Jss 3 Scheme of Works

ENGLISH STUDIES
JS III
FIRST TERM
THEME: READING
WEEK
ACTIVITIES TEACHING AND

PERFORMANCE EVALUATION
TOPIC CONTENT LEARNING
OBJECTIVE TEACHER STUDENTS GUIDE
RESOURCES
1 Reading for Students should be 1. Meaning of 1. Explain what is 1. Listen attentively Selected passages Students to:
& critical evaluation able to: critical reading required in critical to teacher’s on relevant issues, satisfactorily
2 1. understand the 2. Reading reading. explanations and ask road safety, drug answer questions
meaning of critical critically 2. Guides students to and answer use, answer rights, that relate to
reading. read materials. questions. etc. critical thinking.
2. read critically. 2. Read materials
presented in class
WRITING Students should be 1. Types of 1. Lead students to 1. Identify types of 1. Selected topics Students to:
Revisions: able to: composition: identify different types composition and 2. Stories 1. identify two
Various types of 1. identify various - Narrative of composition and discuss 3. Passages different types of
composition types of - Descriptive discuss them. 2. List the elements composition
writing: narrative, composition writing: - Expository 2. Guide students to of composition 2. list three
descriptive, 2. list the elements - Argumentative list the elements of elements of
expository, of composition 2. Elements of composition composition.
argumentative composition
- Introduction
- Body
- Conclusion
LISTENING Identify and produce Long and short 1. Identify/ produces 1. Listen to the 1. Recorded Students to:
AND different speeches vowels e.g. /i:/ materials for the teacher and imitate materials identify correctly
SPEAKING with long and short and /i/, bee /be/, current pronunciation the production of 2. Students text long and short
Speeches vowel sounds head/hid; heat/hit; of the target sounds in sounds in context vowels in given
(Phonemes) beat/bit context 2. Practice the sentences and
2. Emphasizes the articulation of selection
correct articulatory sounds emphasized
movements in the by the teacher in
pronunciation of the context
sounds
1
ENGLISH STUDIES
JS III
FIRST TERM
THEME: READING
WEEK

RESOURCES
GRAMMATICAL Students should be 1. Examples of 1. Guide students 1. Read the given 1. Various passages Students to:
ACCURACY able to: adverbs in a given to read the passage as directed 2. Sentence strips 1. identify the
(Adverbs) 1. identify adverbs in passage e.g. passage by the teacher 3. Course books adverbs
a given passage - the ideal family size 2. Leads students 2. Identify the 2. explain
2. describe the - Effects of to identify the features of adverbs features of
features of adverbs adulterated drugs features of adverbs
2. Functions of adverbs 3. make
adverbs sentences using
adverbs
LITERATURE Students should be Features of Non- Narrates a non- Listen to and retell 1. Story books Students to:
(Non-African able to identify African African folktales non-African 2. Supplementary identify two
Folktales) features of Non- - Diaactic to students folktales readers features of non-
African folktales - Entertaining African folktales
- Archaic
3 Reading for Critical Students should be 1. Aspects of critical 1. Guides students 1. Practice critical 1. Selections from correctly
& Evaluation able to identify facts reading. in their critical evaluation of text other subject areas distinguish
4 and opinions 2. Essence of critical evaluation of through extensive 2. Supplementary between facts
reading materials discussion, either readers and opinions in a
2. Demonstrate in groups or as a 3. Excerpts from given selection
how to whole class. selected passages
differentiate 2. Practice how to
between facts and differentiate facts
opinions from opinions
WRITING Students should be Arrangement ideas in Leads students to Arrange ideas 1. Textbooks
able to write a good logical sequence. re-arrange ideas generated in logical 2. Passages
generated in sequence
logical sequence
2
ENGLISH STUDIES
JS III
FIRST TERM
THEME: READING
WEEK

RESOURCES
LISTENING AND Students should be able 1. Consonants 1, Identifies/ produces 1. Listen to the 1. Textbooks 1. identify
SPEAKING to: e.g. fall/vim, materials for the teacher and imitate 2. Selected passages correctly
Speeches 1. identify and produce fish/van, correct pronunciation the production of consonant
(consonants and different speeches with four/love, of target sounds in the sounds in sounds
consonant clusters) consonants mathematics context. context 2. identify
2. identify consonant and machine 2. Emphasizes the 2, Practice the consonant
clusters occurring in the 2. Consonant correct articulatory differences in clusters
given materials in clusters e.g movements in the sounds exemplified occurring in the
context respect, pronunciation of the in minimal pairs given materials
principle, sounds in context
tactile, struggle 3. Stresses the
distinction exemplified
in minimal pairs e.;g
/t/ tins; /th/ things; /d/
den, /th/ then
GRAMMATICAL Students should be able 1. Examples of 1. Guides students to Identify the 1. Various passages Students to:
ACCURACY to: conjunctions in observe the kinds of features of 2. Course books 1. identify
(Conjunction) 1. identify conjunction in a given passage sentences used in the conjunctions in the conjunctions
a given passage e.g. passage. passage 2. explain
2. describe the 2. Effects of 2. Leads students conjunctions
adulterated identify the functions 3. make
drugs of conjunctions sentences using
conjunction
LITERATURE Students should be able Themes of Non- 1. Leads students 1. Identify theme 1. Recorded Non- Students to:
(Non-African to: African identify the themes of of the folktales African folktales 1. identify the
Folktales) 1. retell and explain the folktales folktales 2. Identify the 2. Other resources moral lesson
themes of Non-African 2. Guides students to moral lessons learnt in a non-
folktales identify the moral African folktale
2. identify the moral lesson in a non- 2. narrate a
lessons to be learnt from African folktales folktale
folktales
3
ENGLISH STUDIES
JS III
FIRST TERM
THEME: READING
WEEK

RESOURCES
Reading for Students should be able Explanation on the 1. Guide students to 1. Practice how to 1. Excerpts from Students to:
critical to: meaning of dangers make deductions differentiate facts selected passages 1. correctly
evaluation 1. identify facts and signs on our road, from information from opinions and 2. Posters/video distinguish
opinions types of danger presented make deductions. clips on relevant between facts
2. make deductions from signs on the roads 2. Give additional 2. Engage in issues, e.g. road and opinion in a
the passages read practice exercises to extensive practice safety, drug use, given selection
students consumer right, 2. make
etc. deduction from
information
presented
WRITING Students should be able 1. Use hints on Guides students to Write a 1. Passages Write a
Narrative to: how to write a write a good composition 2. Textbooks composition on
Composition 1. identify useful hints good narrative composition on the 3. Diagram of a “care of a motor
on how to write a good composition care of a motor motor vehicle vehicle”
narrative composition 2. arrangement of vehicle (internal) showing regular (internal)
2. write good narrative ideas in logical activities
composition sequence
LISTENING Students should be able Diphthongs .e.g 1. Identifies/ 1. Listen to the 1. Recorded Students to:
AND to list and make /ei/, raid, sail, date, produces materials teacher and materials identify correctly
SPEAKING sentences with late for the correct imitate the 2. Textbooks diphthongs in
(Speeches diphthongs // load, road, pronunciation of the production of the 3. Selected sentences and
Phonemes) coat, boat. target sounds in sounds in context passages or other selections
/i∂/ theatre, hero, context. 2. Practice the excerpts
/ai/ chill, wild 2. Stresses the differences in the 4. Poems
/au/stout differences between articulation of the
the diphthongs and sounds
pure vowels and the
articulation of the
two
4
ENGLISH STUDIES
JS III
FIRST TERM
THEME: READING
WEEK

RESOURCES
GRAMMATICAL Students should be 1. Examples of 1. Guides students 1. Observe 1. Various passages Students to:
ACCURACY able to: prepositions in a given to observe the kinds carefully the 2. Course books 1. identify the
(Preposition) 1. identify passage e.g. of sentences used in kinds of prepositions
prepositions in a - The dangers of the passage sentences used 2. explain the
given passage examination mal- 2.Guides students to 2. Identify the features of
2. describe the practice identify the features and prepositions
features of - Effects of corruption functions of functions of 3. state the functions
prepositions in a society. prepositions in the prepositions in of prepositions
3. explain the 2. Functions of passage the passage 4. make sentences of
functions of preposition their own using
prepositions prepositions
LITERATURE Students should be 1. African and non- 1. Narrates a myth/ 1. Listen to the 1. Story books on Students to:
Lessons from able to: African tales legends to the myth/legend myths and legends 1. retell and explain
Myths/Legends 1. retell and explain comprising of Myths students narrated by the 2. Recorded stories the theme of a
the themes of myths/ and legends 2. Leads students to teacher 3. Course books myth/legend
legends 2. Moral lessons from retell and explain 2. Identify the 4. Other sources 2. identify he moral
2. identify the moral given myths and the themes of the moral lesson lesson learnt
lessons to be learnt legends myths/legends from the 3. narrate two each
from myths/legends 3. Guides students myth/legend of myths/ legends
to identify the moral
lessons in the given
myth and legend
5
ENGLISH STUDIES
JS III
FIRST TERM
THEME: READING
WEEK

RESOURCES
7 READING Students should be 1. Reading for speed 1. Explains different 1. Pay attention 1. Selected passage Students to:
& FOR SPEED able to read rapidly techniques methods and conditions and seek on relevant issues 1. correctly skim,
8 and making 2. Surveying/ scanning for fast reading clarifications, of interest scan, and survey
meaning from what for main points 2. Guides students on where necessary. 2. Course books while reading
is read -skimming for specific techniques and 2. Practice 3. Supplementary 2. read appropriately
information selections for reading different readers various reading
3. Enables us to read a 3. Guides students to techniques of materials
lot of materials see the link between fast reading 3. answer
empowers us to read reading for speed and comprehension
non comprehension questions that
- text materials quickly demonstrate mastery
- helps us to cultivate of selected materials
the skill of referencing
WRITING Students should be 1. Useful hints on how 1. Guides students to 1. Re-arrange 1. Selected topics Students to:
Revision able to identify to write a good write a good descriptive ideas generated 2. Textbooks 1. identify the useful
Descriptive useful hints on how descriptive composition composition in logical 3. Passages hints on how to
to write good 2. Arrangement of ideas 2. Leads students to re- sequence write a good
descriptive in logical sequence arrange ideas generated 2. Write a descriptive
composition in logical sequence composition composition
2. write a
composition
6
ENGLISH STUDIES
JS III
FIRST TERM
THEME: READING
WEEK

RESOURCES
LISTENING AND Students should be Listening to speeches 1. Selects materials Identify 1. Poems and Students to
SPEAKING able to: on the following: and make accurately the passages 1. identify correctly
Speeches intonation 1. identify the three -human Rights appropriate intonation 2. Sentence strip intonation patterns
intonation patterns -gender issues statements for patterns form 3. Tape recorder for statements,
for statements, -value re-orientation students to listen passages read by 4. Plays questions and
questions and (honesty, respects for attentively. teacher 5. Supplementary commands.
commands. elders, punctuality, 2. Provides sample 2. identify readers 2. make statements,
2. make statements etc) sentences, accurately the 6. Other resources ask questions, give
ask questions, give paragraphs and intonation commands using
commands using passages pattern for intonation patterns
appropriate questions,
intonation patterns command and
statements
GRAMMATICAL Students should be Identification and use 1. Guides students 1. Read the 1. Given passages Students to:
ACCURACY able to: of Adverbials: to read a given passage 2. Texts 1. read a passage
Adverbials 1. read a given - frequency e.g. often, passage 2. Identify 3. Sentence strip correctly
passage always 2. Identifies adverbials in the 2. identify correctly
2. identify - causes or reason e.g. adverbials in the passage adverbials
adverbials in so that, in order, so as passage. 3. Use the 3. make correct
passages - purpose e.g. because, 3. Practice the use of adverbials in sentences using
3 use adverbials in for adverbials. sentences adverbials
sentences - condition, e.g.
unless, if, until,
provided.
-manner e.g. as if, as.
- contrast e.g. yet,
though
7
ENGLISH STUDIES
JS III
FIRST TERM
THEME: READING
WEEK

RESOURCES
LITERATURE Students should be Types of Prose: 1. Leads students 1. Identify 1. Story books Students to:
Prose (Revision) able to: - Narrative to identify different different types of 2. Supplementary 1. read short stories
1. read short stories - Descriptive types of prose prose. readers 2. differentiate
2. differentiate 2. Discuss the 2. Participate in 3. Any other accurately between
between the types of types of prose the discussion of relevant materials the types of prose
prose 3. Engages students story lines
3. write examples of in discussion of the
different types of story line in short
prose stories.
9 READING FOR Students should be Importance of reading 1. Guides students Practice rapid 1. Course books Students to:
& SPEED able to read rapidly for speed to see the link reading and 2. Magazines and 1. read appropriately
10 and make meaning between reading normal reading newspapers various reading
from what is read for speed and 3.Supplementary materials.
comprehension. readers 2. comprehension
2. Guides students questions that
to practice rapid demonstrate mastery
reading. of selected materials
WRITING Students should be 1. Expository essay- 1. Leads students 1, Identify 1. Selected topics Students to:
Expository Essay able to: Introduction to identify the features of an 2. Stories 1. identify features
1. identify the 2. Features of an features of an expository essay. 3. Passages of an expository
features of expository essay expository essay. 2. List the useful 4. Textbooks essay.
expository essay 3. Hints on how to 2. Guides students hints on how to 2. list useful hints on
2. hints on how to write a good through the useful write a good how to write a good
write a good expository essay hints on how to expository essay expository essay
expository essay write a good
3. write a good expository essay.
expository essay
8
ENGLISH STUDIES
JS III
FIRST TERM
THEME: READING
WEEK

RESOURCES
LISTENING AND Students should be Listening to 1. Selects materials 1, Practice with 1. Poems and Students to:
SPEAKING able to: speeches on the and makes different passages passages identify correctly
Speeches Stress 1. identify the stress following: appropriate to identify the 2. Sentence strip stress pattern in
pattern in English - peace Education statements for correct point 3. Tape recorded English
2. identify the - conflict resolution students to listen to. 2. Pauses and 4. Plays
difference between -drug abuse 2. Presents sample appropriate rhythm
primary and -global warming poems and plays for especially from
secondary stress -consumer right controlled and poems
3. listen to different and responsibilities intensive practice.
utterances to 3. Presents recorded
identify the correct materials for
pauses controlled practice
GRAMMATICAL Students should be Identification of 1. Guides students 1. Read the passage 1. Given passages Students to:
ACCURACY able to: tenses e.g. present, to read a given 1. Identify tenses in 2. Texts 1. identify the
(Tenses) 1. identify tenses in past and future passage the passage 3. Sentence strips correctly tenses
passages 2. Identify tenses in 2. make correct
2. use tenses in the passage sentences using
sentences tenses
LITERATURE Students should be Features of prose, 1. Leads students to 1. Identify the 1. Supplementary Students to:
Prose Revision able to: e.g. plot, character, identify features of features of prose readers 1. explain
1. identify the style, setting and prose 2. List the feature 2. Any other accurately these
features of prose theme 2. Engages them in of prose relevant materials features
2. give examples of discussion of the 3. Participation in 2. list these
each of these story line in a short discussion of story features
features of prose story line of some short
stories
11. REVISION
12. EXAMINATION
9
ENGLISH STUDIES
JS III
SECOND TERM
THEME: READING
ACTIVITIES TEACHING
WEEK
PERFORMANCE AND EVALUATION

