacher arrange a visit
1. Definition of fishery to a nearby fish farm
2. Classes of fish based on: ii. Presents pictures and
a. Habitat – fresh water fish and salt chart on fish and fish
water fish products
b. Morphology e.g. Bony fish, and

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 Cartilaginous fish
3
4 Fishery iii. Displays fish and fish
c. Other types of aquatic organisms are products
Shell fish – crab, prawn. Reptile – iv. Practice how to mend
turtle, crocodile. Mammals – fishing net
hippopotamus, whale.
5
6 Fishery v. Teacher displays fish
3. Uses of fish and fish products and fish products
4. Methods of fishing
7
8 Fishery vi. Discuss the effect of
5. Risk factors in water and fish farming: chemicals on fish and
- Polluting water with their environment
chemicals/industrial effluents vii. Give a board summary
- Contaminating fish with
chemicals used for catching
fish
9
10 Forests and forest uses i. Teacher facilitate
Description of forest. guided discussion on:
1. Types of forests: - Resources
- Mangrove (swampy) - Potentials of the
- Rain forest (many trees) forest
- Derive forest (few trees) - Forest products e.g.
2. Forest resoruces: fruit, gum animals
- Trees ii. Visit to the saw mill or
- Wildlife (animals) carpenter.
- Fruits (food stuffs)
- Various herbs
- Shelter
11
12 Forests and forest uses iii. Teacher give a board
3. Uses of forest resources summary
4. Effects of forest on the environment
5. Human activities that affect the forest:
- Clearing/deforestation
- Hunting, bush burning,
farming/depletion of wildlife etc.

13 Examination

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 RELIGIOUS AND NATIONAL VALUE (RNV)

ISLAMIC RELIGIOUS STUDIES

JSS 2 FIRST TERM

WEE TOPIC CONTENT ACTIVITES/TEACHING

K AIDS
1 Suratul Jinn. Chapter 72 Verse (1-5). Reading, Meaning &

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 Memorisation. The Glorious
Qur’an.
2 The Prophets of The need for Prophet, their Narration, explanation and
Allah. roles and qualities, the 25 examples
Prophets mentioned in the
Glorious Quran. (Ulul Azim)
and the seal of the
Prophethood.
3 As-Salat (Prayers) Definitions, importance and Mention the names of the
in Islam. times of salat. five daily prayers.
4 Hadith. Hadith one of An-nawawi’s Reading, meaning and
collection. memorisation.
5 The Angels. Definition and nature of the Explain with examples
angels.
Their roles and duties.
6 Environmental Bathing, washing, cleaning Explain with examples
Sanitation. environment etc.
7 Child’s right in Protection, participation, Explain with examples
Islam. education, guidance and good
name. etc.
8 Muhammad’s Early public preaching by the Explanation, pictures of
Prophethood. Holy Prophet (S.A.W) reaction important places of Makka
and large scale of persecution e.g. Cave of Hira
of the Muslims by the Makkans.
9 Hadith. Hadith two of An-nawawi’s Reading meaning and
collection. memorisation.
10 Kinds and Times of Obligatory, non obligatory and Chart showing obligatory,
Salat (Prayers). special prayers non obligatory and special
prayers.
11 Suratul Jinn. Chapter 72 Verse (6-10). Reading, Meaning &
Memorisation.
12 The Prophet’s Migration of Muslims to Narration and Explanation
preaching at Ta’if & Abyssinia.
hijira to Absiniya.
13 Revision. Revision. Revision.
14 Examination. Examination. Examination.
ISLAMIC RELIGIOUS STUDIES
JSS 2 TERM

WEE TOPIC CONTENT ACTIVITES/TEACHING

K AIDS
1 Suratul Jinn Chapter 72 Verses 11-15 Reading, meaning and
memorisation
2 The Glorious Qur’an The definition, importance, the
four holy books revealed by
Allah, the difference between

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 Qur’an and other books
revealed by Allah (S.W.T)
3 The Hadith Hadith 3 & 7 of An-nawawi’s Reading, meaning and
collection the lessons from them
4 Sawn (fasting in Islam) Time and how to fast,
significance of fasting
(Ramadan)
5 Suratul Jinn Chapter Verses (16-20) Reading, meaning and
memorisation.
6 Belief in Angels Definition and nature
Example and their duties.

7 Hadith Hadith 6 of An-nawawi’s Reading, meaning and

collection the lessons from it.
8 The jinn Satan and his disobedience to
Allah (S.W.T)
9 Belief in prophet Muhammad (S.A.W. the seal of
Muhammad (S.A.W). the Prophets.
10 Hijrah to Madinah Hijra to medina and its
importance to Islam.
11 Salatul Jumu’ah i. Congregational prayer,
(Congregational prayer) its form, moral
objectives, social values.
ii. Description and
conditions.
12 Revision. Revision. Revision.
13 Examination. Examination. Examination.

ISLAMIC RELIGIOUS STUDIES

JSS 2 THIRD TERM

WEE TOPIC CONTENT ACTIVITES/TEACHING

K AIDS
1 Suratul Jinn (Qur’an) Chapter Verses 21-28 Reading, meaning and
memorisation.
2 Hadith Hadith 4 of An-nawawi Reading, meaning and
collections. lessons learnt from it.

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3 Environmental The significance of The teacher explains the
sanitation in Islam environment sanitation in Islam meaning of cleanliness
(bathing, washing, cleaning and some anti-social
environment). habits.
4 The foundation of the The establishment of Ummah Map showing the
Ummah in Medina. in Medina and the battle of Mosque of the Prophet
Badr. (S.A.W.) in Medina.
5 Hadith Hadith 8 of An-nawawi’s Reading, meaning and
collection. lessons learn from it.
6 The Battles The battle of Uhud and Map showing mountain
Khandaq. Uhud in Makka.
Their causes and effects.
7 Hadith Hadith 9 of An-nawawi’s Reading, meaning and
collection. lessons learnt from it.
8 The Treaty of What led to the treaty of The teacher explains
Hudaibiyyah Hudaibiyyah? what led to the treaty
and its circumstance
9 The Conquest of
Makkah.
10 Hadith Hadith 10 of An-nawawi’s Reading, meaning and
collection lessons learnt from it.
11 Revision. Revision. Revision.
12 Examination. Examination. Examination.

CHRISTIAN RELIGION STUDIES

J S S TWO 1ST TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 The birth of Jesus. 1. Initiates and lead class discussion on
A. The annunciation annunciation.
(Isaiah 9:6-7, Matthew. 2. Leads students to read the story from the
1:22&23, Luke 1:2-35. bible.
Teaching & learning resources (the holy
bible).
2 The birth of Jesus. 1. Initiates & leads class discussion on the
Matthew 1:18-25, Luke birth of Jesus.
2:1-7 2. Leads students to read the story from the
bible. Teaching and learning resources.
i. Drama on the birth of Jesus.
ii. The holy bible.

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3 The birth of Jesus Initiates and leads class discussion on the visit of
continues the wise men.
- The visit of the wise Leads the students to read the story from the
men. bible.
- The birth of Jesus Teaching and learning resources
continues. i. Gift items.
- Significance of the visit ii. The holy bible.
of the wise men Explain the meaning of each gift item.
Teaching and learning resources
i. Gift items.
ii. The holy bible.
4 The birth of Jesus Lead students to dramatize the visit of the
continues shepherds.
- The shepherds visit. Lead the students to read the story from the
Luke 2:8-20 bible.
- The birth of Jesus Teaching and learning resources
continues. Significance of - Bible story book or pictures showing
the visit of shepherds. the visit of the shepherd.
5 The birth of Jesus Lead the students to discuss dangers of sex
continues before marriage.
The value of virginity Teaching and learning resources: flash cards
before marriage: e.g. free containing the dangers of sex before marriage.
from STDs, HIV/AIDS,
Guilt, Unwanted
pregnancy, Abortion,
Death.
6 Jesus and his family. Lead class discussion on Jesus and his siblings.
Jesus and his siblings. Lead students to read the bible passages.
Matthew 13:53-56, Teaching and learning resources:
Matthew12:46-50. i. Bible story book showing the pictures
of Jesus family.
ii. The holy bible.

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7 Jesus and his family Lead class discussion on the need to work for a
continue. living in our society.
Jesus obeyed his parents Discuss various aspects of professions.
Luke2:51-52. Teaching & learning resources: pictures/posters
Jesus understanding of of different professions.
family. Matthew 12:46-50
Qualification as members
of Jesus family.
8 The baptism and Lead class discussions on meaning of a
temptation of Jesus: The forerunner and the activities of Jesus forerunner.
fore runner o Jesus. Lead students to read the story of the forerunner
Mark1:1-8, Luke3:1-20 of Jesus from the bible. Teaching and learning
resources: bible story book showing the pictures
of baptism of Jesus.
The holy bible.
9 The baptism and Lead class discussion on the baptism of Jesus.
temptation of Jesus Lead students to read the story from the bible.
continues. The baptism of Teaching & learning resources: bible storybook
Jesus Matthew3:13-17, or drawing showing pictures on the baptism of
Mark1:9-11, Luke3:21-22 Jesus.
The holy bible.
10 The baptism and Lead class discussion on the temptation of
temptation of Jesus Jesus.
continues: the temptation Lead students to read story from the bible.
of Jesus Matthew4:1-11, Teaching & learning resources: bible story book
Mark1:12-13, Luke4:1-13. showing the picture of the temptation of Jesus.
The holy bible.
11 The baptism and Lead class discussion on the significance of the
temptation of Jesus baptism and temptation of Jesus.
continues
The significance of the
baptism and temptation

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 of Jesus.
12 The baptism and Lead class discussion on the various types of
temptation of Jesus temptation in Nigeria and ways of overcoming
continues: Temptation in them.
Nigeria today and ways Teaching& learning resources: Flash cards
of overcoming them. containing various areas of temptation in Nigeria.
13 Revision Revision
14 Examination Examination