TOPIC CONTENT
OBJECTIVE TEACHER STUDENTS LEARNING GUIDE
RESOURCES
1 Reading for Students should be Suitable 1. Present 1. Read materials 1. Supplementary Students to
& Summary able to identify topic passages/stories that appropriate 2. Identify topic readers identify
2 sentences from illustrate topic materials sentences in the 2, Course books accurately topic
paragraph sentences 2. Introduce passage 3. other relevant sentences from
- using road resource persons materials paragraph/
Traffic and guides students passages in given
Management to interact with them sentences
WRITING Student should be 1. Types of letter 1. Guides students 1. Identify types of 1. sample letters Students to:
Revision letter able to: writing to identify the types letters 2.Recommended 1. identify types
writing 1. identify the types 2. formats of these of letters 2. Write out ideas texts of letters
of letter writing letters e.g. 2. Leads student to provided by the 2. write out the
2. identify the - address discuss the types teacher formats of types
formats of letters - opening and formats of 3. identify the of letters
- salutation letters formats
- correct heading,
- body of the letter,
etc.
LISTENING Students should be Listening to speeches 1. Selects materials Practice with 1. Poems and Students to:
AND SPEAKING able to listen to on 2. Provides sample different passages passages recite poem using
Speeches Rhythm poems for - inter-ethnic poems and plays for to identify the 2. Tape recorder appropriate
appropriate rhythm marriages controlled and correct rhythm 3. Plays rhythms
highlighting correct intensive practice especially from 4. Other resources
rhythm 3. Presents recorded poems
materials for
controlled practice
10
ENGLISH STUDIES
JS III
SECOND TERM
THEME: READING
WEEK

RESOURCES
GRAMMATICAL Students should be Identification and 1. Guides students 1. Identify tenses 1, Give passages Students to:
ACCURACY able to use tenses in use of tenses e.g to read a given in passage 2. Texts 1. read a passage
Tenses sentences present, past and passage 2. Use the tenses 3. Sentence strips correctly
future using such 2. Practice the use of in sentences 2. make correct
topic as: tenses in a given sentences using
- importance of passage tenses
peace education
LITERATURE Students should be 1. Reading of the 1. Leads students to Identify the moral Prose text Students to:
Prose able to: prose text comments on the lesson of the text 1. read the text
1. read some 2. Features of the moral message of 2. explain to
chapters of the text e.g. themes and the prose text student accurate
recommended text plot themes
2. explain the
themes and plot of
the text
3 Reading for Students should be Suitable 1. Guides students 1. Identify key 1. Course books Students to:
& summary able to: passages/stories that to identify and list ideas in the 2. Other relevant 1. identify main
4 1. identify key ideas illustrate key ideas key ideas in passage materials ideas from
from different on different paragraphs/ 2. Ask and answer different
paragraphs - reading food labels passages questions paragraphs.
2. write down the with understanding 2. Guides students 3. Write down the 2. write phrases
key ideas as to use appropriate key points of the and sentences
summarized by the words and lesson as that summarises
teacher expressions to summarized by the passage
emphasize main the teachers
points
11
ENGLISH STUDIES
JS III
SECOND TERM
THEME: READING
WEEK

RESOURCES
WRITING Students should be Informal letter 1. Leads students to 1. Identify the 1. Sample letter Students to:
Informal Letter able to identify the - Formal features discuss the formal formal features of (informal) identify the
formal features of Letter features of an informal 2. Recommended formal features
an informal letter, - address of the writer informal letter 2. Copy teacher’s texts
the and date 2. Writes a model model
- address of the - Salutation format
writer and date - body of the letter
- salutation - closing
- body of the letter
- closing
GRAMMATICAL Students should be 1. Identification of 1. Leads students to 1. Read a given 1. Various passages Students to:
ACCURACY able to: active verbs in given read a given passage passage 2. Substitution 1. correctly read
Active Verbs 1. read a given passages on 2. Guides students 2. Identify the tables a given passage
passage - Dangers of to identify active active verbs in the 3. Course book 2. identify
2. identify active premarital sex verbs in the passage passage 4. Supplementary correctly the
verbs - Consequences of 3. Guides students 3. Make sentences readers active verbs in
3, make sentences negative peer to use active verbs with active verbs the passage
with active verbs pressure. in sentences 3. make correct
2 Making sentences sentence with
with active verbs active verbs
LITERATURE Students should be 1. Reading of the Engages them in the Participation in Students’ text Students to:
Prose able to: prose text discussion of the discussion of the explain
1. read the prose 2. Explanation of the features – character, features accurately the
text features – character style and setting features
2. explain the style and setting
character, style and
setting of the text
12
ENGLISH STUDIES
JS III
SECOND TERM
THEME: READING
WEEK

RESOURCES
5 Reading for Students should be Suitable passages/ Guides students to 1. identify words 1. Course books Students to:
& summary able to identify stories that illustrate use appropriate and expressions 2. Other resources identify ideas
6 words and expressions that redirect words and that emphasize main ideas from different
expressions that attention to the main expressions to main points. paragraphs
redirect attention to points on emphasize main 2. write down the
the main points - safe storage of foods points key point of the
lesson as
summarized by
the teacher
WRITING Students should be Formal features of a 1, Leads students 1. identify format 1. Sample letters Students to:
Revision: Letter able to: formal letter to discuss the features of a (formal) 1. identify
Writing (Formal) 1. identify the - two addresses formal features of formal letter 2. Recommended features of a
formal features of a - salutation formal letter 2. Write out ideas text formal letter
formal letter - correct heading 2. Write model provided by the 2. mention the
2. differentiate - body of the letter format teacher. difference
between informal - closing 3. Copy teacher’s between formal
and formal letters - Signature model and informal
- Full name letter
LISTENING Students should be Consonants 1. Leads students Practice saying Course text Students to:
AND able to: /∂/ /d/ /z/ to identify the these words in give some of the
SPEAKING 1. identify the articulation of each of the sounds words where
Speeches articulation of these these sounds these sound occur
Consonant sounds 2. Identify words
/∂/ /d/ /z/ 2. words where where these sounds
these sounds occur occur
13
ENGLISH STUDIES
JS III
SECOND TERM
THEME: READING
WEEK

RESOURCES
GRAMMATICAL Students should be 1. Identification of 1. Leads students to 1. Read a given 1, Various passages Students to:
ACCURACY able to: passive verbs in read a given passage passage 2, Substitution 1. correctly read
Pressure Verbs 1. read a given given passages on 2. Guides students 2. Identify the tables a given passage
passage - The right to to identify passive passive verbs in 3. Course book 2. correctly
2. identify passive education verbs in the passage the passage 4. Supplementary identify passive
verbs -Consumer 3. Guides students 3. Make sentences readers verbs in the
3. make sentences protection to use passive verbs with passive verbs passage
with passive verbs 2. Making in sentences 3. make correct
sentences with sentences using
passive verbs passive verbs
LITERATURE Students should be Reading of the 1. Guides students 1. Read given Course text Students to:
Prose able to: prose text to read the prose chapters 1. read some
1. read some chapters continues text 2. Participate in chapters
of the prose text 2. Engages them in discussion of the 2. explain the
2. explain the story discussion of the story line of the story line
line story line in the chapters
3. answer questions prose text 3. Identify the
on the chapters read 3. Leads students to lessons of the
make comments on story
the message of the
prose text
7 Reading for Students should be Suitable passages 1. Presents 1. Read materials 1. Course books Students to:
& summary able to that illustrate topic appropriate 2. Identify topic 2. Other relevant 1. identify main
8 (Paragraphs 1. identify topic sentences from materials sentences from materials ideas from
structure) sentences from paragraphs 2. Guide students to the passage different
paragraphs summarize the main 3. Write down the paragraphs
2. write phrases and ideas from the key points of the 2. write phrases
sentences that paragraph lesson as and sentences
summarize the summarized by that summarise
passage the teacher the passage
14
ENGLISH STUDIES
JS III
SECOND TERM
THEME: READING
WEEK

RESOURCES
WRITING Students should be Essentials in 1. Select appropriate 1. Read materials 1. Course books Students to:
Summary Writing able to: summary writing: materials passages 2. Supplementary 1. identify
1. identify topic - identification of 2. Leads students to 2. Summarise readers accurately topic
sentences from topic sentences from identify topic given passages or 3. Report sentences from
given paragraphs given paragraphs/ sentences (if any) paragraphs paragraphs in
passages Passages 3. Leads students to given selections
2. identify key ideas identify key ideas in 2. identify two
from different different paragraphs main ideas from
paragraphs different
paragraphs
GRAMMATICAL Students should be Identification of 1. Leads students to 1. Read and 1. Given passages Students to
ACCURACY able to: modals from read and discuss the explain the 2. Recommended 1. correctly read
Modal Forms 1. read a given selected passages passage passage. text a passage
passage based on the 2. Guides students 2. List the modal 3. Substitution 2. identify
2. list the moral following to list the modals forms tables correctly modals
forms - patriotism
- discipline
15
ENGLISH STUDIES
JS III
SECOND TERM
THEME: READING
WEEK

RESOURCES
9 Reading for Speed Students should be Importance of Guides students to Writes notes on 1. Course books Students to:
& II able to read rapidly reading for speed see the link between importance of fast 2. Supplementary answer
10 and make meaning reading for speed reading readers comprehension
from what is read and comprehension questions that
demonstrate
mastery of
selected material
WRITING Students should be Identification of key 1. Explain the 1. Read materials 1. Newspaper Students to
Summary Writing able to: ideas from different meaning of road 2. Write down the 2. Course book 1.list three types
1. explain the passages e.g. monitoring devices meaning, names 3. Supplementary of monitoring
meaning of passages on road 2. Lists types of and uses of readers devices
monitoring devices. monitoring devices road monitoring monitoring 4. Other relevant 2. state their uses
2. mention the road devices devices materials
monitoring devices 3. States the uses of 3. Observe 5. Road monitoring
3. state the uses of road monitoring displayed devices (real
monitoring devices devices samples, models, objects) posters
4. Gives a model posters or video models and video
summary of a given chips of road clips
passage monitoring
devices and ask
questions
16
ENGLISH STUDIES
JS III
SECOND TERM
THEME: READING
WEEK

RESOURCES
LISTENING AND Students should be Stress patterns on 1. Explain the Identify Course book Students to:
SPEAKING able to: compound words stress patterns on accurately the make statements
Stress II 1. identify the stress compound words stress pattern on ask questions
patterns on 2. Lists how compound words using appropriate
compound words. compound words stress pattern on
2. listen to different can be formed compound words
utterances to
identify correct
stress patterns on
compound words
GRAMMATICAL 1. give the direct 1. Modals e.g. will, 1. Guides students 1. List the modal 1. Recommended 1. identify
ACCURACY forms of modals can, would to list the modals forms. Question texts correctly modals
Modal Forms II with our examples - Direct form e.g. question tags; tags, direct and 2. Substitution questions tags,
“I may see you direct and indirect indirect forms tables direct and
tomorrow”. forms 2. Give own indirect forms in
“I can use your 2. Guides them to examples of the passages
bicycle” write their own modal forms 2. make correct
- Indirect form e.g. examples sentences using
He said he might see modals, questions
you the following in direct and
day indirect forms
She said she could
use your bicycle
LITERATURE Students should be Reading of the short 1. Guides students 1. Participate in Course text Students to:
Short Fictions able to: fiction continues to read the short the reading of 1. read the short
1. read short fiction fiction short fiction fiction
2. explain the story 2. Identify the 2. Identify the 2. answer some
line of the text lesson of the story lesson of the story questions
11. REVISION
12. EXAMINATON
17
ENGLISH STUDIES
JS III
THIRD TERM
THEME: READING
WEEK

RESOURCES
1 Efficient Reading Students should be 1. Efficient reading 1. Explains what is 1. Read materials 1. Selections from Students to:
able to: P3RU required in presented in class other subject areas answer questions
1. read efficiently 2. Note making efficient reading 2. Practice 2. Supplementary that relate
2. identify the 2. Guides students efficient reading readers efficient reading
efficient study to read efficiently through extensive
method p3ru. 3. Guides students discussion
3. state why we on how to make
should preview a notes while reading
text
4. identify the
reason for note-
making
WRITING Students should be Informal letter – 1. Explain the Write out ideas Sample letter Students to:
Revision Letter able to write a good language language of an provided by the (Informal) Use the
Writing Informal informal letter for informal letter for teacher appropriate
different situations different categories language for
using appropriate 2. Guides students different
language to write a letter categories
using the correct
language
LISTENING AND Students should be Consonants contrast 1. Identifies/ Listen to the 1. Recorded Students to:
SPEAKING able to: /t/, /d/, // produces and teacher and materials 1. identify the
Speeches Revision 1. identify and sounds for the imitate the 2. Supplementary production of
on consonants produce different correct production of the readers these sounds
/t/, /d/ and // speeches with these pronunciation of sounds in context 3. Selected passages 2. practice the
sounds the target sounds in or excerpts contrast in the
2. identify and context articulate of the
produce different 2. Emphasizes the sounds
speeches showing contrast between
the contrast these sounds
18
ENGLISH STUDIES
JS III
THIRD TERM
THEME: READING
WEEK

RESOURCES
GRAMMATICAL Students should be Identification and 1. Guides students to 1. Read the 1. Given passages Students to:
ACCURACY able to use tenses in use of tenses e.g. read a given passage passage 2. Text 1. read a passage
Revision Tenses sentences present, past and 2. Identify tenses in 2. Identify tenses 3. Sentence strips correctly
future using such the passage in sentences 2. make correct
topic as 3. Practice the use of 3. Use the tenses sentences using
- Indiscipline tenses in sentences tenses
among youths, etc.
LITERATURE Students should be Poetry Types e.g. 1. Read selected 1, Listen to 1. Poetry books Students to
Revision Poetry able to: dirge, epic, lyric, poems to students teacher’s oral 2. Other anthologies 1. read poems
1. read selected ode, sonnet, etc 2. Leads students to presentation correctly using
poems discuss and explain 2. Discuss and appropriate
2. explain meanings the content of the explain the rhythm
of these selected poems content of the 2. identify and
poems 3. Leads them to poem explain meanings
identify and list 3. Identify and list of poems read
different types of different types of
poetry poetry
2 Critical reading Students should be 1. Meaning and 1. Selects and present 1. Listen 1. Selected passage Student to:
(Revision) able to: steps of critical an appropriately attentively to 2. Selection from 1. read critically
1. explain the reading passage teachers other subject areas 2. answer
meaning and steps 2. Reading to 2. Explains what is explanation and questions to
of critical reading identify facts and meant by critical questions where demonstrates
2. read a passage opinions using reading-reading to necessary understanding of
identify facts and passage on: The evaluate the 2. Read materials the passage
opinion Information information presented presented by the
Technology 3. Explain what facts teacher
Revolution and opinions are in a
given passage
4. Give additional
practice/exercises to
students
19
ENGLISH STUDIES
JS III
THIRD TERM
THEME: READING
WEEK

RESOURCES
WRITING Students should be 1. Types of Guides students to Write a composition 1. Diagram of a Students to:
Revision able to write a good corruption write composition motor vehicle write a
Descriptive descriptive - descriptive on the care of showing regular composition on
composition composition on motor vehicle activities “care of a motor
Motor vehicle (internal) 2. Regular care vehicle”
regular care e.g. materials e.g. water, (Internal)
radiator, brake fluid, brake fluid, engine
engine, etc. oil, etc.
2. Regular care of a
motor vehicle
GRAMMATICAL 1. read a given Modals e.g. will, 1. Guides students 1. Read and explain 1. Given passage Students to:
ACCURACY passage would. to read and discuss the passage. 2. Recommended identify modals;
(Modal Forms 2. list the modal -Direct form e.g. the passage 2. List the modal text direct and
Revision) forms “I may see you the 2. Guides students forms, direct and 3. Supplementary indirect forms in
3. give the direct following day” to list the modals indirect forms. readers passage
and indirect forms I can use your direct and indirect 3. Give own
of modals with own bicycle forms examples of modal
examples -Indirect form e.g. 3. Guides them to forms
He might see you write their own
the following day” examples
“She said she could
use your bicycle”
LITERATURE Students should be Poetry-language 1. Guides students 1. Discus and 1. Poetry bodies Students to:
Revision Poetry able to: - Concise to identify the explain the content 2. Other anthologies 1. identify two
Language 1. identify the - Unique language of poetry of the poem aspects of
language of poetry - High 2. Leads them to 2. Identify the language of
2. write simple write a poem language of poetry poetry
poems of their own 3. Write simple 2. write two
poems of their own simple poems
20
ENGLISH STUDIES
JS III
THIRD TERM
THEME: READING
WEEK

RESOURCES
3 Critical reading Students should be Identification of 1. Presents selected 1. Read materials 1. Course book Students to:
summary (Revision) able to the tone of the materials that contain 2. Practice 2. Supplementary identify
1. identify the tone passage that reflect topic sentences to identifying key readers accurately topic
of the passage issue of national students points in groups 3. Other relevant sentences from
2. identify key ideas concern (e.g. 2. Guides students to and make plenary materials paragraphs
3. identify words Humanity at risk) identify the tone of presentation
and expressions that - Malnutrition the passage 3. Summarize the
redirect attention to key points in the
the main point given passage
WRITING Students should be Elements of 1. Leads students to 1. Identify the 1. Selected topics Students to:
Composition able to: composition identify the elements elements of 2. Passages 1. identify
Revision Elements 1. identify the writing: of composition composition elements of
of Composition elements of - Content writing 2. Writes a composition
composition writing - Organization 2. Explains the composition 2. list the
2. write different - Expression elements to the elements of
types of - Mechanical students accurately composition
composition with Accuracy
these elements
GRAMMATICAL Students should be Identification of 1. Leads students to 1. Make sentences 1. Various passages Students to:
ACCURACY able to: active and passive read given passages with active and 2. Course book 1. make
Revision Active and 1. identify active verbs in selected 2. Guides them to passive verbs. 3. Supplementary sentences using
Passive Verbs and passive verbs passages on: make sentences with 2. change active readers active and
2. make sentences active and passive to passive verbs passive verbs
with active and verbs and vice versa 2. change active
passive verbs 3. Guides them to to passive verbs
change active to and vice versa
passive verbs and
vice versa
21
ENGLISH STUDIES
JS III
THIRD TERM
THEME: READING
WEEK

RESOURCES
LITERATURE Students should be 1. Drama: 1. Guides students to 1. Read selected Selected plays from Students to:
Revision Drama able to: - Theme read a selected play plays recommended text 1. correctly read
1. read and - Features 2. Leads them to 2. Discuss the a given text
dramatize a given - Audience discuss the story story line and 2. write the
text - Performance major characters themes and
2. identify the features of a text
themes and features
of play
4 Revision Students should be 1. Reading for 1. Guides students to 1. Explain 1. Various passages Students to:
& Reading to identify able to: meaning of words read selected meaning of target 2. Course book 1. explain the
5 meanings of words 1. explain, using in various contexts passages and use the words using clues 3. Other relevant meaning of some
in various context clues provided by through clues surrounding words or from surrounding materials words
the surrounding provided by prior knowledge to words or 2. list other
words to arrive at surrounding words. explain the meanings sentences possible words
the meaning of the 2. Alternative or target words. 2. Give alternative that fit the
target word words that can fit 2. Guides students to words to target context
2. list other possible into the context think about the words
words that can fit alternative words to
into the context replace the target
words
22
ENGLISH STUDIES
JS III
THIRD TERM
THEME: READING
WEEK

RESOURCES
WRITING Students should be Passage on 1. Presents passage to 1. Read the 1. Models Students to:
Writing an Outline able to: adverse effects of students passage provided 2. Stories 1. read given
1. read through a some chemicals 2. Exemplifies 2. Identify outline 3. Passages materials
topic used in cosmetics, outlines using main of story or 2. jot down main
2. jot down main and highlighting main and supporting ideas passage. and supporting
supporting ideas as and supporting 3. Leads students to 3. Arrange ideas ideas
they occur ideas, re-arrange all the in logical 3. write correctly
3. arrange the ideas in arrangement of ideas they had written sequence appropriate
a logical sequence ideas in logical in logical sequence 4. Write introduction and
4. write appropriate sequence, 4. Identifies appropriate conclusion
introduction and introduction, appropriate introduction and
effective conclusion conclusion introduction and conclusion on
conclusion selected passages
LISTENING Students should be Vowels and 1. Guides students to 1. Produce vowel 1. Recorded Students to:
AND SPEAKING able to: consonants articulate the vowel sounds in context materials 1. produce
Revision of 1. identify all the sounds. 2. Produce 2. Flashcards vowels
sounds: Vowels vowels 2. Guides students to consonant sounds 3. Sentence strips 2. pronounce
and Consonants 2. identify produce vowels and in isolation consonants
consonants accurately
DRAMA Students should be Drama 1. Guides students to 1. Read selected Selected plays from Students to:
Revision able to: - setting read a selected play plays. recommended texts 1. correctly read
1. read and dramatize - characterization 2. Leads them to 2. Discuss the a given text
a given text. - language discuss the story story lone and 2. identify the
2. identify themes major characters themes and
and features of play in the play features of text
6 REVISION
7
& EXAMINATION
8
23
MATHEMATICS
JS III
FIRST TERM
THEME: NUMBERS AND NUMERATION

SUB-THEME: WHOLE NUMBERS
WEEK

RESOURCES
1 Whole Numbers I Students should be 1. The binary 1. Guides student to 1. Give the 1. Flash cards Students to:
able to: number system. explain the concept meaning of binary 2. Computer system 1. explain the
1. explain the concept 2. Conversion of of binary number number system. meaning of binary
of binary number decimal numbers to system. 2. Convert number.
system. binary numbers. 2. Guides student to numbers in binary 2. convert given
2. convert numbers in 3. Conversion of convert numbers in system to other numbers in binary
base ten numerals to binary numbers to binary system to bases and vice number system to
binary numbers and decimal numbers. other bases and vice versa. other bases and
vice versa. 4. Writing numbers versa. 3. Solve vice versa.
3. write and express in other bases. 3. Guides student to quantitative 3. solve
other bases as the sum 5. Converting solve quantitative aptitude involving quantitative
of multiples of their numbers in other aptitude involving binary number aptitude problems.
base. bases to base ten, binary number system.
4. concert from one base two and other system.
base to another base. bases.
5. solve problems on 6. Quantitative
quantitative aptitude aptitude tests.
test as related to
conversions.
24
MATHEMATICS
JS III
FIRST TERM

WEEK

RESOURCES
2 Basic operations Students should be 1. Addition of two 1. Guide students to 1. Do addition of Counters, sum Students to:
with Binary able to: or three digit add two or 3-digit simple two to 3- cards, charts 1. add two or 3-
Numbers 1. add two or 3-digit numbers in base numbers in base 2. digit binary showing the digit binary
binary numbers. two. 2. Guides student to numbers. multiplication of 2- numbers.
2. subtract two or 3- 2. Subtraction of 2 subtract two or 3-digit 2. Carry out digit binary 2. Subtract two
digit binary numbers. or 3-digit binary numbers in base 2 subtraction of two numbers, charts numbers involving
3. multiply two digit numbers. number system. to 3-digit numbers showing the 2-digit or 3-digit
binary numbers. 3. Multiplication 3. Guides students to in base 2. division of 2 or 3- numbers.
4. divide 2 to 3-digit of two digit binary multiply two digit 3. Carry out digit binary 3. multiply given
binary numbers. numbers. numbers in base 2. multiplication of numbers. 2-digit numbers.
4. Division of two 4. Guides students to 2-digit numbers in 4. divide given
or 3-digit binary divide two or 3-digit base 2. two or 3-digit
numbers. binary numbers. 4. Carry out binary numbers.
division of two or
3-digit binary
numbers.
3 Whole Numbers 3 Students should be Using computer to Guides students to do Do simple Computer system Students to:
able to use computer do simple some simple mathematical Flash cards use computer to
to do simple mathematical mathematical calculations on solve given
mathematical calculations. calculations on computer. mathematical
calculations. computer. problems.
4 Whole Numbers 4 Students should be Translate word Guides students to Interpret each Flash cards interpret and solve
able to translate word problems into interpret each word word problem into Charts showing each given word
problems into numerical problem into numerical different word problem into
numerical expressions. numerical expression expression. problems and their numerical
expressions. e.g. the difference interpretations. expression.
between 7 and the sum
of half of 8 and 3.
25
MATHEMATICS
JS III
FIRST TERM

WEEK

RESOURCES
5 Whole Numbers 5 Students should be Expressions Guides students to Simplify Flash cards Students to:
able to simplify involving brackets simplify expressions expressions simplify given
expressions involving and fractions. involving brackets and involving brackets expressions
brackets and fractions. and fractions. involving brackets
fractions. and fractions.
6 Whole Numbers 6 Students should be 1. Direct and 1. Leads students to 1. Solve problems Direct and inverse 1. solve given
able to: inverse solve problems on on direct and proportion charts, problems on direct
1. solve problems proportion. direct and inverse inverse source for relevant and inverse
involving direct and 2. Application of proportion. proportion. information on proportion.
inverse proportions. direct and inverse 2. Guides students to 2. Solve practical inverse/direct 2. solve given
2. apply direct and proportion. solve practical problems on proportions. practical problems
inverse proportions to problems in direct and direct and inverse using direct and
practical problems. inverse proportions proportions. inverse
e.g. problems on proportion.
speed, productivity,
consumption and
reciprocals.
7 Whole Numbers 7 Students should be Compound 1. Guides students to 1. Revise simple Source for Students to:
able to solve interest. revise simple interest. interest. information on 1. solve given
problems on 2. Leads students to 2. Solve problems compound interest problems on
compound interest. solve problems on on compound e.g. fixed deposits. compound
compound interest. interest. interest.
2. list four real life
situations where
compound interest
is applied.
26
MATHEMATICS
JS III
FIRST TERM

WEEK

RESOURCES
8 Rational and non- Students should be Rational and non- 1. Guides students to 1. Identify rational Thread or string, Students to:
rational numbers 1 able to identify rational numbers. identify rational and and non-rational table rule, 1. identify rational
rational and non- non-rational numbers. numbers. cylindrical shape and non-rational
rational numbers. 2. Guides students to 2. Determine objects. numbers.
determine practically practically the 2. determine
the approximate value approximate value practically the
of number Pi(π). of number Pi(π). approximate value
of number Pi(π).
9 Rational and non- Students should be Square roots of Guides students to Solve problems Square root tables. Students to:
rational numbers 2 able to determine numbers and determine square roots on square roots of determine the
square roots of decimals using of numbers and numbers and square roots of
numbers and tables. decimals using tables. decimals using numbers and
decimals using tables. decimals using
tables. tables.
10 Approximations Students should be 1. Approximating 1. Guides students to 1. Approximate Charts showing Students to:
able to: numbers to approximate numbers numbers to any different 1. approximate
1. approximate significant places. to any degree of degree of approximation numbers to any
numbers to any 2. Approximating accuracy. accuracy. problems. degree of
degree of accuracy. numbers to 2. Guides students 2. Solve accuracy.
2. solve quantitative decimal places. solve quantitative quantitative 2. solve
reasoning problems 3. Approximating reasoning problems reasoning quantitative
related to numbers to whole related to problems related reasoning
approximation of numbers. approximation of to approximation problems related
numbers. numbers. of numbers. to approximation
of numbers.
11
& REVISION AND EXAMINATION
12
27
MATHEMATICS
JS III
SECOND TERM
THEME: ALGEBRAIC PROCESSES