CHRISTIAN RELIGION STUDIES

J S S TWO 2ND TERM

WEE TOPIC/CONTENT ACTIVITIES

K
1 Call of the disciples: Lead the class discussion on calling of the
Jesus calls his first 4 disciples/apostles.
disciples. Matthew 4:18-22, Lead students to read the story from the bible
Mark1:16-18, Luke5:1-11. Teaching and learning resources
Call of the disciples Flash cards containing the disciples.
continues Jesus The holy bible.
2 Call of the disciples Lead the class on discussion on the demand of
continues: the demands of discipleship.
discipleship. Matthew 8:12- Lead students to read the bible passages and
22, Luke9;57-62, compare them.
Luke14:25-34. Teaching and learning resources: flash cards
containing the demands for discipleship.
The holy bible.
3 Sermon on the mount; Lead the class on discussion on the beatitudes.
The beatitudes. Matthew Lead students to read the bible passages
5:1-12. containing the beatitudes.
Teaching and learning resources: flash cards
containing the beatitudes.
The holy bible.
4 Sermon on the mount Lead the class on discussion on Jesus teaching

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 continues. on Christians as light of the world and its
Christian as salt and light of implication.
the world. Matt.5:13-16 Teaching and learning resources:
Real objects (salt, candle, matches).
(b) Forgiveness matt. 6:14- The holy bible.
15 Lead the class on discussion on the meaning
of forgiveness.
Lead the students to read the bible passages.
Teaching and learning resources:
Bible story showing the prodigal son begging
his father for forgiveness.
The holy bible.
5 Sermon on the mount Initiates and lead class on discussion on Jesus
continues: teaching on revenge and prayer and fasting.
Revenge matt. 5:38-42 Lead students to read the bible passages.
Prayer and fasting matt.6:5- Teaching and learning resources.
18 Chart (people fighting/praying)
The holy bible.
6 Sermon on the mount Initiates and lead class on discussion on Jesus
continues: teaching on love for money and worrying.
Love of money matt. 6:14- Teaching and learning resources.
24 Real object (money)
(b) worrying matt. 6:25-34 Picture of a person in worrisome mood.
The holy bible.
7 Some parable of Jesus Lead class discussion on the parable of the
Meaning of parables sower.
Why Jesus taught in Lead students to read the bible passage.
parables Matt13:34-35. Teaching and learning resources:
The holy bible.
8 Some parable of Jesus Initiates and lead class on discussion on the
continues: - parable about parable of the sower.
the kingdom Lead students to read the bible passages.

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 The sower. Teaching and learning resources.
Matt13:1-19,18-23 Picture of a farmer showing seeds.
The holy bible.
9 Some parable of Jesus Lead class discussion on Jesus parable on
continues: - the wheat and wheat and tares.
rares. Lead students to read the bible passages.
Matt13:24-30, Lk15:11-34, Teaching and learning resources
15:3-7, 15:8-10 The holy bible.
10 Some parable of Jesus Initiates and lead class on discussion on the
continues; parable of the prodigal son, the lost coin and
The prodigal son Luke the lost sheep.
15:11-32 Lead students to read the bible passages.
The lost sheep Luke 15;3-7 Teaching and learning resources.
The lost coin Luke 15;8-10 Bible story book showing the pictures of the
prodigal son.
Bible story book showing the lost sheep or a
drawing.
Money (real).
The holy bible.
11 Revision Revision
12 Examination Examination

CHRISTIAN RELIGION STUDIES

`JSS TWO 3rd TERM

WEE TOPIC/CONTENT ACTIVITIES

K
1 The passion of Christ Lead class discussion on the triumphant entry
The triumphant entry. and its significance.
Matthew 21:1- Lead students to read bible passages and
11,Mark21:1-11, Luke28- compare them.
44 Teaching and learning resources:
Bible story book showing Jesus triumphant

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 entry into Jerusalem.
The holy bible.
2 The passion of Christ Lead class discussion on the story of the last
continues. supper and its significance.
The last supper. Matthew Guides the students to read the bible
26:57-68. passages.
Significance of the last Teaching and learning resources:
supper. Pictures of Jesus at the table with his
disciplines.
The holy bible
3 The passion of Christ Lead class discussion on the story of the
continues. betrayal and arrest of Jesus.
The betrayal and arrest. Guides the students to read the bible
Mark 14:43-652, matt. passages and compare them
26;47-56 Teaching and learning resources.
The holy bible.
4 The passion of Christ Lead class discussion on the story of trial of
continues. Jesus and how peter denied him three times.
The trail and peter Lead students to read the bible passages.
denial. Matt. 26; 47-68, Teaching and learning resources:
69-75. The holy bible
5 The passion of Christ Lead the class to discuss various issues that
continues: can lead to a Christian’s denial of Christ and
Instance which can lead his/her neighbor.
to a Christian denial of Teaching and learning resources:
Christ and his/her Flash cards with a list issues that can lead to
neighbor. Christ denial as well as denial of a neighbor.
6 The death and burial of Lead class discussion on the story of the
Jesus Christ continues;- crucifixion of Jesus.
The crucifixion. Matt Guide the students in reading the bible
27:32-44 passages.
Teaching and learning resources;
The holy bible.

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 7 The death and burial of Leads discussion on the death of Jesus Christ,
Jesus Christ continues: bringing out the seven words of Jesus on the
The death matt 27:45-56 cross.
Seven words of Jesus on Guides the students in the reading of the bible
the cross. passage.
Teaching and learning resources:
Flip chart containing words of Jesus on the
cross\picture of Jesus on the cross.
The holy bible.
8 The death and burial of Lead class discussion on the burial of Jesus
Jesus Christ continues: and the significance of the crucifixion, death
The burial matt 27:57-61 and burial of Jesus.
The significance of the Guide students in reading of the bible
crucifixion, death and passages.
burial of Jesus. Teaching and learning resources:
The holy bible.
9 The resurrection and Lead class discussion on the story of the
appearance of Jesus: resurrection of Jesus Christ.
The resurrection. Matt Guide students in the reading of the bible
28:1-10, mark: 16:1-8, passages and compare them.
luke 24:1-12. Teaching and learning resources:
Bible story book showing the picture of
resurrection of Jesus Christ.
The holy bible.
10 The resurrection and Lead class discussion on the story of various
appearance of Jesus: appearance of Jesus to his disciples.
Appearances matt 28:16- Guide the students in reading of the bible
20,mark 16:9-18,john passages and comparing them.
21:1-end,luke 24:13-49 Reading and learning resources:
The holy bible.
11 The resurrection and Lead class discussion on the relevance of
appearance of Jesus: Christ resurrection to Christians today.

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 Significance of Jesus Teaching and learning resources:
resurrection to Christians Flip chart.
today.
12 Revision. Revision
13 Examination. Examination

SOCIAL STUDIES
JSS 2 FIRST TERM

WEEK TOPIC/ CONTENT ACTIVITIES

1 GENERAL OBJECTIVES OF Teacher: Lead students to identify the

SOCIAL STUDIES: general objectives of social studies.
Objectives of social studies: Active participation by the students.
- Developing the ability to adapt to List of general objective on cardboard
changing environment. paper.
- Inculcate national consciousness
and National unity
- Becoming good citizen
- Inculcate right values and attitudes
2 FAMILY BOND AND LIVING Teacher: Explanation of the
TOGETHER AS ONE FAMILY advantages of living together as one
Advantages of living together as one family Active participation by the
family students with contributions.
- Protection Pictures of happy moments of people
- Happiness living together as one. List of
- Unity advantages of living together as one
- Education of children on a cardboard paper.
- Maintaining good family name and
Reputation.

3 FAMILY BOND AND LIVING Teacher: Ask questions on real life

TOGETHER AS ONE FAMILY situations.
Meaning of family bond. Students participates by asking and
answering questions, demonstrate
family bond.
Learners.

4 FAMILY BOND AND LIVING Teacher: Explain and discuss the

TOGETHER AS ONE FAMILY importance of good family reputation.
Importance of good family reputation. Active participation by students.
- Good name Use cardboard to write out the
- Respect for each other importance of good family reputation.

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5 PURPOSE OF MARRIAGE Teacher: Explanation and identification
Definition and types of marriage of marriage and types of marriage.
Students participate actively by
contributing. Use marriage pictures,
charts, etc.

6 PURPOSE OF MARRIAGE Teacher: Discuss on the purpose of

Purpose of marriage: marriage while students make
i. Procreation contributions by giving practical
ii. Satisfying economic and social examples.
needs, etc. Cut outs of cardboard
identifying the purpose of marriage.

7 PURPOSE OF MARRIAGE Explanation of purpose of marriage

- Sexual satisfaction while the students participate actively.
- Growth in mutual love, etc. Cut outs of purpose of marriage using
card board paper.
8 READINESS IN MARRIAGE Teacher: Discuss conditions for
Conditions for marriage: marriage with learners.
- Physiological fitness Active participation by students
- psychological fitness through role play.

9 READINESS IN MARRIAGE Teacher: Discuss conditions of

Conditions for marriage marriage. Allow
- Social stability participation of students.
- Financial readiness Use cardboard.

10 READINESS IN MARRIAGE Teacher: Discussion on the effect of

Effects of lack of readiness on lack of readiness.
marriage relationship. Active participation by the
- Constant fight students Learners (Role play)
- Instability
- Divorce and broken home.

11 POSITIVE GROUP BEHAVIOUR Teacher: Explanation of types of group

Types of group behaviour: behaviour. Active participation of
- Mass action students.
- Communal labour Use cardboard paper to write out types
- Protest march of group behaviour

12 POSITIVE GROUP BEHAVIOUR Teacher: Explain and discuss types of

Types of group behaviour: Group behaviour with concrete
- Participation in a fight examples.
- Acting patriotically Use cardboard paper to outline types
of group behaviour.