SUB-THEME: ALGEBRAIC OPERATIONS
WEEK

RESOURCES
1 Factorization 1 Students should be Factorization of 1. Guides students to 1. Factorize Quadratic equation Students to:
able to: expressions of the factorize simple simple algebraic box 1. factorize given
1. factorize simple form: algebraic expressions. expressions. simple algebraic
algebraic ax + ay 2. Leads students to 2. Use the expressions.
expressions. 3m + pq + 3p + mp use the quadratic quadratic 2. factorize given
2. factorize quadratic a2 – b2 equation box to equation box to quadratic
algebraic expressions a2 – 2ab + b2 factorize quadratic factorize expressions using
using quadratic algebraic expressions. quadratic the quadratic
equation box. algebraic equation box.
expressions.
2 Factorization 2 Students should be Word problems 1. Guides students to 1. Translate word Flash cards of word Students to:
able to solve word involving translate word problems into problems translate given
problems involving factorization. problems into algebraic word problems
factorization. algebraic expressions. expression. into algebraic
2. Leads student to 2. Factorize the expressions and
factorize resulting resulting factorize.
algebraic expressions. algebraic
expressions.
3 Simple equations Students should be Simple equations Leads students to solve Solve given Flashcards of simple Students to:
involving able to solve simple involving fractions. problems on simple problems on equations showing solve given
fractions 1 equations involving equations involving simple equations fractions. problems on
fractions. fractions. involving simple equations
fractions. involving
fractions.
28
MATHEMATICS
JS III
SECOND TERM

WEEK

RESOURCES
4 Simple equations Students should be Word problems 1. Guides students to 1. Translate each Flashcards of simple Translate given
involving able to solve simple leading to simple translate word word problem to squares involving word problem into
fractions 2 problems on simple equations involving problems leading to algebraic equation. fractions. algebraic equation
equations involving fractions. simple equations with 2. Leads students to and solve them.
fractions. fractions. solve the resulting
2. Leads students to algebraic equation.
solve the resulting
algebraic equation.
5 Simultaneous Students should be 1. Compilations of 1. Guides students in 1. Computer linear Table of values, Ruler, Students to:
Linear Equations able to: tables of values calculating the values equations for Graph board, pencil. 1. compute table
1 1. compile table of 2. Graphical solution of a linear equation for different values for of values for
values for of simultaneous different values of the the variable. given linear
simultaneous linear linear equations in variables and present 2. Present calculated functions.
functions. two variables. their solutions in a values in tabular 2. solve a given
2. solve problems table. form. simultaneous
involving 2. Guides students to 3. Plot the points for equation in two
simultaneous plot the points for the the two linear variables
equations in two two linear equations on equations on the graphically.
variables graphically the same axes. same axes.
3. Leads students to 4. Locate and read
locate and read points points of
of intersection of the intersection of the
two graphs as the two graphs as the
solution of the solution of the
equations. equation.
29
MATHEMATICS
JS III
SECOND TERM

WEEK

RESOURCES
6 Simultaneous Students should be 1. Solution of 1. Leads students to 1. Solve given Flashcards with 1. Solve given
Linear Equations able to: simultaneous linear solve simultaneous simultaneous linear simultaneous linear simultaneous
2 1. solve simultaneous equations using linear equations in two equations using equations. linear equations
linear equations in elimination method. variables using elimination method. using elimination.
two variables using 2. Solution of elimination. 2. Apply elimination 2. Solve given
elimination method. simultaneous linear 2. Guides students to method to solve simultaneous
2. apply elimination equations using apply elimination problems involving linear equations
method to solve substitution method to solve real life activities. using substitution
problems involving method. problems involving 3. Solve given method.
real life activities. real life activities. simultaneous linear
3. solve simultaneous 3. Leads students to equations using
linear equations in solve simultaneous substitution method.
two variables using equations in two 4. Apply
substitution method. variables using substitution method
4. apply substitution substitution method. to solve problems
method to solve 4. Guides students to involving real life
problems involving apply substitution activities.
real life activities. method to solve
problems involving
real life activities.
30
MATHEMATICS
JS III
SECOND TERM

WEEK

RESOURCES
7 Similar Shapes 1 Students should be 1. Similar shapes. 1. Guides students to 1. Identify similar Similar shapes of Students to:
able to: 2. Enlargement and identify similar shapes figures shapes triangles, rectangles, 1. identify given
1. identify similar scale factor. around them. around them. squares, cubes and similar shapes.
figures: triangles, 2. Introduces the 2. Describe the cuboids. 2. determine the
rectangles, squares, meaning of meaning of scale factor of any
cubes and cuboids. enlargement and scale enlargement and given figures.
2. identify the factor. scale factor. 3. enlarge figures
presence of similar 3. Guides students to 3. Enlarge shapes using scale factor.
shapes in the enlarge shapes using using scale factor.
environment. scale factor.
3. enlarge figures
using scale factors.
8 Similar shapes 2 Students should be Lengths, areas, and 1. Leads students to 1. Identify that if Similar shapes of Students to:
able to: volumes of similar identify that if the the length of triangles, rectangles, 1. find the lengths,
1. calculate lengths, figures. lengths of similar similar figures are squares, cubes and areas and volume
areas and volumes of figures are in ratio 1:K in ratio 1:K then cuboids of given similar
similar figures. then the areas and the areas and figures.
2. solve problems on volumes are in ratios volumes are in 2. solve problems
quantitative reasoning 1:K2 and 1:K3 ratios 1:K2 and on quantitative
involving similar respectively. 1:K3 respectively. aptitude involving
shapes. 2. Leads students to 2. Solve similar shapes.
solve quantitative quantitative
aptitude problems aptitude problems
involving similar involving similar
shapes. shapes.
31
MATHEMATICS
JS III
SECOND TERM

WEEK

RESOURCES
9 Trigonometry Students should be 1. The Sine, Cosine 1. Leads students to 1. Identify Sine, Model of right angled Students to:
able to: and Tangent of an observe the Sine, Cosine and triangle, flashcards 1. determine Sine,
1. identify Sine, acute angle. Cosine and Tangent Tangent of an with different Cosine and
Cosine and Tangent 2. Application of of an acute angle as acute angle as problems. Tangent of an
of an acute angle. trigonometric ratios. ratios of sides of ratios of sides of acute angle from
2. solve problems on right angled triangle. right angled given triangles.
application of 2. Leads students to triangle. 2. solve practical
trigonometry ratios to use trigonometric 2. Use problems
finding distances and ratios to solve trigonometric ratio involving
lengths. practical problems to solve practical trigonometric.
3. apply trigonometric involving right- problems.
ratios in solving word angled triangle. 3. Apply
problems. 3. Leads students to trigonometric
apply trigonometric ratios to solve
ratios in solving word word problems.
problems.
10 Variation Students should be 1. Direct variation 1. Leads students to 1. Identify and Flashcards with Students to:
able to: 2. Inverse variation identify and differentiate different problems. 1. identify and
1. identify and 3. Application of differentiate between between the differentiate
differentiate between different types of the variation types: variation types: between the
the variation types: variation to direct and inverse. direct and inverse. variation types:
direct and inverse. practical problems 2. Guides students to 2. Apply the direct and
2. apply the different apply the different different types of inverse.
types of variation to types of variation to variation to 2. solve practical
practical problems. practical problems. practical problems. problems
involving
variation.
11
& REVISION AND EXAMINATION
12
32
MATHEMATICS
JS III
THIRD TERM
THEME: MEASURATION AND GEOMETRY

SUB-THEME: SHAPES
WEEK

RESOURCES
1 Areas of plane Students should be 1. Area of 1. Leads students to 1. Derive formula Triangular shapes, Students to:
figures 1 able to: triangles. derive formula for area for area of triangle. models of trapezium, 1. find the area of
1. find areas of 2. Area of of a triangle. 2. Use the formula models of given triangles.
triangles. parallelogram. 2. Guides students to to find the area of parallelogram, 2. find the area of
2. find areas of 3. Area of use the obtained given triangles. models of circles and given
parallelogram. trapezium. formula to find the area 3. Derive the sectors. parallelogram.
3. find areas of 4. Area of circles. of triangles formula for area of 3. find area of
trapezium. 3. Leads students to a parallelogram. given trapezium.
4. find areas of derive the formula for 4. Use the derived 4. find area of
circles and sectors. area of a parallelogram. formula to find the given circles and
4. Guides students to area of sectors.
use the derived formula parallelogram.
to find the area of 5. Derive the
parallelogram. formula for area of
5. Leads students to trapezium.
derive the formula for 6. Find the area of
area of trapezium. trapezium.
6. Guides students to 7. Derive the
solve problems on area formula for area of
of trapezium using the circles and sectors.
derived formula. 8. Use the derived
7. Leads students to formula to find the
derive the formula for area of circles.
area of circle and
sectors.
33
MATHEMATICS
JS III
THIRD TERM

SUB-THEME: SHAPES
WEEK

RESOURCES
2 Areas of plane Students should be Word problems 1. Guides students 1. Interpret and Flashcards with Students to:
figures 2 able to: involving area to interpret and solve word word problems. solve given word
1. solve word solve word problems involving problems involving
problems. problems involving areas. area.
2. solve quantitative areas. 2. Solve quantitative
aptitude problems on 2. Guides students aptitude problems
areas. to solve quantitative on area of figures.
aptitude problems
on area of figures.
3 Construction Students should be 1. Construction of 1. Leads students to 1. Construct angles Mathematical set Students to:
able to: angle 450 construct angles 450 450 1. construct angle 450
1. construct angles 2. Construction of 2. Leads students to 2. Construct angles 2. construct angle 300
450 angle 300 construct angles 300 300 3. copy a given angle.
2. construct angles 3. Copying given 3. Leads students to 3. Copy a given 4. construct simple
300 angles. copy a given angle. angle. plane shapes.
3. use a pair of 4. Construct ion of 4. Guides students 4. Construct simple
compass to copy a simple plane to construct simple plane shapes.
given angle. shapes. plane shapes.
4. construct simple
shapes.
34
MATHEMATICS
JS III
THIRD TERM

SUB-THEME: SHAPES
WEEK

RESOURCES
4 Measure of Students should be 1. Revision of 1. Guides students to 1. Review meaning of Demographic data Students to:
central able to: previous work on review their previous mean, median and source from 1. carry out
tendency 1 1. review their mean, mode and work on mean, mode of data. Federal/State/Local review exercise
previous work on median. median and mode of 2. Find the median of Government on mean, mode
mean, mode and 2. Median data. ungrouped data. Agencies and median.
median. 3. Mode 2. Guides students to 3. Find the mode of 2. find the median
2. calculate the 4. Mean find the median of ungrouped data. of a given set of
median of a given 5. Range ungrouped data. 4. Calculate the mean data.
data. 3. Guides students to of a given data. 3. find the mode
3. find the mode of a find the mode of 5. Find the range of in any given data.
given data. ungrouped data. any given data. 4. calculate the
4. calculate the mean 4. Leads students to mean of any given
of any given data. calculate the means data.
5. Find the range of of a given data. 5. find the range
any given data. 5. Leads students to of any given data.
find the range of any
given data.
4 Measure of Students should be Application of Leads students to Analyze given data Students to:
Cond. central able to apply measures of analyze any given using the measures of use measures of
tendency 2 measures of central central tendency data using the central tendency. central tendency
tendency to analyze to analyze any measures of central to analyze any
any given given information. tendency. given data.
information.
5 Data Students should be Pie Chart Leads students to
1. Represent and Pie charts, Students to:
presentation able to represent and represent andinterpret data on pie mathematical set, represent data
interpret information interpret information
charts. data chart on from his
on pie chart. in pie charts.
2. Represent data on activities environment on
pie charts. pie charts.
6&7 REVISION AND EXAMINATION
35
BASIC SCIENCE
JS III
FIRST TERM
SUB THEME: LEARNING ABOUT OUR ENVIRONMENT

WEEK

RESOURCES
1 Family Traits I Students should be (1) Family traits (1) Brings pictures Participate in (1) Pictures Students to:
able to: (Skin, colour, of family members discussion and (2) Charts (1) list 3 family
(1) mention some height albinism etc. that illustrate identify these family traits.
traits that runs in (2) Meaning of peculiar family traits among (2) differentiate
their family. dominant and traits. themselves. between dominant
(2) distinguish recessive traits. (2) Directs and recessive traits
between dominant (3) Meaning of discussion. and give one
and recessive traits. dominant traits. example of each.
2 Family Traits II Students should be Importance of Explain the Draw their family (1) Pictures Students to:
able to: family traits: following: genealogies. (2) Charts (1) identify
(1) Identify recessive -intelligence -dominant and recessive and
and dominant traits in -diseases recessive family dominant traits in
their family. -resemblance traits. their family.
(2) State the -family -importance of (2) state the
importance of family -genealogy traits importance of
traits. -importance of family traits.
(3) Trace their family family traits. (3) draw their family
genealogy. genealogy.
3 Environmental Students should be Soil erosion (1) Leads Participate in class (1) Pictures Students to:
hazards I able to: -Definition of soil discussion on discussions. (2) Films (1) define erosion.
(1) explain soil erosion. erosion and its (3) Charts (2) explain two
erosion -Causes of soil effects. activities of man
(2) identify human erosion (2) Leads a visit to that promotes
activities that cause -Control of soil a nearby erosion erosion.
erosion. erosion site and guide (3) describe two
(3) describe practical students to suggest methods of
methods of measures of controlling erosion.
preventing erosion on control. (4) describe practice
a given farmland. methods of
preventing erosion
on a given farmland.
36
BASIC SCIENCE
JS III
FIRST TERM

WEEK

RESOURCES
4 Environmental Students should be Flooding (1) Leads students Visits erosion and (1) Pictures Students to:
hazards able to: -Drainage to observe the drainage sites and (2) Films (1) describe two
II (1) describe different -Pattern different drainage write down their (3) Charts types of drainage
types drainage -Causes of pattern around the observations. pattern in their
patterns in their flooding. community after it community.
community -Prevention of rained. (2) state two causes
(2) state the causes of flooding. (2) Leads of flooding in their
flooding. -Effects of flooding discussion on community.
(3) describe how on community and causes, effects and (3) describe two
flooding can be farmland. prevention of ways of preventing
prevented. flooding. flooding on the
(4) discuss effects of environment.
flooding.
5 Environmental Students should be Bush burning: (1) Uses charts, (1) Watch films (1) Films Students to:
hazards able to: -practice that pictures and films (2) Participate in (2) Chats (1) state three
III (1) mention social influences bush to lead discussion discussion (3) Pictures human practices
economic and burning. on bush burning (3) Search for influencing bush
agricultural practice -effects of bush and the effects. information on burning.
influencing bush burning including (2) Guide students government (2) discuss two
burning. economic to suggest regulation against effects of bush
(2) discuss the effect consequences. regulation against bush burning. burning o9n the
of bush burning. -regulations against bush burning. environment.
(3) suggest regulation bush burning. (3) suggest
against bush burning. additional measure
that can be taken to
minimize bush
burning.
37
BASIC SCIENCE
JS III
FIRST TERM