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 13 Revision Revision
14 Examination Examination

SOCIAL STUDIES
JSS 2 SECOND TERM

WEEK TOPIC/ CONTENT ACTIVITIES

1 POSITIVE GROUP BEHAVIOUR Teacher: Discuss and explain the

Characteristics of different types of characteristics of different types of
group behaviour: group behaviour.
- Constructive – positive Active participation by learners. Identify
- Destructive – negative the characteristics on a cardboard
paper.
2 POSITIVE GROUP BEHAVIOUR Teacher: Discussion and explanation
Benefits of positive group behaviour: of terms.
- Companionship Students participate actively. A
- Survival cardboard paper containing the
- Security benefits of positive group behaviour.

3 POSITIVE GROUP BEHAVIOUR Teacher: Discuss and explain the

Benefits of positive group behaviour benefits of positive group behaviour.
- Affiliation and status Use cut outs of cardboard to write the
- Power and control benefits of positive group behaviour.
- Achievement

4 MEANING AND CONSEQUENCES Teacher: Explanation of drug and drug

OF DRUG ABUSE AND HARMFUL abuse.
SUBSTANCES. Student participate by answering
Meaning of drug and drug abuse. questions. Use charts, pictures
showing abuse of drugs or showing
effect of drug abuse on victims.

5 MEANING AND CONSEQUENCES Teacher: Discuss types of drug abuse

OF DRUG ABUSE AND HARMFUL and give room for students to
SUBSTANCES. participate actively.
Types of drug abuse: Samples of alcohol, cola nuts,
- Indian hemp- Heroine charts, pictures of these hard drugs.
- Marijuana
- Cola nuts
- alcohol
- Caffeine

6 MEANING AND CONSEQUENCES Teacher: Group the students to

OF DRUG ABUSE AND HARMFUL discuss, outline and present their

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 SUBSTANCES. points on forms of drugs abuse.
Forms of drugs abuse Pictures, posters of victims of self
medication.

7 MEANING AND CONSEQUENCES Teacher: Guide students to discuss

OF DRUG ABUSE AND HARMFUL how people abuse drugs. Pictures,
SUBSTANCES. charts and learners.
Consequences of drug abuse on the
quality of individual.

8 MEANING AND CONSEQUENCES Teacher: Guide students to discuss \

OF DRUG ABUSE AND HARMFUL and identify the consequences of drug
SUBSTANCES. abuse on the community.
Consequences of drug abuse on the Charts, pictures, video clips etc.
community

9 MEANING AND CONSEQUENCES Teacher: Explain the consequences of

OF DRUG ABUSE AND HARMFUL drug abuse on the international
SUBSTANCES. community
Consequences of drug abuse on the Use cardboard paper to outline the
International community consequences of drug abuse on the
international community

10 MEANING AND CONSEQUENCES Teacher: Discussion on ways of

OF DRUG ABUSE AND HARMFUL discouraging drug abuse, use
SUBSTANCES. demonstration methods video clips,
Ways of discouraging drug abuse: arrange visit to rehabilitation centre
- Choose good friends. and supervise activities Of drug free
- Form drug free clubs. club.
- Acquire coping skills like Students should participate actively by
assertiveness, refusal skills, problem asking and answering questions.
solving, decision making skills, Pictures and posters of
communication skills, constructive
use of time e.g. sports and religious
activities.

11 Revision Revision
12 Examination Examination

SOCIAL STUDIES
JSS 2 THIRD TERM

WEEK TOPIC/ CONTENT ACTIVITIES

1 DANGERS OF DRUG Teacher: Explain meaning and reasons

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 TRAFFICKING for drug trafficking. Organize an
Meaning and reasons for drug excursion to NAFDAC, NDLEA with
trafficking students to be actively involved
- Poverty Use posters, fliers, newspapers
- Ignorance/illiteracy Magazines that are relevant to the
- Greed subject matter.

2 DANGERS OF DRUG Teacher: Visit any relevant Agencies

TRAFFICKING like NDLEA EFCC, police station
Dangers of drug trafficking prisons to inquire and discuss drug
- Bad image for the country trafficking problems and suggest ways
- Imprisonment of solving the problem.
- Death penalty Learners and Agencies.
Also get pictures of victims in prison.

3 DANGERS OF DRUG Teacher: Explain and discuss the

TRAFFICKING dangers of drug trafficking with
Dangers of drug trafficking: concrete examples. Pictures, charts,
- It affects National security video clips.
- Negative impact on the economy
4 DANGERS OF DRUG Teacher: Discussion and explanation
TRAFFICKING of ways of preventing drug trafficking.
Prevention of drug trafficking: Active participation by students.
- Education Use print and electronic media e.g.
- Creating awareness radio, magazines, newspaper
- Use of the mass media
- Civil societies/NGO
- Legislation
- Religious institutions
- Rehabilitation.

5 OBSERVING AND REPORTING Teacher: Brain storm on different ways

COMMON CRIMES. of observing and reporting crime by
Ways of observing and reporting both the teacher and learner.
common crimes Use cardboard papers, makers to be
shared in groups to present their
points by their representatives.

6 OBSERVING AND REPORTING Teacher: Teacher/student discuss

COMMON CRIMES. ways of observing and reporting
Ways of observing and reporting common crime.
common crimes Use the internet, documentaries,
textbooks, etc.

7 OBSERVING AND REPORTING Teacher: Lead learners on how to

COMMON CRIMES respond appropriately to crime sc

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 Appropriate response to crimes Use pictures, cut outs, newspapers,
posters of crime scenes, video clips,
etc.

8 OBSERVING AND REPORTING Teacher: Explain and discuss types or

COMMON CRIMES example of emergency management.
Meaning of emergency management. Guide students to identify different
E.g. fire outbreak, accidents, types of emergencies.
collapsed building, food poisoning, Use posters, pictures, charts, video
fake drugs, drowning, etc. clips, immediate environment

9 OBSERVING AND REPORTING Teacher: Discussion and explanation

COMMON CRIMES. on examples of emergencies.
E.g. drowning, food poisoning, fake Students participate actively.
drugs, flood and erosion, Visit to any troubled side.
desertification, etc. Learners, posters, pictures, etc.
10 OBSERVING AND REPORTING Teacher: Guide learners to discuss
COMMON CRIMES. and brain storm on appropriate
Appropriate response to emergency response to emergency management.
management Learners use cardboard paper to write
out the responses.

11 OBSERVING AND REPORTING Teacher: Lead students on how to act

COMMON CRIMES. promptly to any emergency case
Appropriate actions and situations. Form groups to discuss
and note down points on the
following emergency cases: car
accident, fire outbreak, collapse
building, food poisoning group
representatives to present their points.
Use cardboard papers, cellotape, etc.

12 Revision Revision
13 Examination Examination

CIVIC EDUCATION
JSS 2 FIRST TERM
WEE TOPIC/CONTENT ACTIVITIES
K
1 NATIONAL VALUES – Teacher: Lead students to define and discuss
INTEGRITY integrity and some attributes of integrity. Guide
- Meaning of integrity and students to discuss some attributes of
attributes. integrity.
- Attributes of integrity: Students: Identify various attributes of

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 probity, honesty and integrity.
contentment. Instructional Material: Use pictures/old
calendar of people of integrity.
2 NATIONAL VALUES – Teacher: Guide students to discuss some
INTEGRITY attributes of integrity.
- Attributes of integrity – Students: Ask and answer questions
Truthfulness, fair play Instructional Material: Use pictures of people
and non-compromise of of integrity.
principles etc
3 NATIONAL VALUES – Teacher: Ask students to identify and mention
INTEGRITY some people of integrity.
- Examples of people of Students: Ask students some contributions
Integrity in the society people of integrity make in the society
Instructional Material: Give assignment to list
down some people of integrity they know in
their society.
4 NATIONAL VALUES – Teacher: Guide students to citation of people
INTEGRITY of integrity they know.
- Need for people of Discuss the importance of community
integrity in the society: development and peaceful co-existence for
community development the young ones.
- Peaceful co-existence Instructional Material: Use pictures of people
for the young ones. of integrity.
-
5 NATIONAL VALUES – Teacher: Define contentment and ask students
CONTENTMENT the attributes of contentment. Lead students to
- Meaning of contentment discuss how a contented person feels.
and attributes of Students: Dramatize contented persons in
contentment – different ways of contentment. Or act as those
satisfaction and lack of that are not contented in the society
envy Instructional resources: A chart showing all the
Nigerian national symbols.
6 NATIONAL VALUES – Teacher: Define contentment and ask students
CONTENTMENT the attributes of contentment. Lead students to
- Attributes of discuss how a contented person feels.
contentment – rejection Students: Dramatize contented persons in
of geed, corruption and different ways of contentment. Or act as those
humility. that are not contented in the society
Instructional resources: A chart showing all the
Nigerian national symbols.
7 NATIONAL VALUES – Teacher: Discuss what lack of contentment
CONTENTMENT can bring to the society. .
- Effects of lack of Students: ask questions and take home
contentment society – assignment to write.
corruption, greed, envy, Instructional Resources: Specimen of Nigerian
theft, prostitution, currency

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 robbery, cheating etc.

8 NATIONAL VALUES – Teacher: Lead discussion on the meaning of

DISCIPLINE discipline and some attributes of discipline.
- Meaning and attributes Discuss with students why these attributes of
of discipline. Self control discipline are important in the school, home
moderation and and society
modesty. Students: dramatize discipline
- Respect for legitimate Instructional material; Nigerian constitution.
authority
9 NATIONAL VALUES – Teacher: Lead discussion on the meaning of
DISCIPLINE discipline and some attributes of discipline.
- Attributes of discipline Discuss with students why these attributes of
- Respect for rules and discipline are important in the school, home
regulations and society
- Perseverance and Students: dramatize discipline
dedication etc Instructional material; Nigerian constitution.
-
10 NATIONAL VALUES – Teacher: Discuss on the need for courageous
COURAGE people in the society.
- Meaning of courage e.g. Students: Participate in class discussion ask
exercises boldness in questions and tell stories of some courageous
carrying out positive people in the society.
activities in the Instructional Material: Pictures from old
community. calendars, recorded radio and TV
- Types of courage – programmes, newspapers etc. .
physical courage (the
willingness to exercise
physical energy to get
things done.

11 NATIONAL VALUES – Teacher: Discuss on the need for courageous

COURAGE people in the society.
- Types of courage – Students: Participate in class discussion ask
Spiritual and Moral questions and tell stories of some courageous
courage. people in the society.
- Attributes of courageous Instructional Material: Pictures from old
person – commitment, calendars, recorded radio and TV
endurance, programmes, newspapers etc.
determination,
steadfastness, diligence,
boldness, bravery

12 NIGERIA AS A FEDERATION Teacher: Define federation and federalism.

- Meaning of a Federation Give a short story on how Nigeria was
and Nigeria as a amalgamated and what the amalgamation

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 Federation during the brought to Nigeria as a country. Discuss needs
colonial era. for federation.
- Need for a Federation – Students: Ask questions on what federalism
National Integrity, Unity involves.
in diversity and Instructional Resources: textbooks, map
controlling activities of (political map) and the Nigerian constitution(s)
state.
13 REVISION
14 EXAMINATION

CIVIC EDUCATION
JSS 2 SECOND TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 NIGERIA AS A FEDERATION Teacher: Lead students to how powers are

- Characteristics of a shared between the central and state
Federation governments
- Sharing of powers between Students: Identify some constitutional rights
central and state of a state and local governments.
governments Instructional Material: Textbook and the
- States have constitutionally Nigerian constitution.
defined control over their
affairs.
- Central government controls
states and states control
local governments
-
2 RELATIONSHIP BETWEEN Teacher: Lead students to identify some
FEDERAL, STATE AND LOCAL performed functions of Federal government
GOVERNMENTS. (powers of federal government).
- Relationship – perform Students: Participate in the discussion and
functions according to ask questions
constitutional provision Instructional Material: Textbook and the
- Power to legislate and carry Nigerian constitution.
out functions in accordance
with constitutional
provisions

3 RELATIONSHIP BETWEEN Teacher: Ask students to identify and

FEDERAL, STATE AND LOCAL mention some people of integrity.
GOVERNMENTS. Students: Ask students some contributions

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 - Provide form of governance people of integrity make in the society
- Differences among the Instructional Material: Give assignment to
three tiers of government – list down some people of integrity they know
functions and legislative in their society.
powers
- Executive, concurrent and
exclusive powers

4 RULE OF LAW Teacher: Guide students through class

- Meaning of law and the rule discussion to define law and rule of law.
of law Identify some benefits of rule of law against
- Benefits of the rule of law as arbitrary law.
against arbitrary rule. Students: Take part in the discussion and
- Some rule of law and their ask questions
benefits. Instructional Material: Textbook, Nigerian
constitution, law books and government
gazettes.
5 RULE OF LAW Teacher: Discuss with the students on the
- Benefits of the rule of law as meaning of equality of citizen before the
against arbitrary rule. law.
- Punishment for breaking the Students: Identify what makes citizens equal
law. before the law.
- Equality of all citizens Instructional resources: Nigerian constitution
before the law. and the law books.

6 PROTECTION OF HUMAN Teacher: Guide students through discussion

RIGHTS AND THE RUE OF LAW to define and identify what Human Rights
Ways of protecting Human Rights violation means and explain how individuals
- Representing the affected and groups can assist to protect citizen’s
person in court. rights.
- Drawing attention to cases Students: Do assignments
of Human Rights Violation Instructional Resources: Publications of civil
through society organizations, textbooks and
 Protest march newspapers. .
 Media coverage
 Hunger strike

7 CONSUMER RIGHTS AND Teacher: Explain each of the eight

RESPONSIBILITIES universal consumer rights.
- Universal rights of a Students: Ask questions and write notes on
consumer each of the universal rights of a consumer
- Rights to satisfaction of Instructional material; Textbooks,
basic needs, safety, newspapers and the Nigerian constitution.
information, choice and
redress.
Consumers rights to education,

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 representation, to be heard,
healthy environment

8 CONSUMER RIGHTS AND Teacher: Lead students to identify and

RESPONSIBILITIES discuss the various responsibilities of
Responsibilities of Consumer: consumer.
- Be aware Students: Dramatize and participate in class
- Demand discussion.
Keep proof of transactions Instructional material: textbooks, flash
e.g. receipts invoice cards.
warranty.

9 CONSUMER RIGHTS AND Teacher: Discuss with students on thinking

RESPONSIBILITIES independently and speaking boldly. Discuss
Responsibilities of Consumer: with students how they respect the
- Thinking independently, environment
speak out Students: identify the importance of
- Respect the environment independent thinking, speaking boldly and
respecting the environment. List and explain
each.
Instructional Material: Textbooks,
newspapers etc.
10-11 REVISION
12 EXAMINATION

CIVIC EDUCATION
JSS 2 THIRD TERM

WEE TOPIC/CONTENT ACTIVITIES

K
1 DEMOCRACY Teacher: Lead students to define and
- Meaning and features of identify features of democracy. Discuss
democracy some institutions of democracy.
- Democratic institutions Students: Enumerate some features of
and their functions – democratic institutions.
INEC, Political Parties Instructional Material: textbooks, Nigerian
- Pressure group constitution and pictures of democratic
institutions
2 DEMOCRACY Teacher: Guide the discussion on the three
- Arms of Government arms of government.
- Importance of Students: Students participate in the
democracy. discussion and take notes.
Instructional materials: Nigeria constitution
and textbooks

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3 PILLARS OF DEMOCRACY Teacher: Guide students to define and
- Meaning and explain the pillars of democracy
Explanation of pillars of Students: Ask questions
democracy Instructional material: Nigeria constitution
- Pillars of democracy – and textbooks
people, democratic
institutions
-
4 PILLARS OF DEMOCRACY Teacher: Differentiate for students majority
- Pillars of democracy – rule and minority rights
Rule of law Students: Ask questions
- Transparent electoral Instructional material: Nigeria constitution
process and textbooks
- Majority rule and
minority rights

5 ELECTION AND VOTER Teacher: help students to define and

RESPONSIBILITY discuss the concepts of election, voter and
- Concepts of election, voting. Identify the procedures for election
voter and voting and voting.
- Differentiate between Students: Take home assignment
various types of
elections.

6 ELECTION AND VOTER Teacher: Discuss with students the basic

RESPONSIBILITY qualifications. Procedures and importance
- Enumerate the basic of election.
qualifications of election Students: Dramatize, debate and take
- Describe the procedures notes.
for voting and the Instructional Resources: Nigeria constitution
importance of election. and textbooks

7 ELECTORAL Teacher: Define electoral malpractices and

MALPRACTICES some forms of electoral malpractices.
- Meaning and forms of Discuss fake ballot paper, manipulation of
electoral malpractices. votes and multiple voting – causes and
- Forms of electoral effects.
malpractices – fake Instructional Resources: Textbooks, INEC
ballot papers, publication and newspaper
manipulation of votes
and multiple voting.

8 ELECTORAL Teacher: Define electoral malpractices and

MALPRACTICES some forms of electoral malpractices.

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 - Forms of electoral Discuss fake ballot paper, manipulation of
malpractices votes and multiple voting – causes and
- Artificial scarcity of effects.
electoral materials. Instructional Resources: Textbooks, INEC
- Underage voting, publication and newspaper
thuggery and
intimidation

9 ELECTORAL Teacher: Define electoral malpractices and

MALPRACTICES some forms of electoral malpractices.
Forms of Electoral Malpractices Discuss fake ballot paper, manipulation of
- Financial inducement votes and multiple voting – causes and
and other corrupt effects.
practices. Instructional Resources: Textbooks, INEC
- Fake manifest publication and newspaper

10 ELECTORAL Teacher: Discuss the causes of electoral

MALPRACTICES malpractices and enumerate some causes
Causes of Electoral of electoral malpractices.
Malpractices Students: Ask questions and take notes.
- Greed, poverty, Instructional Material: Nigeria constitution
ethnicism, ignorance and textbooks
- Favouritism, lack of
political awareness,
inadequate arrangement
by the INEC office

11 ELECTORAL Teacher: Involve students in the discussion

MALPRACTICES on consequences of Electoral malpractices.
Causes of Electoral Discuss with students on how to present
Malpractices electoral malpractices.
- Looting of National Students: Debate on the consequences of
wealth, neglect of electoral practices. List some (five) ways
people’s welfare, preventing electoral malpractices.
attraction of violence Instructional Materials: Textbooks, pictures
- Danger in the society of affected areas due to the consequences
leading to breaking of of Electoral Malpractices.
law and order and the
rule of law etc.
Preventing Electoral
Malpractices
- Training and educating
both the officials and
electorates.
- Non-interference from
the political elite and

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 government etc.

12 REVISION
13 EXAMINATION

SECURITY EDUCATION

JSS 2 FIRST TERM

WEEK TOPIC / CONTENT ACTIVITIES

1. Observing and Reporting Teacher leads discussion on
Common Crimes Ways of observing and reporting crimes
Sensitivity to your environment
Always being alert
Installation of CCTV in our streets etc.

2. Response to Crimes Teacher leads students in the discussions of how to

response to crime and criminality.
Report to security agents
Report to Traditional rulers
Report to school authorities etc.

SECURITY EDUCATION

JSS 2 SECOND TERM

WEEK TOPIC / CONTENT ACTIVITIES

1 Emergency Management 1. Teacher leads the learners to

define/explain the meaning of

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 Reasons for emergency emergency management.
management agencies
2. Students take notes.

3. Guides students to identifying reasons

for creation of emergency management
agencies.