WEEK

RESOURCES
6 Environmental Students should be able Deforestation: (1) Shows (1) Films/pictures. Student to:
hazards IV to: -reasons for films/pictures of (2) Trees seedlings. (1) state two
(1) list reasons for deforestation e.g. natural vegetation (3) Garden reasons for
deforestation. -commercial and and deforested implements. deforestation.
(2) state different domestic fire areas. (2) Discuss the
effects of deforestation wood. (2) Leads group effects of
on plants and animals -effects on the discussion an effects deforestation on
population. environment. of deforestation and plants and animals.
(3) recapitulated -regulation on government (3) state two
government regulation deforestation. regulatory measures. government
against deforestation. (3) Organizes tree regulations
planting exercise in prohibiting
the school. deforestation.
7 Environmental Students should be able Desertification: (1) Leads discussion (1) Participate in (1) Charts Student to:
hazards V to: -definition and use maps of discussion. (2) Pictures (1) define
(1) define -geographical area. Nigeria to show (2) Participate in (3) Tree seeding. desertification.
desertification and its -causes such as areas that are prone trees planting. (2) describe effects
effects. overgrazing, bush to deforestation. of desertification.
(2) identify burning, cutting (2) Encourages (3) discuss three
geographical zones trees for fire wood students to human practices
prone to desertification. etc. participate in that promotes
(3) describe different -control measures. community effort to desertification
human practices that curb desertification. (4) list four
leads to: desertification. methods of control
(4) identify various of desertification.
methods for the control
of desertification.
38
BASIC SCIENCE
JS III
FIRST TERM

WEEK

RESOURCES
8 Environmental Student should be Depletion of ozone Using the Observing films (1) Films Students to:
hazards VI able to: layer and its effects: newspapers and pictures. (2) Pictures. (1) state the
(1) identify where -description of the clipping, films and location of ozone
ozone layer is ozone layer and its pictures, leads in the atmosphere.
located in the location in the discussion on (2) mention the
atmosphere. atmosphere. importance and importance of
(2) state the -importance of the consequences of ozone layer.
importance of ozone ozone. ozone layer (3) mention three
layer. -effects of the depletion. hazard of depletion
(3) state the hazard plantation of the ozone of ozone layer to
of depletion of layer e.g. global the environment.
ozone layer to life warming, green house
on earth. effects melting and
flooding.
9 Environmental Student should be (1) Control measure: Guide students to Identify and list (1) Films Students to:
hazards VII able to: -regulation on use of identify and list sources of CECS. (2) pictures state at least two
(1) state the hazards chlorofluorocarbon sources of CFCS. (3) Newspaper control measures
of depletion of (CFC). clipping. for reducing the
ozone layer to life (2) Reduce bush rate of depletion of
on earth. burning and control ozone layer.
(2) mention control burning in house hold
measures against activities.
depletion.
10 (1) Drugs and Student should be Effects of drug abuse. Uses Charts Wash films (1) Films. Students to:
substance abuse I able to describe -Stomach upset pictures, films to pictures etc. and (2) Charts. describe two
some effects of drug -Damage nostril and guide discussion on participate in (3) Pictures. adverse effects of
abuse. lungs. social-economics discussion. drug abuse on
-Skin rashes effects of drug youth and the
-Injection. abuse. family.
-abscesses.
39
BASIC SCIENCE
JS III
FIRST TERM

WEEK

RESOURCES
11 Drug and Student should be Prevention of drug Arrange for a (1) Listen and ask (1) Poster, old Students to:
substance abuse able to state the abuse: visiting expert to questions to visiting newspapers. mention two ways in
II strategies for healthy -inoculating discuss drug abuse experts. (2) Cardboard which a youth can
drug free lifestyle. copying skills, its effects and (2) Collate relevant paper. maintain a drug free
-positive social prevention. newspaper clipping life.
interactions, for class discussion.
-healthy life style.
12 Drug and Student should be (1) Activities of (1) Presents (1) Observe and Samples of: Students to:
substance abuse able to: drug control samples of identity samples of -listed herbal (1) state two national
III (1) describe the role agencies. NAFDAC listed NAFDAC listed and medicine. drug control agencies
and activities -NAFDAC and non listed non listed herbal -non listed herbal and describe their
(Including anti -NDLEA herbal medicine. medicine as medicines. roles.
counterfeiting (2) Misuse of (2) Guide students displayed. (2) state 2 misuse of
activities) of national herbal medicine. to discuss possible (2) Participate in herbal medicines.
drug agencies. misuses of herbal class discussions.
(2) describe what medicine.
constitutes misuse of
herbal medicine.
13 REVISION
14 EXAMINATION
40
BASIC SCIENCE
JS III
SECOND TERM

WEEK

RESOURCES
1 Resources from Student should be Resources from (1) Prepares (1) Bring relevant (1) Soil samples. Students to:
living things I able to: living things: chart/posters materials to class. (2) Seeds. list four resources
(1) identify the - Explain of plant (2) Guides students (2) Participate in (3) Seedling. obtained from
resources from living sources e.g. cash to identify class discussions. living things and
things. and food crop, resources and their their sources.
(2) name the sources dyes, drugs. source.
of these resources.
2 Resources from Student should be (1) Example of (1) Explain the (1) Listen to guest (1) Water. Students to:
living thing II able to: animals source e.g. importance of these talk. (2) Empty caw. (1) classify
(1) group the hides and skin, recourses. (2) Visit factories (3) Hand spade. resources as plant
resources based on dairy product etc. (2) Group the where plant and (4) Chart. based and animal
their sources. (2) Economic resources as plant animal produce are (5) Posters. based.
(2) explain the importance of these and animals based. processed for (6)Dye. (2) state the
importance of these resources to self (3) Invites guest commercial purposes. importance of these
resources to self and and society. speaker to-talk on (3) Excursion to a resources.
society development. resources. diary farm.
(4) Plans and
execute field trip.
3 Resources from Student should be Resources from (1) Bring sample (1) Collect samples (1) Rock sample. Students to:
non-living things able to mention solid non-living things. of solid minerals to of solid minerals in (2) Chart /posters. (1) name fine solid
III minerals and where -Examples-solid the class. their locality. mineral found in
they are found in minerals like lime- (2) Guides students (2) Participate in Nigeria.
Nigeria. stone , coal, gold, to name solid class discussion. (2) mention the
tin etc. mineral and the states where they
state where they are found.
are found in
Nigeria.
41
BASIC SCIENCE
JS III
SECOND TERM

WEEK

RESOURCES
4 Resources from Student should be (1) Location in (1) Guides class (1) Draw a map of Map of Nigeria Students to:
non-living things able to: Nigeria. discussion. Nigeria showing showing (1) state three uses
IV (1) draw a map of (2) Economic (2) Guides student to distribution of distribution of solid of the solid
Nigeria showing importance. draw map of Nigeria solid minerals. minerals. minerals.
distribution of solid showing location of (2) Copy the (2) mention two
mineral deposits. mineral deposits. chalkboard uses of solids
(2) list the summary. Minerals.
importance and uses (3) draw a map of
of solid minerals. Nigeria showing
distribution of solid
mineral deposits.
5 Sound Energy I Student should be (1) Production of (1) Provide or asks (10 Use objects (1) Empty bottles, Student to:
able to: sound. students to provide provided to cans, whistle, use objects to
(1) use object to (2) Transmission objects for production produce sound by tuning fork, strong produce of sound
produce sound by sound. of sound e.g. tuning making them stick etc. from a vibrating
making them vibrate. fork, can, empty bottle vibrate. (2) Meter rule. medium.
(2) explain the etc. (2) In groups of
product of sound (2) Guides student to four set meter rule
from a vibrating use vibrating metric vibrating and
medium. rule to show sound observe how
travels. sound travels.
6 Sound Energy II Student should be (1) Reflection of (1) Guides the (1) Participate in (1) Sketch of a dip Student to:
able to: sound. discussion to show the discussion and or empty well (1) indicate how
(1) indicate how (2) Hearing. that hard surface recall objects you reflecting sound sound is reflected
sound is reflected and reflect sound (echo). know that reflect (echo). and indentify
indentify objects that (2) Provides chart or sound. (2) Chart or model objects that reflect
reflect sound. model of the ear and (2) Identify parts of the ear. sound.
(2) explain how is use it to lead students of the ear and (2) explain how
heard by the ear. to identify parts of the indicate how sound is heard is
ear and discussion hearing occurs. heard by the ear.
how hearing occurs.
42
BASIC SCIENCE
JS III
SECOND TERM

WEEK

RESOURCES
7 Magnetism Student should be able (1) Load stone. (1) Tell a story (1) Describe the (1) Picture of load Students to:
to: (2) Laws of about load stone as historical importance stone. (1) define load
(1) describe loadstone magnetism. the earliest form of of load stone. (2) Bar magnet. stone.
as a naturally magnet. (2) carry activity of (3) Cardboard (2) state the laws of
occurring magnet. (2)Lead a verify the law of sheets. the magnetism.
(2) state laws of discussion on magnetism is group
magnetism. “Like poles repel of four.
and unlike poles
attract”.
8 Magnetism II Student should be able (1) Magnetic (1) Guides students (1) Identify magnetic (1) Iron filling. Students to:
to: poles and to identify poles and fields (2) Compass (1) explain how to
(1) illustrate magnetic magnetic field. magnetic poles and through activity. needle. show the magnetic
poles and field. (2) Care for fields by using iron (2) Participate in the (3) Pencil. field around a
(2) explain how to magnets. filling and discussion and copy (4) Stored magnets magnet.
care for a magnet. magnetic compass. the method in their in their casings. (2) list two method
(2) Leads a note books. of caring for a
discussion on how magnet.
to care for magnets
and write down the
methods on the
chalk board.
43
BASIC SCIENCE
JS III
SECOND TERM

WEEK

RESOURCES
9 Electrical energy Student should be (1) Flow of (1) Provides (1) Observe and (1) Chart showing Students to:
able to: electrons. electron flow for indicate the direction direction of electron (1) Show the
(1) indicate the (2) Circuit: series discussion. of electron flow in a flow. direction of electron
direction of electron and parallel. (2) Guides students circuits (2) Battery flow in a circuit.
flow in a circuit. to set up series and (2) Set up a series connecting wires, (2) Set up series
(2) set up series parallel circuits. and parallel circuits. key, rheostat, torch and parallel circuits
And parallel circuits. (3) Guides student (3) Connect ammeter bulb. and distinguish
(3) connect ammeter to connect an and voltmeter in the (3) Ammeter and between them.
and voltmeter to a ammeter and circuit and read their voltmeter.
series or parallel voltmeter to a values.
circuit and read their series or parallel
values. circuit and read the
amount of current
flow.
10 Electrical energy Student should be (1) Fuses and (1) Explain why (1) State the function (1) Chart of house Students to:
II able to: circuit. houses are wire in of fuses and circuit wiring. (1) explain the
(1) state the functions (2) Electric meter parallel and discuss breakers. (2) Wired house. function of
of fuse and circuit reading and billing. the function of fuse (2) Explain over (3) Chart or model ammeter and
breakers in a house and circuit breaker loading. of electric meter. voltmeter in a
circuit. in house wiring. (3) Practice reading circuit.
(2) read electric (2) Provides chart of meter and (2) describe the
meter for billing. and guides students calculation sots of functions of fuse
to practice reading energy consumed. circuit breakers.
the meter and (3) take meter
calculate cost of reading.
electrical energy (4) calculate energy
consumed. consumed.
11 REVISION
12 EXAMINATION
44
BASIC SCIENCE
JS III
THIRD TERM
SUB-THEME: YOU AND ENERGY

THEME: SCIENCE AND DEVELOPMENT
WEEK

RESOURCES
1 Radio-activity I Student should be (1) Meaning of (1) Leads discussion (1) Participate in (1) Resource Students to:
able to: radio-activity on meaning of radio- discussion and person. (1) explain radio-
(1) explain the (2) Radio-active activity. explain radio-activity (2) List showing activity.
meaning of radio- elements. (2) Initiates discussion (2) Recognize some radio-active (2) name three
activity using chart to name radio-active elements. radio-active
(2) name some radio- radio-activity elements. elements.
active elements. elements.
2 Radio-activity II Student should be (1) Types of (1) Uses chats to show (1) Identify type of (1) Chart showing Students to:
able to: radiation and types of radiation and radiation and types of radiation (1) list the three
(1) list the three types properties. discusses their describe their and their types of radiation
of radiation and state (2) Uses of radio- properties with properties. properties. and state
their properties. activity. students. (2) Participate in (2) Chart of alpha, properties of each.
(2) state the uses of (3) Dangers of (2) Guides student to discussion and state beta and gamma (2) state two uses
radiation. radioactive rays. discussion on uses of of α, β, and Ү radiations and their of each of the
(3) state the dangers alpha bets and gamma radiations. properties. radiations.
in the use of radio- radiation using charts. (3) Participate in the (4) Chart listing (3) state three
active rays. (3) Discussion the discussion of danger of radiation. danger of the use
dangers of radio- radiation. of α, β and Ү
activity. radiation.
3 Skill Acquisition Student should be (1) Meaning of skill Leads class (1) Participate in Relevant charts, Students to:
able to: acquisition. discussions on discussion (group). pictures, films and (1) explain skill
(1) explain the (2) Reasons for skill meaning reasons for, (2) Taking part in the diagrams. and skill
meaning of skill acquisition. skill acquisition. visits. acquisition.
acquisition. -Taking risks. (2) give two
(2) state reasons for -Decision making. reasons why you
acquiring skills. -Managing energy need to acquire
situation. skills.
-survival strategy.
-Learning to live
together.
45
BASIC SCIENCE
JS III
THIRD TERM
SUB-THEME: YOU AND ENERGY