2. Types of emergency 1. The teacher guides the students to

management identifying the different types of
emergency management:

i. Accident

ii. Fire

iii. Renewing

iv. Building collapse

v. Food poisoning and fake drugs.

vi. Armed Robbery

2. Students take notes.

SECURITY EDUCATION

JSS 2 THIRD TERM

WEEK TOPIC / CONTENT ACTIVITIES

1. Appropriate Response to Teachers will help students to state the
emergency appropriate response to emergency

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 management
Response by the Police, SSS, armed
forces, Civil defense etc
Intervention by NEMA
Intervention from fire services
General Aids from the public etc.
2. Appropriate Action in Teacher guides students to appreciate the
Emergency Management appropriate actions taken in emergency
management e.g
Food for victims
Drugs for the wounded
Bedding for all
Shelter for the homeless
Other materials as appropriate

CULTURAL AND CREATIVE ARTS (CCA)

CULTURAL AND CREATIVE ARTS

JSS 2 FIRST TERM

WEE TOPIC/CONTENT ACTIVITIES

K

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1 Elements of design Teacher act: explain the meaning and
1. Meaning of elements of design. component of elements of design.
ii. The elements of design eg line, Students act: list and write the four elements
colour, form, space and texture. of design.
Lerarning resource: charts textbook,
notebook, pictures.

2 Practical work on element of Teachers act:draw one/two component of

design. elements of design in the board.
i. Application of elements of design Students act:use any two component eg.
using types of lines. Lines to produce a design
Teacher resources: card board pencil,
colour, picture.

3 Principles of design Teacher act:explains the meaning and

i.meaning of principles of design principles of designs.
ii.the principles of design Students act: list and write four principles of
-harmony design
-balance Teaching resources: drawing sheet, pencil,
-dominance colour, ruler.
-variety
- proportim
-rhythm.

4 Uses of principles of design and Teacher act:explains the uses of the

its practical work. principles of design
-explain the uses of principles of -draw or paint any one /two principles of
desin design on the board.
-application of these principles in Students act:list and write two uses of the
still life drawing. principles of design
-draw an object showing principles of design
balance /dominance to create an effect

5 Craft making Teacher act: explain the meaning of craft

-defintion of craft making
-the material needed for craft ii. list/mention the materials neede for craft
making making.
i.paper-paper, gum etc Students act:list and identify four essential
ii.fabric materials used for craft work.
iii.modelling using clay/paper made Teaching resources:
iv. palm front. Card board, clay particles, colour, knife,
seeds, bark 9th of tress.

6 Practical on craft making Teachers acts: demonstrates how to

i.production of woven mat usying produce materials woven.
paper ii. Illustrate how to use paper machine to

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 ii.Production of plate using made. produce a plate /pot.
Teaching resources:paper gum ,smaple of
craftwork, spatula, scissors etc.

7 Colour Teacher act:explain the meanining of

i.definition of colour colours.
ii. sources of local colours ii. classifies the different aspect of colours.
iii. classification of colour Students act:observed as the teacher
-primary explain and identify colour types and uses.
- secondary, intermediate, Teacher resources:paint brush ,poster ,
Harmony etc. cardboard sheet etc.

8 Practical work on colour Teacher act:demonstrate the mixing of

i.mixing of colours colour to get tone, tinit, tertiary colour.
ii. Produce a colour wheel. ii. show how to produce colour wheel.
Students act: draw a colour wheel and paint.
Teacher resources:paint ,cardboard,
pigment etc.

9 Colour application TEACHER ACT:explain the meaning of

Meaning of colour application on colour application.
craft Ii mention the materials craft that needed
ii. types of craft in which colour can colour application
be apply to create beauty -basketry
-paper machine
-pottery etc.

10 Practical on colour application Teacher act:mix the colour appropriately a

i.apply colour on a named craft. get a desire result.
ii. colour mixing ii. show how to apply colours on a named
craft(paper machine)
students act –cfrate any eg paper machine
and paint.
Teacher resources :cardboard, pencil,
colour, palette etc.

11 Painting Teacher act:explain the meaning and types

i.definition of painting of painting
ii.types of painting Students act:draw an object and paint.
iii. still-life painting Teacher resources
iv. nature painting i.palette, drawing , red, cardboard, brush
v.landscape painting etc.

12 Revision Revision
13 Examination Examination

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 CULTURAL AND CREATIVE ARTS
JSS 2 SECOND TERM

WEE TOPIC/CONTENT ACTIVITIES

K
1 PRODUCTION OF PATTERN Teacher activities defines pattern and
1.meaning of pattern the types.
2.types of patterns Students activities:
i.simple repeat Menti work on 3 types of pattern
ii. diamond repeat Learning resources:
iii. mirrow repeat Drawing book, pencil colours.

2 Practical work on pattern making Teacher’s activities-

1.producing designs using any of the types Illustrates how to use objects eg yam
of pattern to create a desin.
Students activities:create a design
using simple repeat with a yam or
potatoe.produce a pattern using
halfdrop repeat with poster colour
leaving resources:drawing book,
colours, pencil etc.

3 Bead work Teacher’s activities-

1.define bead work Definition/explains bead work. Lists
2.explain the methods needed for bead all the materials needed to produce
making to produce a bead.
ii.roll paper Students activites-
iii. seeds Get a pallet and mix the colour
needed apply it on beads.
Learning resources ,colour roll paper
seeds bead etc.

4 Production of bead work jewellery using Teacher activities –assits students in

-roll paper preparing materials for making
-seeds .makes jewellery with paper and
-small pieces of wood colour.
Students activities-
List material/tools produce a
jewellery using seeds or roll paper
Learning resources bottle tops ,roll
paper elastic thread , scissors etc.

5 Uses of bead work Teacher activites :explain the uses of

- omamental bead .brings some bead to class
-aesthetyic Students activities-
-decoration List and mention four uses of beads

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 -functional purposes making using of beads making using
found objects.
Learning resources :jewelleries,
scissors thred, seeds, strew etc.

6 History of mucic1.definition of music Teacher activities

2. origin of music eg Defines music , enumerates the
i.natural sounds , ocean wave rhythm, origin of music
clapping etc. Students-
List and explain five origin of music
Learning resources
Textbook, chalkboard history of
music

7 Early forms of music Teacher activities defines and

1.definition of forms of music eg baroque, explain the early forms of music
egytain romans and African music Students activities
2. mention the early forms of music and List 3 forms of early music.
where they are found Draw one African
Learning resources
Textbook, musicians and instruments

8 Music practices;listening Teachers activities provides CDS to

i.aural skills reflecting ability to listen listen and appreciate different music
2. some popular music: Gives examples of each music
i.high life Students activities-listen and name
ii. fuji various instruments used in a
iii.juju particular piece of music.
iv.makoss Leraning rsources
v.afrobeat Piano, CDS with different music.
vi. gospel
vii rock etc

9 MUSICAL STYLES Teacher’s activities; gives examples

1.examples of musical syles. styles either in African or western
I African Student activities-describe the
ii. western components of African and western
iii. instruments used in playing music and western music and their
instruments with their similarities and
differences.
learning resources:pinao, cds and
tapes recorder different song and
music of the year.

10 Singing Teacher;s activities

Singing in solfa notation eg d:r:m:f:s:l:d: Composes the solfa of the national

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 2.running of scale runs the scale of ‘c’major.
3. sing the national arthem Students activities identify and sing
the tonic solfa
Exercise their voices in accordance
with a set tune.
Learning resources
Recorders, cds or tapes piano etc.

11 Revision Revision
12 Examination Examination

. CULTURAL AND CREATIVE ARTS

JSS 2 THIRD TERM

WEE TOPIC/CONTENT ACTIVITIES

K
1 Pitch identification Teacher act;demonstrate how to sing
1.define the concept pitch identification and run the scales.
2. voice training exercises. ii. differentiate blw pitches and voice
ranges.
Students act;sing notes and pitches
played.
Iii exercises their voice in line to set
time.
Learning resources:CDS, cassette
player recorder etc.

2 Design in the theatre Teachers act;defines the concept

Definition of theatre design. theatre design
ii. areas of theatre design. ii.list and explains area of designs in
-set the theatre
-costumes students act:state the meaning of
-light design in the theatre.
- makeups ii.list two aspect of theartre design.
-sounds etc Textbook, notebook,pictorial aspect
of a design.

3 Elements of design theatre. Teacher acts:explain the concept

1.define elements design elements of design.
2.design elements like set ,customes lght ii.explain the elements of theatre
etc. design
students act:list three elements of
desin in theatre.
Learning resources:textbook,
notebook pictorials aspect of design

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 in theatre.

4 Rehearsal Teacher act:explain the meaning and

Definition of reheasel purpose of rehearsel.
i.state the activities involved in ii.list and explain the activities
-reading involved in a rehearsal.
-movements Students act:define reharsel ad
Acting discuss activities in a reharsel
-expression /communication voice Learning resources:
production, promoting cues etc. 1.chalkboard, stage

5 Stages in rehearsal Teacher’s act:explain the meaning

Definition of stages in rehearsal stages in rehearsal .
ii.state the stages in rehearsal. ii.explain the stages in rehearsal .
-reading the script iii.shows the students through a
rehearsal.
Learning resources chalkboard ,
stage props. Textbook.

6 Dance Teacher ;mention ad explain the

Definition of dance meaning and types of dance
ii.state the different types of dance. Students act:list for types of dance
i.pure dance Learning resources:textbook,
ii.dance dance notebook,pictorial aspect of design.
iii.dramatic dance
iv.comic dance.

7 Aspect of dance Teacher act:explain the differences

1.differentiate the various aspect of dance b/w the various aspect of dance
ii.ask students to create and perform
any one of the types
learning rsources:textbook, notebook
, pictures.

8 Dance as a career. Teacher act:explain the concepts

What is a career?as it refers to a dance dance.
ii. dance as a career ii.explain dance as a good profession
- dance as a career and cite some career in dancing
-choreographic student act;identitfy the meaning of
-dance career in dancing
-educator/consultant ii.participate in discussion in dance
as a profession
learning resources.
Text ,chalkboard
ii.different categories of dancer.