THEME: SCIENCE AND DEVELOPMENT
WEEK

RESOURCES
4 Skill Acquisition Student should be (1) Type of skills. (1) Leads class to Listen to resource Relevant chart, Students to:
II able to: -Farming. discuss importance person and ask films and diagrams. (1) list three type
(1) list type of skills. -Basic computer. and type of skill questions. of skills.
(2) state the (2) Literacy. acquisition. (2) state why it is
importance of skill (3) Photography (2) Leads visit to importance to
acquisition. etc. different type of acquire skills.
professional e.g.
fine artists,
mechanics, tailors,
pottery makers.
(3) Invites resource
person.
5 Ethical issues in Student should be (1) Meaning of (1) Guides class (1) Participate in (1) Reference Students to:
science and able to: right and wrong discussion on class discussions books. (1) list two
development (1) identify right and application of topical issues in the (group). (2) Pictures. examples each of
wrong applications of science. application of (2) Carry out (3) Newspapers. good and wrong
science. (2) Implication of science to human projects. (4) Magazines scientific practices.
(2) discuss the bad scientific development (3) Write and report clippings. (2) give reasons for
implications of the practices destroy (2) Groups student on projects. each of the above
application of science individuals life. guides them to (3) undertake group
to the development of (3) Adverse effects choose topics on project on impact of
the society. on a country. good and bad science on society.
scientific practices.
6
&
REVISION
7
8 EXAMINATION
46
BASIC TECHNOLOGY
JS III
FIRST TERM
SUB-THEME: MATERIALS AND PROCESSING
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
TEACHER STUDENTS RESOURCES
1 Processing Students should be (1) Key concepts (1) Explains key (1) Explain (1) Poster/Charts Students to:
Materials able to: in timber terms and concepts. samples of (2) Timber (1) define key terms
Timber I (1) define key terms processing (2) Displays timber. specimens and concepts of timber
and concepts related (growth, felling samples of seasoned (2) Participates in (3) Chain saw. processes.
to timber processing and seasoning). and fresh (green) class discussion (2) explain terms and
(2) describe the (2) Properties of timber. (3) Make concepts related to
properties of good good timber. (3) Displays sketches of wood processing.
timber (3) Common specimen of timber defeats. (3) state the properties
(3) identify common timber defeats: with common (4) Watch films of a good timber.
timber defects. twist bowing, defeats. and slides on (4) state at least three
cupping etc. (4) Guides class timber common defeats.
discussion on: production/proce
(a) the Properties of ssing.
good timber
(b) common timber
defeats.
(c) importance of
timber treatment.
2 Processing Students should be (1) Treatments (1) Demonstrates (1) Practice the Timber Students to:
Materials able to: and timber methods of timber different timber preservation. (1) describe treatments
Timber II (1) explain preservations treatment and treatment and and preservation
treatments and method. preservation. preservation method for timber.
preservation method (2) Importance of (2) Plan and methods. (2) list three Benefits
for timber. timber treatment. Organizes students (2) Undergo of timber treatment.
(2) state the excursions. excursion to saw
importance of mall, timber
treatments. yard/market etc.
47
BASIC TECHNOLOGY
JS III
FIRST TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
3 Metals I Students should be able (1) Metal processing (1) Displays samples (1) Examine Posters, charts on Students to:
to: methods (smelting of metals and alloys. specimens of metals various methods of (1) define metal.
(1) define metal casting etc). (2) Guides students to and their alloy. processing metals. (2) describe
(2) describe different (2) Advantages and discuss various metal (2) Participates in different ways of
ways of processing. disadvantages of the processing methods. class discussion. processing metals.
(3) explain the different processing (a) Identify (3) state at least two
advantages and methods. equipment use for advantages and
disadvantages of the processing metals. disadvantage of the
different metal (b) Advantages and different processing
processing methods. disadvantages of the methods.
different processing
methods.
(3) Arrange for
students to visit metal
processing workshop.
4 Metals II Students should be able Metal alloys: (1) Guides students to (1) Visit metal Samples of metals Students to:
to: Examples, identify metal alloys processing and metal alloys. (1) name at least
(1) identify metal alloys properties and uses (2) Describe their workshop three metal alloys
(2) explain the use of properties (2) Participates in (2) state three uses
common metals alloys. (3) State the uses of class discussions of common metal
the alloys (3) Ask and answer alloys.
questions.
5 Clay, Students should be able (1) Methods of (1) Displays products (1) Examine the (1) Clay, Students to:
ceramics and to: processing: of clay, ceramics and products on display (2) Potter’s wheel (1) describe the
Glass I (1) explain the methods -clay glass. and describe their (3) Ceramic methods of
of processing clay, -ceramics and (2) Guides class properties. products processing clay,
ceramics and glass. -glass materials discussion of the (2) Visit clay, (4) Kiln, glass ceramics and glass
(2) state the advantages (2) Advantages and advantages and ceramics and glass work equipment (2) list at least three
and disadvantages of disadvantages of the disadvantages of the industries/workshop. advantages and
each method. different processing different processing (3) Participates in disadvantages of
methods. methods. class discussions. each method.
48
BASIC TECHNOLOGY
JS III
FIRST TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
6 Clay, Ceramics (1) describe the uses Production and (1) Take students on (1) Visit clay, (1) Clay Students to:
and Glass II of clay uses of clay, excursion to clay, ceramics and (2) Potter’s wheel, (1) state at least three
-Ceramics ceramics and ceramic and glass glass ceramics products, uses of clay, ceramics
-Glass glass. production industries/worksh kiln, glass work and glass.
(2) produce simple workshops. op. equipment. (2) make a simple
clay, ceramics and (2) Assist students (2) Participates in household wares with
glass household in the design and class discussions. clay, ceramics and
wares. production of house (3) Produce glass using the
hold wares. simple household different processes.
products from
clay, ceramics
and glass.
7 Plastic and Students should be (1) Examples of Display products of (1) Examine the (1) Plastic and Students to:
Rubber I able to: plastic and rubber plastic and rubber. products on rubber materials (1) state at least three
(1) differentiate products. display and (2) Injection differences between
between rubber and (2) Methods of describe their moulding machine, plastic and rubber.
plastic. processing properties. extruder blowing (2) describe the
(2) explain the plastics and (2) Visit plastic machine chemicals methods of processing
methods of rubber. and rubber etc. plastic and rubber.
processing plastic industries.
and rubber.
8 Plastic and (1) state the (1) Advantages (1) Guides class (1) Visit plastic (1) Plastics and Students to:
Rubber II advantages and and disadvantages discussion on the and rubber. rubber materials. (1) list at least three
disadvantages of of the different advantages and industries/worksh (2) Chemicals etc. advantages and
each method. processing disadvantages of the op disadvantages of each
(2) describe the uses methods. different processing (2) Participates in method.
of plastics and (2) Uses of method. class discussions. (2) state at least three
rubber. plastics and (2) Take students on uses of plastic and
rubber. excursion to rubber rubber.
and plastic
industries.
49
BASIC TECHNOLOGY
JS III
FIRST TERM
SUB-THEME: DRAWING PRACTICE
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
9 Isometric Students should be Example of (1) Displays models (1) Examine and (1) Drawing Students to:
Drawing able to: Isometric drawing of isometric objects. describe the instruments and (1) name at least three
(1) identify of simple shaped (2) Guides students properties of materials. examples of isometric
Isometric drawings. blocks without to describe their isometric objects. (2) Models of objects.
(2) use drawing curves. properties. (2) Practice shaped blocks. (2) make isometric
instruments to draw (3) Demonstrates isometric drawings of simple
simple isometric isometric drawing drawing of shaped blocks.
objects. of a block. simple shaped
blocks with
curved profile.
10 Oblique (1) describe oblique (1) Examples of (1) Display simple (1) Listen (1) Charts and Students to:
Drawing drawings. oblique drawing. oblique drawings. attentively to pictures of oblique (1) give at least three
(2) draw simple (2) Simple (2) Guide students teacher objects. examples of oblique
oblique objects. oblique drawing. to describe explanations. (2) Sample of drawings.
properties of (2) Practice oblique drawings. (2) draw oblique
oblique drawing. simple oblique (3) Drawing objects.
(3) Supervise drawings. instruments.
students as they (4) Drawing paper.
make simple
oblique drawings.
11 REVISION
12 EXAMINATION
50
BASIC TECHNOLOGY
JS III
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
1 Orthographic Students should be (1) Meaning (1) Explains the term (1) Examine (1) Drawing sheets Students to:
Projection I able to: (2) Components orthographic orthographic (2) Drawing (1) explain what is
(1) explain the -Principal plane projection. drawings and instrument e.g. T- meant by orthographic
meaning of -Angles of (2) Names and projections. square, drawing projections.
orthographic projection. illustrates the (2) Discuses the board etc. (2) list at least three
projection. -Principal view. principal views and components of components of
(2) identify planes of projection. the projection. orthographic
components of projections.
orthographic
projection.
2 Orthographic Students should be (1) Placing (1) Draws Draws (1) Drawing sheets Students to:
Projection II able to: principal views in orthographic views of orthographic (2) Drawing (1) draw the
(1) describe the the quadrants. simple objects in the views of simple instruments e.g. T- orthographic views of
principal views in (2) Dimensioning first and third objects in the square drawing simple.
quadrants. techniques. projections. first and third board etc. projections/objects
(2) draw the (2) Demonstrates angles, layout (2) prepare a properly
orthographic views of various dimensioning properly and laid out and
simple objects. techniques. dimension dimensioned working
correctly. drawings.
3 One- Point Students should be (1) One-point (1) Explains one- (1) Listens to (1) Drawing sheets. Students to:
& Perspective able to: perspective point perspective teacher (2) Drawing (1) identify one-point
4 Drawing (1) explain one-point drawings: drawings and its explanation. instrument. perspective drawings.
perspective drawing -meaning principles. (2) Watch (2) mention at least
with examples. -examples (2) Demonstrates teacher’s three principles of one-
(2) state the (2) One-point one-point perspective demonstration. point perspective
principles one-point perspective drawing of a model. (3) Practice one- drawings.
perspective drawing. drawings practice. (3) Guides and point perspective (3) make one-point
(3) make one-point supervise students as drawing of perspective drawings
perspective drawing they make one-point simple shapes of simple shaped
of simple shaped perspective drawings and blocks. blocks.
blocks. of shapes and blocks.
51
BASIC TECHNOLOGY
JS III
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
5 Scales and Students should be (1) Meaning and (1) Guides students (1) Examine (1) Metric rule Students to:
Scales Drawing able to: comparing given to examine and scale drawings. (2) Drawing (1) measure length and
I (1) use the metric sizes. identify scaled (2) Watch instruments e.g. compare sizes.
rule to measure (2) Scale drawing: drawings. teacher’s pencil, drawing (2) identify scale
lengths and compare -Full-size 1:1 (2) Demonstrates demonstration. paper, eraser, drawings.
sizes. -Scale reduction techniques for scale drawing board, t-
(2) explain scale e.g. 1:5, 1:10, drawing. square etc.
drawings. 1:20, 1:100 etc.
-Scale
enlargement e.g.
2:1, 3:1, 5:1 etc.
6 Scales and (1) identify scales Scale drawing: (1) Demonstrate (1) Watch (1) Metric rule (1) describe scales
Scale Drawing used in drawing. -Full-size 1:1 techniques for scale teacher’s (2) Drawing used in drawings.
II (2) draws objects to -Scale reduction drawing. demonstration. instrument e.g. (2) draw objects to
given scales. e.g. 1:5, 1:10, (2) Supervise (2) Draw objects pencil, drawing given scales.
1:20 1:100 etc. students as they to scale. paper, eraser,
-Scale draw objects to drawing board, T-
enlargement e.g. given scales. square etc.
2:1, 3:1, 5:1 etc. (3) Samples of
scaled drawings.
52
BASIC TECHNOLOGY
JS III
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
7 Drawings of Students should be (1) Common (1) Displays (1) Examine (1) Building Plans Students to:
Plans and Blue- able to: symbols used in building plans. simple plan/blue- (2) Charts showing (1) explain the
Print (1) interpret plans and blue- (2) Leads students prints and various architectural meaning of symbols
symbols can plans prints and their to identify and indentify the symbols, scale, rule, on plans and blue-
and blue-prints. interpretations. interpret common various etc. prints.
(2) identify the (2) Identification symbol used in components of (2) list at least five
components of a of building plans and blue- the plan. components of a
building plane. components prints. (2) Participates in building plan.
(fittings; sanitary (3) Moderates class discussions and
wares e.g. sink, discussion of blue print
bath showers, components of reading.
soak-away skeptic building plans.
tank, sockets
windows, doors
etc.) on building
plan.
8 Drawings of Students should be Blue-print Demonstrates Practice drawings (1) Building plans. Students to:
Plans and blue- able to draw and drawing correct techniques of plans and blue (2) Charts showing. draw and interpret the
print interpret the plan of techniques. for plans/blue print print. various architectural plan of their
their classroom. drawings. symbols, scales rule, classroom.
etc.
(3) Drawing
instruments and
materials.
53
BASIC TECHNOLOGY
JS III
SECOND TERM
SUB-THEME: TOOLS MACHINES AND PROCESSES
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
9 Wood work Students should be Production of (1) Display the (1) Participates in class (1) Timber Students to:
Project able to: various objects wood materials and and workshop (2) Wood work (1) produce,
(1) select and use using simple wood explain their uses. activities. machines and tools sketch and state
appropriate tools, work machines and (2) Designs relevant (2) Choose project, (3) Safety posters. the uses of 3
machines and tools e.g. wooden project that make sketches, select (4) First aid common joints.
materials for wood tables, stools, involves: measuring materials and produce materials (2) select and use
work. boxes, photo marking out, cutting objects. (5) Non-wood appropriate tools
(2) construct frame, T-square, joining and (3) Observe safe use of materials e.g. for wood work.
simple household pot stand, book polishing of wood. hand tools and other adhesive, nails (3) produce simple
furniture. rack, book stand, (3) Demonstrates workshop safety rules screws, hinges, household
shelf, etc. the steps involved. (4) Exhibit their wood polish etc. furniture from
marking out, cutting projects. (6) wood work wood.
common joints. workshop.
(4) Guides,
supervise and assess
students projects.
10 Metal Projects Students should be (1) Production of (1) Designs relevant (1) Select appropriate (1) Iron sheets Students to:
able to produce bottle openers. project that involves tools for the project (2) Iron rods produce openers,
various objects (2) Production of measuring, cutting (cutting, filling, (3) Hand tools trash bins/cans,
using the machines. trash bin/cans, coal marking, filling and drilling, bending and (4) Metal work tools stools, chairs,
pots, etc. finishing. folding tools. used for measuring benches from
(3) Production of (2) Guides students (2) Prepare and discuss cutting, filling and metal sheets and
metal stools, chairs to carry out the project template/blue finishing. rods.
and benches. projects. print with their peer.
(3) Supervises and (3) Follow blue-print to
assess students fabricate metal work.
projects. (4) Exhibits their
projects.
11 REVISION
12 EXAMINATION
54
BASIC TECHNOLOGY
JS III
THIRD TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
1 Soldering and Students should be (1) Definition and (1) Displays tools (1) Examine the tools (1) Soldering and Students to:
Brazing I able to: meaning of and materials. and materials. brazing tools, (1) define
(1) define soldering soldering and (2) Explain reasons (2) Participates in class equipment and soldering and
and brazing. brazing. for choice of discussions. materials. brazing.
(2) explain the (2) Soldering and methods for joining (2) Metal workshop (2) explain the
meaning of brazing tools and methods. (3) Metal sheets and meaning of
soldering and materials. (3) Demonstrates rods. soldering and
brazing. (3) Operations, the procedure in (4) Workshop brazing.
(3) describe the types and uses. soldering and overall. (3) identify the
operations brazing. operations
involved in involved in
soldering and soldering and
brazing. brazing.
2 Soldering and Students should be Operations, Types (1) Demonstrates Practice soldering and (1) soldering and Students to:
Brazing II able to join metals and uses. the procedure in brazing using brazing tools, join metal by
by soldering and soldering and appropriate tools and equipment and soldering and
brazing. brazing. materials. materials. brazing.
(2) Supervises (2) Metal workshop.
students as they (3) Metal sheets and
work. rods.
(4) Workshops
overall.
55
BASIC TECHNOLOGY
JS III
THIRD TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
3 Machine Students should be (1) Definition of (1) Defines motion (1) Observe lever Scrap engines or Students to:
Motions able to: motion. (2) Explains with arrangements for mechanical (1) define motion
(1) define motion (2) Linear motion. illustrations the use opening high windows components that (2) explain the use
(2) explain the use (3) Lever of levers, linkages, (2) Identify other contains levers, of levers, linkages
of arrangement. to slides and slot to examples of the use of linkages, slides and etc to produce
-levers produce linear produce linear lever, linkages slides slots; charts films linear motion.
-slides motion. motions and slots etc.
-slots to produce (4) Uses of slides (3) Give various
linear motion in a and slots in practical examples
mechanical system. mechanical system.
4 Rotary Motion Students should be (1) Rotary motion (1) Describes and (1) Observe actual (1) Old shafts of Students to:
able to: -One-way e.g. shaft demonstrates uses of example. cars (1) Define rotary
(1) Define rotary of running car, rotary motion. (2) Visit a motor (2) Brakes, clutches, motion.
motion. -Reversible rotary (2) Explain the mechanic workshop charts film etc. (2) Give one
(2) Explain the motion e.g. load working of vehicle and observe some (3) Pictures of crank example, each of
types and drum of cranes, brakes and clutches. practical examples. shaft, connecting one-way and
application of brakes, clutches rod and piston, cans reversible rotary
rotary motion. and ratchets. and eccentrics. motions.
(2) Principles of
application.
5 Rotary Motion Students should be Conversion of (1) Emphasizes why (1) Design and produce (1) Old shaft of cars Students to:
able to explain the rotary motion these types of a simple mechanical (2) Brakes, clutches (1) presents
need to convert linear motion. motion are motion system. charts, film etc. project work.
rotary motion to -rack and pinion necessary in practice (2) Observe the crank- (3) Pictures of (2) convert rotary
linear motion. screws, crank and (2) Describes and shaft, piston and crank- shaft, motion to linear
slider. demonstrates only connecting rod systems connecting rod and motion.
-connecting rod simple examples. in an engine. piston, cans and
and piston. eccentrics.
6 REVISION AND EXAMINATIONS
56
SOCIAL STUDIES
JS III
FIRST TERM
SUB-THEME: CULTURE AND SOCIAL VALUES