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9 Aspect of dance as a career. Teacher act:
Appreciate dance as a profession. explain the concept dance as a
-ask students to discuss aspect of dance profession
as a career students act;
I mention the imagination of dance
ii.mention any 3 kinds of job .
learning resources
1. textbook, notebook
ii.chalkboard .

10 Self control Teacher act:explain the concept self

Meaning of self control. control
-show moderation ii. explain how to exercise self control
Be modest students act\;write the meaning of
Be truthful etc self control
iii. list and explain way of exercising
self control.
Learning resources.
1.cahsrtys, textbook, notebook etc

11 Aspect of self control. Teacher act:explains benefit of self

State how to practices self control control
Iin demonsrate self control. ii.list explain 3 benefit of self –control.
Students act:parcticipate in drama on
self control.
Learning resources
Chart, textbook,notebook
12 Revision Revision
13 Examination Examination

FRENCH LANGUAGE (FL)

FRENCH LANGUAGE
JSS 2 1st TERM

WEEK TOPIC/ CONTENT ACTIVITIES

1 Contrôle continu: 1ère épreuve. L’enseignant répond le leçon en verbe

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 Parler du caractère des gens. « Etre » aux étudiant. Après il
-Maîtrise de la langue: le verbe “Etre” demandé des questions qui
+ les vocabulaire et expression provoquent certaines réactions des
comme: honnête/malhonnête, ruse, caractère des gens.
intelligent(e), poli(e), impoli(e), timide, Il commence à expliquer les qualités
courageux(se), etc. exemple : et défauts des gens, premièrement
- il est honnête. L’enseignant enseigne les défauts ou
- Elle est intelligent. les contrait de qualités des gens en
- Ils sont gentils écrivent au tableau. Le professeur
- Les qualités et les défauts : aide les apprenants a décrire
exemples quelqu’un.
Honnête – Malhonnête Les apprenants écoutent et répondent
Polie - impolie aux questions du professeur.
Timide - courageux etc. Les apprenants copient les notes au
-Expression écrite : Elle écrit au tableau.
tableau pour les étudiants les qualités Les apprenants décrivent quelqu’un
et défaut des gens. d’autres.
- Décrivez quelqu’un. Resource Pédagogique
Document authentique image, videos.

2 Se Décrire L’enseignant commence à écrire lui –

Expression orale : même sur ses caractéristiques et
- un document ou texte qui se décrire aussi physiquement. Apres, il
une personnel. demande quelques étudiants de se
- Description du corp (physique) décrire un a un.
- Description des caractéristiques L’enseignant pose des questions aux
personnelles. étudiants sur des contrait des qualités
- Maitrise de la langue. des gens.
- L’adjectif – masculin/féminin, Les apprenants écoutent et applique
singulier/pluriel. Exemple: ses expériences aux gens qu’il
Elle est timide connait.
Il est timide Resource Pédagogique
Elle est intelligente Images, photo, vidéo, autres
Il est intelligent. document.

3 Exprimer les attitudes. L’enseignant propose quelques

Maitrise de la langue: scènes qui provoquent certains
- Le verbe Aimer + l’infinitif de verbe réactions de gouts et préférence.
qui suggère l’attitude de quel qu’un. Le professeur enseignant l’emploie du
Ex. Je n’aime pas manger tôt le verbe. « Aimer et Détester + l’infinitif
martin. de verbe »
- J’aime aller au cinéma. Les apprenants écoutent répondent et
- Le verbe Détester + nom/l’infinitif de participent activement a la mise en
verbe. scène des situations données par
- Je déteste l’orange l’enseignant.
- Je déteste regarder la télévision, Resource Pédagogique

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 etc. Videos, photos, documents
Compréhension orale : authentiques
- Dire les choses quel qu’un aime et
déteste.

4 Juger les attitudes des gens. L’enseignant propose quelques

Maitrise de la langue : scènes qui provoquent certains
Expression et vocabulaire utiles : réactions des attitudes des gens pour
méchant, horrible, beau, amusant, leurs jugers.
souriant, drôle. Les apprenants participent activement
Ex. - Il est méchant a la mise en scène des situations
- Elle est drôle données par l’enseignant.
- Elle est souriante. Etc. Resource Pédagogique
Expression orale : Videos, photos, documents
Entretien entre les professeurs et authentiques
étudiant ou étudiant et étudiant.

Contrôle continu : 2ème Épreuve.

5 Apprécier les choses et quelqu’un. L’enseignant propose quelques

Maîtrise de la langue de expression scènes qui provoquent certaines
et vocabulaire comme ; excellent, réactions qui suggèrent l’appréciation.
fantastique, bonne, mauvaise, L’enseignant lit un texte à haut voix
exemple : c’est bon(ne) aux étudiants, propose quelques j'eus
Quelqu’un ; merci, qui provoquent la réactions de dire :
Je vous reconnaissance, merci, tu es gentil etc.
Tu es gentil(le). Les apprenants participent
Compréhension orale : activement. Ils écoutent et répondent.
Lecture sur un texte de l’appréciation. Les apprenants écoutent
Jeu de rôle. attentivement et ils participent
activement au jeu de rôle.
Resource Pédagogique
Videos, photos, un document
authentique.

6 Exprimer l’opinion. L’enseignant propose quelques

Maîtrise de la langue des expressions scènes qui provoquent certaines
comme: Je crois que, je pense que, a phrases pour exprimer l’opinion de
mon a vie, à mon opinion, etc. quelqu’un d’autres.
Exemple : je crois que c’est une Le professeur lit aussi le document ou
bonne idée. A mon opinion, c’est un texte sur le sujet.
bonne d’avoir trois leçons par Les apprenants écoutent, répondent
semaine à l’école secondaire. et participent activement en classe.
Resource Pédagogique
Un document authentique.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 158

7 Savoir s’excuser. L’enseignant propose quelques
Expression orale : scènes et jeux qui provoquent
Pardon monsieur/madame. certaines expressions au sujet.
Excusez – moi Les apprenant écoutent, répondent et
madame/monsieur/mademoiselle etc. participent activement aux jeux.
Je m’excuse
S’il vous plaît…
Exemple : s’il vous plaît, je voudrais
aller manger. Pardon madame,
donne-moi ……..
Jeu de rôle :
Dialogue entre deux ou trois
personnes.

8 Dégager les caractéristiques de la vie L’enseignant lit un texte d’un village

rurale. qui parle beaucoup de la vie rurale.
Compréhension orale : L’enseignant pose des questions aux
- Un texte qui parle de la vie rurale. apprenant comme : nommez la chose
- Les champs, la chasse, les routes qu’on voit au village? Quel sorte de la
de sable, l’air frais, beaucoup de route qu’on voit au village? Est – ce
nourriture, beaucoup de moustiques, qu’il y a électrice au village? Etc.
peu d’école, peu de jeunes, pas Les apprenant écoutent attentivement
d’électricité. et répondent aux questions du
- Raconte une méthode de chasse au professeur.
village. Les apprenants se sent motive pour
- Dit les choses qu’on s’amuse au proposer en français des
village. caractéristiques de la vie au village.
Resource Pédagogique
Contrôle continu : 3ème épreuve. Image, photos, un document
authentique

9 Parler des avantages de la vie rurale. L’enseignant aide les apprenants à

Compréhension orale: utiliser les mots pour expliquer ou dire
Un texte de la vie rurale. quelques désavantages ou souffrance
- parler de la souffrance des habitants dans la vie rurale.
au village ou la vie rurale ; comme Il lit aussi un texte – Elle pose
beaucoup de moustiques, pas quelques questions aux étudiants.
l’hôpital de standard, pas beaucoup Les apprenants écoutent et répondent
de voiture pour de placer, pas aux questions du professeur.
d’électricité. Etc. Resource Pédagogique
- pas d’école standard etc. Image, photos, document authentique

10 Parler d’avantage de la vie rurale. L’enseignant aide les apprenants à

Compréhension orale : utiliser les mots et les expressions
-Un texte/document authentique de la pertinents a raconter dire et faire
ville rurale. quelques phrases, histoire sur des

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 159

 - Dit quelques choses qu’on s’amuse avantages d’une vie rurale.
au village comme ; Les apprenants écoutent
- beaucoup de nourriture attentivement, répondent aux
- beaucoup de la viande à manger à questions et participent activement en
cause des arbres partout. classe.
- beaucoup de fruit et des légumes Resource Pédagogique
etc. Videos, photos, image, document
authentique.
11 Révision Révision
12 Examen Examen

FRENCH LANGUAGE
JSS 2 2nd TERM

WEE TOPIC/ CONTENT ACTIVITIES

K
1 Contrôle continu: 1ère Épreuve L’enseignant pose des questions
Dégager les caractéristiques de la aux apprenants tel que :
vie rurale: Nommez les choses qu’on voit dans
- Les champs, la chasse, le gibier, la vie rurale. Le professeur les aide
les routes de sable, l’air frais, de trouver les mots.
beaucoup de nourriture, beaucoup L’apprenant réponds aux questions
de moustiques peu de jeunes, pas de professeur.
d’électricité. Resource Pédagogique
- Expression orale : les choses Image, videos, photos, extrait, des
qu’on trouve dans la vie rurale. journaux, autres document.
- Expression écrite : écrivez les
choses qu’on trouve dans la vie
rurale.

2 Parler d’avantage et désavantage L'enseignant pose questions aux

de la vie rurale apprenants.
Expression orale : quel sont les Les apprenants répondent aux
avantages et désavantage de la vie questions de l’enseignant.
rurale? Les champs, l’air frais, Resource Pédagogique
beaucoup de nourriture. Image, videos, photos, extrait, des
Vocabulaire et expressions: la paix, journaux, autres document.
pas d’accident routier, pas
d’embouteillage, etc.
Expression écrite : écrivez les
désavantages de la vie rurale.

3 Dégager les caractéristique de la L’enseignant présente les

vie urbaine. caractéristiques de la vie urbaine
Maîtrise de la langue avec des illustrations claires.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 160

 vocabulaire et expression utiles : L’apprenant apporte son
les grandes routes, les voitures, la expérience. Il nomme les choses
mode, l’électricité, l’hôpital, les qu’on trouve en ville.
choses coutent chères, les gens Resource Pédagogique
sont toujours presses, Image, videos, photos, extrait, des
embouteillage accidents routiers. journaux, autres document.
Expression orale : Nommez-les
qu’on voit dans la vie urbaine.
Expression écrite : écrivez les
choses qu’on voit dans la vie
urbaine.

4 Parler des ressemblance entre la L’enseignant improvise des

ville et le village. situations de communication pour
Maîtrise de la langue. permettre l’utilisation des mots et
Vocabulaire et expressions utiles expression clés ex. bien que…,
comme : bien que, mais, à la mais …, à la différence de.
différence de A l’aide de l’enseignant l’apprenant
- Les ressemblances : les moyens exprime ses idées en français.
de communication (la radio, le Resource Pédagogique
portable, l’église, la mosquée, le Image, videos, photos, dessins,
carburant, les vêtements, les mimes.
maisons en tôle.
Expression orale : Quelles sont des
ressemblances entre la ville et le
village.
Expression écrite : écrivez les
ressemblances entre la ville et le
village. Décrivez la ville ou le
village.

Contrôle continu : 2eme Epreuve.

5 Parler des différences entre la ville L’enseignant pose des questions

et le village. aux étudiants.
Expression orale : Les étudiants répondent aux
Dits les différences entre la ville et professeurs.
le village exemple : en ville il y a
beaucoup de bruits mais à la ville il
y a beaucoup de calme. Etc.
Maîtrise de la langue.
Vocabulaire et expression: il y a
….. , mais …, bien que, etc.
Expression écrite : écrivez les
différences entre la ville et le
village.

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 161

 6 Décrire les grandes fêtes de la Le professeur aide les apprenants à
communauté. parler des fêtes locales en
Maîtrise de la langue : présentant des énonces modèles.
Vocabulaire et expression tels que : Les apprenants suivent
chez moi/nous, une grande attentivement l’exemple du
animation, les ancêtres, les professeur qui se sert des mots et
superstitions, les spectacles, expressions signales. Ils
beaucoup à manger et à boire, reproduisant et adaptent.
s’amuser, au passé, depuis Resource Pédagogique
longtemps, le roi du village, le chef Jeux de rôle, mime, dialogue.
etc.
Expression orale : les apprenants
font des phrase avec les mots,
mots clés et ils nomment les fêtes
chez – eux
Expression écrite : lisez et
répondez aux questions.

7 Parler des fêtes principales dans Le professeur aide les apprenants à

son pays. parler des fêtes locales en
Maîtrise de la langue, vocabulaire présentant des énonces modèles.
et expression utiles : les fêtes au Les apprenants suivent
Nigeria ; la fête chrétiens et la fête attentivement l’exemple du
musulman. La paques, le noel, edel professeur qui se sert des mots et
– fitri, id – el- malude, etc. expressions signales. Ils
La journée des enfants, journée reproduisant et adaptent.
des ouvriers, journée de Resource Pédagogique
l’Independence etc. Jeux de rôle, mime, dialogue.
Expression orale : mentionnez les
fêtes aux Nigeria.
Expression écrite : compréhension
écrite sur une fête.

8 Identifier la chose nouvelle dans la e professeur aide les apprenants à

communauté. parler des fêtes locales en
Maitrise de la langue ; vocabulaire présentant des énonces modèles.
et expression utiles : le pont, les Les apprenants suivent
routes, l’électricité, le commerce, attentivement l’exemple du
les usines, la banque, la santé, la professeur qui se sert des mots et
communication (radio, téléphone, expressions signales. Ils
télévision, technologie) l’éducation. reproduisant et adaptent.
Expression orale : parlez les Resource Pédagogique
choses nouvelles dans la Jeux de rôle, mime, dialogue
communauté.
Expression écrite : écrivez les

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 162

 choses nouvelles dans la
communauté.

Contrôle continu : 3ème Épreuve.

9 Identifier les étrangers. L’enseignant décrites personnes

Maîtrise de la langue, vocabulaire familières : donne des conseils aux
et expression utiles : personnes, apprenants comme celui d’éviter la
familiers, étrangers, un ami, un fréquentation de personne nuisibles.
homme honnête, un terroriste, un Les apprenants écoute, écrit et
voleur a main armée, un trafiquant. parle des expériences quotidiennes
dans la communauté, des
rencontres avec des personnes qui
peuvent nuire à leur bien-être.

10 Discuter les vices sociaux dans la

communauté.
11 Révision Révision
12 Examen Examen

FRENCH LANGUAGE
JSS 2 3rd TERM

WEE TOPIC/ CONTENT ACTIVITIES

K
1 Contrôle continu: 1ère Épreuve. L’enseignant lit un texte et explique ce
Expliquer l’importance du sport. que c’est le sport aux apprenants. Il
-Compréhension orale: un texte enseigne le verbe « faire » et
du sport, expliquer le sport. « jouer ».
- Place du sport comme le stade, L’apprenant écoute attentivement et
à de l’école. répondent aux questions du
- comment on fait quelques professeur.
sport(entre 2, 21, plus de Resource Pédagogique
personnes) Images, photos divers équipements du
- L’importance ce; santé. sport.
Maîtrise de la langue :
Le verbe « faire », « jouer »
Ex. Je fais du sport.
Il joue au football, etc.
- Posez quelques questions sur
le sport.

2 Parler des avantages du sport. L’enseignant lit le texte et enseigne les

Compréhension orale: avantages du sport. Il présente en
Un document authentique en français simple les avantages de faire

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 163

 classe. du sport.
- mentionnez quelques L’apprenant écoute, répète et
avantages du sport ; Amitié, reproduit les avantages du sport en
discipline, honnêteté, français simple.
- concurrence Resource Pédagogique
- voyages etc. Divers équipements du sports, photos
- gagner la vie, de l’argent. du tennis, ballon, les joueurs, etc.

3 Nommer les sports principaux au L’enseignant aide les apprenants à

Nigéria. savoir et nommer les sports principaux
- Un texte qui parle des sports au Nigéria.
principaux au Nigeria, comme: le Il répètent les sport plusieurs fois et
tennis, le football, montre les photos aux étudiants
- la boxe, le pingpong, le judo, le L’apprenant écoute attentivement,
karate, la natation, la lutte, répète et nomme les sports principaux
l’athlétisme, etc. au Nigéria.
Resource Pédagogique
Divers équipement du sport, image,
photos, video, etc.

4 Parler des désavantages du L’enseignant guide les apprenants en

sport apprendront les avantages du sport.
- Casser les jambes L’apprenant explique son expérience
- La maladie sévère relativement aux désavantages du
- La lutte/crise entre les joueurs, sport
les pays ou états Resource Pédagogique
Contrôle continu: 2ème Épreuve Exercice d’énumération de production,
orale/écrite.

5 Parler des sports préférer L’enseignant révise les sujet ‘‘les

Révision des sports divers, sports Principaux aux Nigeria’’
tennis, lutte etc. maîtrise de la Il pose des questions aux étudiant
langue pour savoir les sports qu’ils préfèrent il
Le verbe, ‘‘Aimer, et Préférer + demandé aux étudiants de nommer
Nom du sport Exemple ; les équipes et leurs préférence
J’aime le tennis, mais je préfère L’apprenant écoute répète et répond
le football etc. aux questions en nous disant leur
Les équipe différents du football, préférence du sport.
tennis etc. comme, Super Resource pédagogique
Eagles, etc. Photos du joueur Nigerian, etc.
Les équipes préférer Document

6 Parler du sport comme L’enseignant aide l’étudiant à savoir

profession nommer, identifier les sports, les
Nommer les sports divers personnalités en sports au Nigéria.
Nommer les autres professions ; L’apprenant écoute, nomme

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 164

 professeur, avocat, journaliste correctement.
etc. Resource pédagogique
Même footballeurs, lutteurs, Photos du personnalité du sport
karateurs et d’autres gens qui
font les sports différent comme
profession
Nommer les personnalités du
sport
Exemple : Okocha, Kanu
Nwankwo, Mike Tyson etc
Raison de gagner la vie : Okocha
gagne l’argent en sports

7 Demander poliment L’enseignant propose de situations de

Compréhension orale ; communication appropriées pour
Un petit leste qui provoque les demander poliment ca peut-être entre
demandes politesse comme, Jeu de rôle et dialogue
Pouvez-vous L’apprenant écoute et participe
Je voudrais, je peux vous activement au jeu de rôle en classe
demander Resource pédagogique
S’il vous plaît Document/Exercice authentique et
Exemple : pouvez-vous dansez?, reconnaissance, en orale/écrite
je voudrais savoir Roland/Sylvie
etc.
Jeu de rôle
Entre professeur et étudiant,
étudiant et l’autre étudiant
Maîtrise de la langue
Le verbe vouloir.

8 Demander son/le chemin L’enseignant guide l’apprenant

poliment comment utiliser les expressions de
Compréhension orale; un texte demander son/le chemin poliment
sur le sujet Il leurs guide aussi a jouer le rôle.
Vocabulaire et expression ; L’apprenant écoute et participe aux
Turner à gauche, jeux de rôle
A droit, tout droit enfance de, Resource pédagogique
traverser où se trouve, exemple Document/Exercice
S’il vous plait madame, je Dialogue authentique
voudrais savoir on se trouve
l’assemble nationale ?
Jeux de rôle
Contrôle continu 3ème éprouve.