WEEK

RESOURCES
1 Promoting Students should be (1) Meaning of peace, (1) Uses guided (1) Participate in (1) Picture and Students to:
peaceful living in able to: cordial and friendly question to lead the guided class charts of people (1) define peace.
our society. (1) explain the living among different students to find out discussions. living together (2) differentiate
I meaning of peace. groups of people. meaning of peace. (2) Active peacefully. between types of
(2) Explain the types (2) Types: (2) Uses guided Involvement in (2) Resource person. peace.
of peace  Positive peace questions to find out the debates.
 Negative/uneasy types of peace.
peace.
2 Promoting Students should be Importance of peace: (1) Organizes debate (1) Active (1) Drama and Students to:
peaceful living in able to explain the  Lack of violent with students on the involvement in songs. state the
our society. importance of living conflict. importance of living debate. (2) Resource person. importance of
II in peace with one  Progress and in peace with one (2) Role playing. (3) Picture and peace.
another. development. another. (3) Listen to, take charts of people
 Happiness and less (2) Guide students notes and ask living together
stress etc. to role play the questions on the peacefully.
importance of talk.
peaceful living.
3 Promoting Students should be Ways of promoting Invite a senior Listen to talk, take (1) T.V/Radio Students to:
peaceful living in able to describe peace. police officer to notes and ask (2) Resource person describe with
our society. ways of promoting  Tolerance come and give talk question. (3) Drama and examples those
III peace in our society.  Social justice on the various ways songs. ways that can
 Human rights of promoting peace promote peace.
 Respect for our in our society.
another etc.
4 Social conflicts. Students should be (1) Meaning of Conflict Explains the Dramatize a (1) Chart and picture Students to:
I able to: as inter personal meaning of conflict rowdy scene to of stressful (1) define conflict
(1) explain the misunderstanding. to the students after illustrate the environment. (2) types of
meaning of conflict. (2) Types of conflict: dramatic meaning of (2) Simulation. conflicts
(2) outline the  Non violent. presentation of conflict and types
various types of  Violent. rowdy scene. of conflict.
conflict.
57
SOCIAL STUDIES
JS III
FIRST TERM

WEEK

RESOURCES
5 Social conflict Students should be Cause of conflict Lead students to Participate in (1) Simulation Students to:
II able to discuss causes  Inter-ethnic conflict recognize general discussion and (2) Pictures showing explain the causes
of conflict. e.g. Urhobo/Itsekiri, consequence of simulation on destruction from of conflict
Katat/Hausa, violent conflict. issues. conflicts
Yoruba/Hausa
conflicts etc.
 Communal/intra
ethnic
6 Social conflict Students should be e.g. Ife/Modakeke, Lead students to Participate in the (1) Video Students to:
III able to explain the Aguleri/Umuleri. explaining effects discussion of (2) drama/songs explain the effects
consequences of Consequences and of conflicts. conflict of conflicts.
conflict. causes of conflicts
7 Managing and Students should be Conflict management (1) Guides students Ask relevant (1) Radio and TV Students to:
resolving conflict able to suggest non- and resolution e.g. to explain conflict question during documentaries of describe non-
I violent methods of dialogue, compromise, resolution, lesson. conflict situations. violent methods
resolving conflicts arbitration, court (2) Demonstrates (2) Drama/songs. of resolving
rulings, mediation non-violent means conflicts.
of conflict.
8 Managing and Students should be Attributes required for (1) Organize visits Observe courts (1) Radio and TV Students to:
resolving conflict able to explain that conflict resolution: to courts, and alternative documentaries of explain how
II resolution of conflicts - mutual Alternative dispute conflict situations conflict resolution
enhances national understanding. Disputes resolution (2) Drama/songs enhances national
peaceful coexistence. - respect for rule of Resolution Centres (ARD) in peaceful co-
law. (ADR) session. existence.
- tolerance in the face (2) Organizes quest
of provocation. lectures on conflict
 self control. resolution.
 respect for opposing
views.
58
SOCIAL STUDIES
JS III
FIRST TERM
WEEK

RESOURCES
9 Cultism Students should to (1) Meaning of cultism. (1) Guides students to Participate in the Pictures of cult Student to:
I be able: (2) Causes of cultism explain the meaning guided class material e.g. axe, (1) explain the
(1) define cultism. -Home background of cultism and discussion on the vest, dress code meaning of
(2) identity causes - Peer group influence. discuss its causes. meaning and and symbols. cultism.
of cultism - Exposure to foreign (2) Organize a brain causes of cultism. (2) list the causes
values. storming session on of cultism.
- Proliferation of arms. the causes of cultism.
- Drug/substance abuse.
- Poor leadership, and
- Injustice /
marginalization
10 Cultism Students should be Consequences of effects of (1) Invites a guest (1) Participate in (1) Scripts on play Students to:
II able to describe the cultism: speaker to discuss the the guided lets on cultism. discuss the
effects or  Examination consequences of discussion from the (2) Radio and TV consequences of
consequences of malpractice. cultism. guest speaker. documentaries. cultism on the
cultism.  Violence (2) Direct students’ (2) Discusses the (3) Pictures of individual and
 Breakdown of social play let on causes, effects of cultism victims of cultism. the society as a
values. consequences of groups. whole.
 Criminal tendencies cultism.
 Murder (3) Encourages and
 The use of arms guides students to
 Violation of school listen to Radio and
TV programmes that
environments etc.
discuss cultism and
its effects on
individuals and
society.
11 REVISION
12 EXAMINATION
59
SOCIAL STUDIES
JS III
SECOND TERM

WEEK

RESOURCES
1 Cultism Students should be Solution to cultism: (1) Directs Listen to guest (1) Radio and T.V Students to:
III able to list and - Establish strong and students play let speaker on the documentaries. suggest possible
explain the possible effect outfit to identify on ways of discussions of (2) Scripts of play ways to the
ways to the solution members preventing cultism and lets on cultism solution of
of cultism - School, police and cultism in our possible solutions. cultism.
security agents to society.
counter cult activities. (2) Encourages
- Inter –university co- student to listen to
operative efforts. Radio and TV
- Parents to sign programmes that
undertakings on behalf discuss cultism
of their wards. and proffer
- Regular public solutions.
lectures
- Retreats by religious
bodies etc
2 History of Nigerian Students should be History of Nigeria Lead students to Participate in (1) Students Students to:
social studies able to explain the social studies discuss the history discussion of textbooks. explain history of
education. development of education: of Nigerian social history of (2) Social studies Nigerian Social
social studies - First conceived in the studies education. Nigerian social materials. Studies education.
education in Nigeria. United State and later studies education (3) Resource person.
spread to Europe. (4) Video clips etc.
- Conferences were
held to spread it in
Africa. etc.
60
SOCIAL STUDIES
JS III
SECOND TERM

WEEK

RESOURCES
3 Family as a Students should be (1) Meaning of primary (1) Guides (1) Participate in (1) Relevant (1) state the
primary social able to: social; discussion on the the guided pictures and charts. meaning of
group. (1) give a simple It is a group whose meaning of discussion on the (2) Charts for primary social
meaning of primary members share close, primary social meaning of compiling responses group.
social. personal, and long lasting group. primary social during (2) list three
(2) explain what relationships. (2) Conducts a group. brainstorming things that make
makes the family a Members show concern brainstorming (2) Provide a session. the family a
social group. for one another, and share session on what variety of (3) Take notes and primary social
(3) identify the roles activities and culture. makes the family responses during ask questions. group.
and responsibilities (2) What makes the a primary social the brainstorming (3) list any three
of a primary social family a primary social group. session. roles of members
group in the group. (3) Invites some (3) Take notes and of the family as a
community. - It is the main unit of parents to give ask questions. primary group.
socialization. talks on the role
- Everybody belongs to and
one family or another. responsibilities of
- Every society grows family members
from the social unit called as a primary
etc. social group.
(3) The roles and
responsibilities of
members of a family as a
primary social group.
- Get members to work
for the growth of the
community.
- Work as adult members
to contribute to the
community.
61
SOCIAL STUDIES
JS III
SECOND TERM
WEEK

RESOURCES
4 The Students be able to 1a) Characteristics of large Illustrates the React to posters, (1) Relevant Students to:
consequences of describe the family size – father, mother characteristics of picture and charts posters, pictures (1) differentiate
large/small characteristics of and many children. large and small on the and charts. between a large
family size I large family size and 1b) Characteristics of small family sizes. characteristics of (2) Relevant cases. family size and a
those of small family size – father, mother large and small (3) Documentaries small one.
family size. and very few children. family sizes. on family life. (2) list the
consequences.
5 The Students be able to: Explanatory of the Explain the React to posters (1) Relevant cases, explain the effects
consequences of explain the consequences of family size consequences of pictures and (2) Documentaries of large/small
large/small consequences of on individuals live and the family size. charts on the on family life. family size.
family size. family size on nation at large. effects of
II individuals live and large/small family
the nation’s
economy.
6 Meaning and Students should be (1) Meaning of culture e.g. a (1) Explains (1) Ask and (1) Motion pictures Students to:
characteristics of able to: total way of life of the people. culture with answer questions of culture. (1) give a simple
culture. (1) define culture. (2) Components of culture: concrete on culture. (2) Pictures of meaning of
(2) List the material and non material examples. (2) Observe and cultural display. culture.
components of culture. (2) Take students report Nigeria’s (3) Visits to (2) List
culture. (3) Features of culture: to museum and cultural heritage. museum. components of
(3) group the - Language places of cultural (3) Participate in (4) Regalia. Nigerian culture.
components of - Food and dressing interest to observe class discussions. (3) State some
culture as material - Religion the display of examples of
and non-material. - Technology/craft Nigerian culture. material and non-
(4) state the (4) Characteristics of culture. (3) Guides material aspects
characteristics of - We learn culture. students to discuss of culture.
culture. - It tells us how different and identify (4) List the
activities can be carried out. components of characteristics of
- It allows a range of culture. culture.
permissible behaviours etc.
(5) Cultural differences in
Nigeria.
62
SOCIAL STUDIES
JS III
SECOND TERM

WEEK

RESOURCES
7 Similarities and Students should be (1) Cultural similarities in (1) Guides (1) Participate in (1) Motion pictures Students to:
differences able to: Nigeria. students to the identification of culture. (1) identify the
among cultures (1) identify the (2) Cultural differences in indentify variety of the variety of (2) Pictures of similarities
in Nigeria. cultural similarities Nigeria. of cultural traits cultures to get the cultural display. among the
among Nigerians. (3) Shared norms and among the similarities. (3) Regalia. cultural groups
(2) identify cultural values of Nigerian different Nigerian (2) Identify around your
differences among communities. cultures in order differences in the locality.
Nigerians. to identify their culture of (2) identify the
(3) mention some similarities. Nigerians. difference among
shared norms and (2) Leads students the cultural ethnic
values of Nigerian to identify cultural groups around
communities. differences among your locality.
Nigerians. (3) mention some
shared norms and
values of Nigerian
communities.
8 Agents and Students should be (1) Meaning of Leads a (1) Participate in (1) Charts on Students to:
processes of able to: socialization life long discussion on: class discussion. socialization (1) share the
socialization. (1) define process of inheriting and (1). meaning of (2) Role-play models. meaning of
socialization. passing on the norms, socialization. agents of (2) Role cards. socialization.
(2) enumerate the customs and ideologies of (2) Guides and socialization in (3) Product of (2) list some of
agents of a social group. It may directs students to class. futures wheel the agents of
socialization. provide the individual with role-play exercise. socialization.
(3) mention the skills and habits necessary socialization
importance of for participating within models.
socialization. their own society.
(2) Agents of socialization
e.g. family, school,
religious organizations,
press, age grade, peer
group, clubs and societies.
63
SOCIAL STUDIES
JS III
SECOND TERM