9 Employer les expressions : L’enseignant aide les étudiants à

J’ai honte (de) découvrir ces expressions et à les

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 165

 J’ai peur (de) utiliser correctement dans les
J’ai horreur (de) etc. situations de communication
Compréhension orale authentique.
Un texte sur le sujet L’apprenant écoute, essayer
Expliquer les expressions au d’appliquer ces expressions dans la
niveau des étudiants classe et leur vie réelle
Maîtrise de la langue Resource pédagogique
Phrase sur les expressions ; Exercice de production
exemple
Ma mère a peur de voir un
serpent
J’ai peur de la nuit
J’ai horreur de prendre des
médicaments etc.

10 Exprimer les sentiments; L’enseignant propose des situations

Compréhension orale : de communication appropriées pour
Un texte sur les expressions utiliser les expressions.
comme ; L’apprenant écoute, répète et participe
Quelle horreur  aux jeux de rôle ou dialogue
Quelle fille ! quelle est belle! Que Resource pédagogique
c’est laid comme tu Document authentique
11 Révision Révision
12 Examen Examen

ARABIC LANGUAGE (AL)

‫المنهج الدراسي للسنة الثانية اإلعدادية‬

SCHEME OF WORK FOR J.S.S 2
FIRST TERM ‫الفترة األولى‬

FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 166

 ‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫مثل‪ :‬قرأ‪ ,‬كتب‪ ,‬قام يقرأ‪ ,‬يكتب‪ ,‬ويجلس‪,‬‬ ‫‪ E‬الفعل وأقسامه‬
‫الفعل‪ :‬تعريف‬ ‫األول‬
‫يقوم‪ ,‬إقرأ‪ ,‬وماأشبه ذلك‬
‫اإلنجليزية إلى اللغة العربية أو عكس حسب‬ ‫الترجمة‬ ‫الثانى‬
‫‪.‬ما يراى المدرس‬
‫مثل‪ :‬ذهب‪ ,‬جلس‪ ,‬قرأ‪ .‬بذهب‪ ,‬بجلس‪ ,‬بقرأ‪.‬‬ ‫‪ E‬الفعل‪ .‬الفعل الماضى‪,‬‬
‫الفعل‪ :‬أقسام‬ ‫الثالث‬
‫‪.‬إذهب‪ ,‬إكلس‪ ,‬إقرأ‬ ‫‪.‬الفعل المضارع‪ ,‬الفعل األمر‬
‫مثل‪ :‬قمر‪ ,‬شمس‪ ,‬بحر‪ ,‬نجم‪ ,‬بئر‪ ,‬سماء‪,‬‬ ‫‪.‬التعريف باألشياء (أشياء طبعية)‬ ‫الرابع‬
‫أرض‪ .‬الخ‬
‫سؤال وجواب‪ .‬مثل‪ ,‬حمزة‪ :‬السالم عليكم‬ ‫المحادثات (فى الحديقة)‬ ‫الخامس‬
‫يابالل! بالل‪ :‬وعليكم السالم يا حمزة‪ .‬حمزة‬
‫‪ :‬إلى أين تذهب؟ بالل‪ :‬أذهب إلى الحديقة‪.‬‬
‫‪.‬الخ‬
‫مايناسب التالميذ من القطعة مثل‪ :‬المسلم أخ‬ ‫الخط العربى‬ ‫السادس‬
‫‪.‬المسلم‬
‫افنشاء على ما يناسب التالميذ من القطعة إما‬ ‫اإلنشاء‬ ‫السابع‬
‫‪.‬من الكتاب المقرر أو ما يراه المدرس‬
‫قصص قصيرة على العدل والمساعدة‬ ‫المطالعة‬ ‫الثامن‬
‫‪.‬والتواضع‬
‫بناء الجملة العربية المفيدة مثل‪ :‬يدرس‬ ‫تكوين الجملة‬ ‫التاسع‬
‫‪.‬األستاذ التالميذ‪ ,‬فتح محمد بابه‬
‫‪.‬قراءة كتاب العربية من الكتاب المقررة‬ ‫القراءة والفهم‬ ‫العاشر‬

‫مثل‪ :‬كرة القدم‪ ,‬كرة اليد‪ ,‬كرة السلة‪ ,‬وكرة‬ ‫اإلمالء (أسماء األلعاب)‬ ‫الحادى عشر‬
‫‪.‬الطاولة‬
‫‪ E‬العربية المختارة (شجرة)‬
‫األناشيد‬ ‫الثانى عشر‬
‫أنظر لتلك الشجرة ‪ #‬ذات الغصون النضرة‬
‫كيف نمت من حبة ‪ #‬وكيف صارت شجرة‬
‫للدروس السابقة‬ ‫المراجعة العمة‬ ‫الثالث عشر‬
‫اإلمتحانات والتصحيح‬ ‫الرابع عشر‬

‫المنهج الدراسي للسنة الثانية اإلعدادية‬

‫‪SCHEME OF WORK FOR J.S.S 2‬‬
‫‪SECOND TERM‬‬ ‫الفترة الثانية‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬

‫‪FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 167‬‬

‫مايناسب التالميذ من القطعة من كتاب المقرر‬ ‫الخط العربي‬ ‫األول‬
‫‪ E‬فعل ماضى مثل‪ :‬فتح‪ ,‬غلق‪ ,‬دخل‪,‬‬ ‫تعريف‬ ‫‪E‬‬
‫معرفة فعل ماضى‬ ‫الثانى‬
‫‪.‬خرج‬
‫مثل هذا ولد‪ ,‬هذه بنت‪ ,‬هؤالء التالميذ‪,‬‬ ‫أسماء اإلشارة وأقسامها‬ ‫الثالث‬
‫وغيرها‬
‫‪.‬قراءة كتاب العربية‬ ‫القراءة والفهم‬ ‫الرابع‬
‫‪.‬كتابة قطعة يسيرة‬
‫مايناسب التالميذ من العربية إلى اإلنجليزية‬ ‫الترجمة‬ ‫الخامس‬
‫‪ E‬فعل مضارع‪ :‬مثال‪ :‬يفتح‪ .‬يغلق‪,‬‬ ‫تعريف‬ ‫معرفة الفعل المضارع مع أمثلتها‬ ‫السادس‬
‫يدخل‪ ,‬يخرج‪ ,‬الخ‬
‫مايناسب التالميذ من القطعة من كتاب المقرر‬ ‫اإلنشاء‬ ‫السابع‬
‫‪.‬أو ما يختاره المدرس نفسه‬
‫‪...‬الماء للشرب وللطهارة وللطبخ وللغسل‬ ‫الحوار البسيط (أهمية الماء)‬ ‫الثامن‬

‫المطالعة‬ ‫التاسع‬
‫‪.‬قصص قصيرة عن بر الوالدين‬

‫بناء الجملة العربيةالمفيدة‪ .‬مثل‪ :‬ما فى الكتاب‬ ‫‪ E‬بتكوين الجملة‬

‫اإلستمرار‬ ‫العاشر‬
‫‪.‬المقرر أو ما يراه المدرس‬
‫المراجعة‬ ‫الحادى عشر‬
‫للدروس السابقة‬
‫اإلمتحانات والتصحيح‬ ‫‪ E‬عشر‬
‫والثانى‬

‫المنهج الدراسي للسنة الثانية اإلعدادية‬

‫‪SCHEME OF WORK FOR J.S.S 2‬‬
‫‪THIRD TERM‬‬ ‫الفترة الثالثة‬

‫‪FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 168‬‬

 ‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫ترجمة من العربية إلى اإلنجليزية أو العكس‬ ‫الترجمة‬ ‫األول‬

‫قراءة الكتاب العربية المقرر‬ ‫القراءة والفهم‬ ‫الثانى‬

‫مايناسب التالميذ من القطعة‬ ‫الخط‬ ‫الثالث‬

‫قصص قصيرة عن الصدق والعدل واإلحسان‬ ‫المطالعة‬ ‫الرابع‬
‫مثل‪ :‬جمع المؤنث السالم‪ ,‬جمع المذكر السالم‪,‬‬ ‫‪ E‬الجمع‬
‫أقسام‬ ‫الخامس‬
‫وجمع التكسير‪ .‬مثل جمع المؤنث السالم‪:‬‬
‫مسلمات‪ ,‬صالحات‪ ,‬قانتات‪ .‬مثل جمع المذكر‬
‫‪ E‬صالحون‪ ,‬قانتون‪ .‬مثل جمع‬ ‫السالم‪:‬مسلمون‪,‬‬
‫‪.‬جمع التكسير‪ :‬أقالم‪ ,‬أعالم‬
‫بناء الجملة العربية المفيدة‬ ‫‪.‬إستمرار بتكوين الجملة‬ ‫السادس‬

‫ما يراه المعلم مناسبا أو الكتب المقرر‬ ‫اإلنشاء‬ ‫السابع‬

‫‪ E‬الخ‬
‫‪.‬مثل‪ :‬مسلمون‪ ,‬معلمون‪ ,‬مدرسون‬ ‫جمع المذكر السالم‬ ‫الثامن‬

‫‪.‬مسلمات‪ ,‬مؤمنات‪ ,‬معلمات‪ ,‬مدرسات الخ‬ ‫جمع المؤنث السالم‬ ‫التاسع‬

‫ما يراه المعلم مناسبا مثل‪ :‬المحادثة بين‬ ‫المحادثة‬ ‫العاشر‬

‫تلميذين من تالميذ الفصل‬
‫‪ E‬التالميذ من القطعة مثل‪:‬‬
‫ما يناسب لمستوى‬ ‫الخط‬ ‫الحادى عشر‬
‫إيمان المرء يعرف بأماناته‬
‫للدروس السابقة‬ ‫المراجعة العامة‬ ‫الثانى عشر‬
‫اإلمتحان والتصحيح‬ ‫الثالث عشر‬

‫‪FCT-ERC JUNIOR SCHOOL SCHEMES, 2014 EDITION Page 169‬‬