WEEK

RESOURCES
9 Agents and Students should be Importance of Uses futures Provide responses (1) Charts on Students to:
processes of able to mention the socialization is the wheel exercise to to complete the socialization models mention the
socialization. importance of means of by which discuss the future wheel on (2) Role cards importance of
socialization. human infants begin to importance of the importance of (3) Products of socialization.
acquire the skills socialization in socialization in futures wheel
necessary to perform as a our community. our community. exercise.
functioning member of
their society, and is the
most important learning
process one can
experience.
10 Road safety Students should be (1) Structure and process (1) Present charts (1) Draw the (1) A copy of Road Students to:
club as an agent able to: of forming Road safety on the process of organogram Safety club (1) describe the
of socialization. (1) describe the club in schools. forming of Road process of guidelines. structure and
structure and process (2) The roles of Road Safety club for forming road (2) A picture of process of
of forming road safety Safety club in the class discussion. safety club for Road Safety club formation of road
club. socialization of youth. (2) Invites road class discussion. member (s) safety club in
(2) state the role of safety corp officer (2) Write down schools from an
Road safety club in the to give talks on the key points of organogram.
socialization of youth. the roles of FRSC the talk on the (2) state the roles
in the roles of Road of road safety
socialization of Safety in the club in the
youth. socialization of socialization of
the youths. youths.
11 REVISION
12 EXAMINATION
64
SOCIAL STUDIES
JS III
THIRD TERM
WEEK

RESOURCES
1 Positive group Students should be Types of group behaviours. Guides students to Prepare and use Picture or Students to:
behaviour able to:  Mass action prepare and use simulation photographs of describe types of
I (1) identify types of  Communal labour simulation games toe games. people taking collective
group behaviour.  Joining a protest or learn about collective collective actions. behaviour.
(2) distinguish march etc. behaviour and
between the communal labour.
different types of
group behaviour.
2 Positive group Students should be Characteristics of the Guides students to Listen to guest Picture or Students to:
behaviour. able to distinguish different types of group prepare and use speaker, ask photographs of state the
II between the behaviour (destructive- simulation games toe and answer people taking distinguishing
different types of negative and constructive- learn about collective questions. collective actions. characteristics of
group behaviour. positive). behaviour and group behaviour.
communal labour.
3 Group behaviour Students should be Benefits of positive group Invites a guest Listen to guest Picture or Students to:
III able to mention the behaviour. speaker to talk to the speaker, ask photographs of list the benefits of
benefits of positive  Companionship students about group and answer people taking group behaviour.
group behaviour.  Survival and security behaviour. questions. collective actions.
 Affiliation and status
 Power and control
 Achievement.
4 Purposes of Students should be (1) Meaning of marriage Uses guided (1) Participate Motion Students to:
marriage able to:  Is a bind contract discussion to state the in discussion pictures/charts (1) give simple
(1) state the between two parties. meaning of marriage and simulations. showing the meaning of
meaning of, (2) Purposes of marriage. and explain the (2) Ask and concept of marriage.
marriage.  Procreation purposes. answer marriage. (2) state three
(2) explain the  Sexual satisfaction question. purposes of
purpose of marriage.  Satisfying economic and marriage.
social needs, etc.
REVISION
EXAMINATION
65
CIVIC EDUCATION
JS III
FIRST TERM
SUB-THEME: CITIZENSHIP
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
1 The Students should be able (1) Meaning of (1) Explain the (1) Read about (1) Textbooks Students to:
constitution I to: constitution. concept of constitutional (2) Relevant (1) explain the
(1) define constitution. (2) Identification of constitution development. publication of concept of
(2) identify the various the various colonial -Meaning (2) Carryout group federal, republic of constitution.
colonial Nigerian Nigerian (2) Guides students exercises on Nigerian colonial (2) identify colonial
constitution. constitutions. to identify differences in the constitution. Nigerian
constitution various colonial constitution.
promulgated under constitutions in
British colonial rule. Nigeria.
2 The Students should be able (1) Colonial Nigerian (1) Explain in detail (1) Listen and ask (1) textbooks Students to:
constitution II to: constitution the colonial questions, take (2) Relevant (1) explain the
(1) explain in details the -Clifford constitution Nigerian note. publication of various colonial
various colonial Nigeria 1922. constitution. (2) Read about federal republic of Nigeria constitution.
constitution. -Richard (2) Guide students constitutional Nigeria. (2) state the role of
(2) state the role of constitutions 1946. on discussion of the development. citizen in
citizens in constitutional -Macpherson role of citizen in constitutional
development. constitution 1951. constitutional development.
-Lyttleton development.
constitution 1954 –
1960 independence.
constitution
(2) The role of citizen
in constitutional
development.
3 The Students should be able Features of colonial (1) Guides students (1) Participate in (1) Textbooks Students to:
constitution III to: constitution. to explain feature of class discussion. (2) Relevant (1) identify features
(1) identify features of colonial (2) Read about publication of of colonial Nigeria
the colonial constitution. constitutions. constitutional federal republic of constitutions.
(2) discuss feature of the (2) Give students development Nigeria. (2) explain feature
colonial constitutions. reading assignment. (3) Do assignment of two colonial
given. constitutions.
66
CIVIC EDUCATION
JS III
FIRST TERM
SUB-THEME: CITIZENSHIP
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
4 The Students should be (1) Post-1960 (1) Explains (1) Participate in class (1) Textbooks. Students to:
constitution IV able to: constitution (a) constitution discussion. (2) Relevant (1) identify
(1) identify 1963 constitution. promulgated after (2) Read about publication of constitutions
constitutions (Republican Nigerian became constitutional federal republic of promulgated after
promulgated after constitution). (b) independent. development. Nigeria. Nigeria became
Nigeria become 1979 presidential (2) Give students independent.
independent. constitution. reading assignment. (2) explain two of
(2) discuss (c) 1989 the identified
elements of two of Presidential independent
the identified constitution. Nigerian
independent (d) 1999 constitution.
Nigerian presidential
constitution. constitution.
(2) Features of post
1960 constitution.
5 Supremacy of Students should be Supremacy of the Guides students to (1) Participate in class (1) Textbooks. Students to:
the able to: constitution. use the constitution discussion. (2) Constitution. (1) explain
constitution (1) explain the -Only one and to locate (2) Ask questions and supremacy of the
meaning of constitution for the relevant chapters take note. constitution.
supremacy of the country. and schedules in the (2) state two
constitution. -The provisions constitution that reasons why the
(2) explain why the apply to all states speak on the constitution is
constitution is and individuals supremacy of supreme.
supreme. uniformly. constitution.
67
CIVIC EDUCATION
JS III
FIRST TERM
SUB-THEME: OUR VALUES
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
6 Right attitude to Students should be (1) Meaning of right (1) Leads discussion (1) Participate in (1) Biographic essay Students to:
work I able to: attitude to work. on meaning of discussion and (2) Radio/TV (1) describe right
(1) explain “Right (2) Attributes “Right attitude to debate. programmes. attitude to work.
attitude to work”. honesty, discipline, work”. (2) Recount (3) Guest talks. (2) state two
(2) state the integrity, (2) State the personal experiences (4) Newspaper attributes of right
attributes of right commitment attributes of right with having the right reports. attitude to work.
attitude to work. punctuality, attitude to work. attitude to work. (5) Honours and
regularity (3) Ask students to award roll
consistency, debate on right textbooks.
diligence attitude to work.
transparency etc.
7 Right attitude to Students should be Importance of right (1) Asks students to (1) Participate in (1) Textbooks Students to:
work II able to: attitude to work. debate the discussion and (2) Wise saying and (1) enumerate
(1) identify rewards importance of debate. proverbs. three rewards of
or importance for “Right attitude to (2) Collate folklores (3) Newspapers right attitude to
right attitude to work”. wise saying on right reports. work.
work. (2) Give reading attitude to work. (2) explain the
(2) explain the need assignment. rewards of right
for right attitude is attitude to work.
work.
8 Right attitude to Students should be Consequences of not (1) Leads discuss on (1) Listen and asks (1) Radio/TV Students to:
work III able to: having the right the consequences of questions. programmes. (1) state the
(1) state the attitude to work. not having the right (2) Recount (2) Textbooks. consequences of
consequences of not -Declining attitude to work. personal experience (3) Biographic easy not having the
having the right productivity. (2) Ask students to of not having the etc. right attitude to
attitude to work. -Lack of motivation. recount their right attitude to work.
(2) discuss in details -Indiscipline. experiences of not work. (2) discuss two
the consequences of -National disaster etc. having right attitude consequences.
not having the rights to work.
attitude to work.
68
CIVIC EDUCATION
JS III
FIRST TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
9 Right attitude Students should be (1) Government (1) Guides students (1) Listen and ask (1) Textbooks Students to:
to work IV able to: agencies/programmes on discussion of questions. (2) NAFAAC, (1) identify the
(1) identify the aimed at promoting government (2) Write essay on NDLEA government
government right and positive agencies/programme some of the publications and agencies/program
agencies/programme attitudinal changes. s aimed at agencies. programmes. me aim at
s aimed at (2) Due process. promoting right (3) TV and Radio promoting right
promoting right and attitudes to work. programmes. attitude to work.
positive attitudinal (2) Explain due (4) Documentaries. (2) state two
changes. process, aims and objectives of due
(2) explain one of objectives. process.
the programmes.
10 Concept of Students should be (1) Meaning of (1) Guides (1) Participate in (1) Textbooks Students to:
Servicom able to: servicom. discussion on the class discussion. (2) Newspapers and (1) explain the
(1) explain the (2) Aims of meaning of (2) Ask question and magazine. meaning of
meaning of servicom. servicom and when take note. (3) Servicom servicom.
servicom as one of (3) Importance of it was launched in (3) Carryout group publication. (2) state three
the programmes servicom. Nigeria. exercise on the (4) TV and radio aims of servicom.
aimed at promoting (2) Leads students to activities of programmes. (3) mention two
right attitude to state the aims and servicom in federal (5) Flash card. importance of
work. importance of and state ministries. servicom.
(2) state the aims of servicom to the
servicom. citizens of Nigeria.
(3) mention the (3) Give students
importance of assignment on the
servicom. various activities of
servicom.
11
& REVISION AND EXAMINATIONS
12
69
CIVIC EDUCATION
JS III
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
1 Negative Students should be (1) Meaning of (1) guides students (1) Participate in (1) ICPC Students to:
& Behaviour able to: negative bahaviour. to explain the class discussion. publication (1) explain the
2 I (1) explain negative (2) Types of negative meaning of negative (2) Participate in (2) EFCC meaning of
behaviour. behaviour. behaviour. drama. publication. negative
(2) state the types of -Dishonesty (2) guides students (3) Ask questions (3) TV and radio behaviour.
negative behaviour. -Excessive love of to identify examples and take notes. programmes (2) identify two
(3) explain the types money of negative (4) NAFEAC, negative
of negative -Ostentations living behaviour. NDLEA publication behaviour in their
behaviour. -Disregard for time (3) directs play let and programmes. immediate
(African time) and leads debates on (5) Documentaries. environment or
-Drug trafficking negatives behaviour. the society.
-Examination
malpractice
-Cultism
-Religions crisis etc.
3 Negative Students should be Effect of negative (1) Guides students (1) Participate in (1) Textbooks Students to:
Behaviour II able to: behaviour on the to identify class discussion (2) TV and radio (1) enumerate two
(1) state the effect or society. consequences of through question programmes. effects of negative
consequences of -Value disorientation negative behaviour. and answer. (3) Newspaper and behaviour.
negative behaviour -Inefficiency (2) Leads students (2) carry out group magazines reports. (2) explains three
on the society. -High crime rate on the discussion of assignment and (4) Documentaries. effects of negative
(2) discuss the effect -Low investment etc. the effect of write report. behaviour.
of negative negative behaviour
behaviour on the on the society.
society.
70
CIVIC EDUCATION
JS III
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
PERFORMANC EVALUATION
E OBJECTIVE GUIDE
4 Negative Students should be (1) Meaning of positive (1) Guides students (1) Participate (1) Textbooks. Students to:
Behaviour III able to list the behaviour changes. to explain the actively in class (2) Workbooks. (1) explain the
strategies for (2) Promoting positive meaning of discussion. (3) Newspapers. meaning of
promoting behavioural changes. positive behaviour (2) Contribute to (4) TV and radio positive
acceptable -Provision of enabling changes and ways the explanation of programmes. behavioural
behaviour in environment. of promoting promoting changes.
people. -Sound education for all behavioural positive (2) state three
-Massive enlightenment changes. behavioural ways of promoting
campaign. (2) Give students changes. behavioural
-Leadership by example reading changes.
-Positive behavioural assignment.
change through
reawakening of good moral
value in our society.
5 Negative Students should be Sanctions for promoting (1) Guides students (1) Contribute in (1) Textbooks. Students to:
Behaviour IV able to: negative behaviour in the to identify the class discussion (2) School rules and (1) List the
(1) identify -School sanctions for on the sanction of regulations. sanctions of
sanctions for -Community promoting negative negative (3) Relevant negative
negative -Society. behaviour. behaviour. publications. behaviour.
behaviour. (2) Explain in (2) Ask and (4) Newspaper and (2) Explain two
(2) explain the details the various answer questions. magazines. sanctions of
sanctions for sanction of a (3) Take note. (5) It devices. negative
promoting negative behaviour (4) Write essays . behaviour.
negative in the school, (3) Write essay on
behaviour. community and the topic.
society at large.
(3) Guides students
to write reports on
the topic.
71
CIVIC EDUCATION
JS III
SECOND TERM
SUB-THEME: DEMOCRACY
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
6 Elections and Students should be (1) Meaning of (1) Leads discussion (1) Contribute to (1) Textbooks. Students to:
electoral able to: election. on the meaning and the identification (2) Workbooks. (1) Explain the
bodies in (1) define election. (2) Importance of importance of election. of the needs for (3) Pictures. meaning of
Nigeria I (2) state the election to a nation. (2) Give students voting. (4) Electoral law election.
importance of reading assignment. (2) Do the document. (2) Discuss two
election. assignment. (5) TV and radio importance of
(3) explain the programmes. election.
importance of
election.
7 Election and (1) Students should (1) Meaning of (1) Leads discussion (1) Participate in (1) Electoral law Students to:
electoral be able to: electoral bodies. on the meaning of class discussion. documents. (1) define
bodies in (1) explain the (2) Identification and electoral bodies. (2) Carry out (2) Workbooks. electoral bodies.
Nigeria II meaning of electoral explanation of (2) Guides the students exercise on (3) TV and radio (2) list three
bodies. electoral bodies in to identify various various electoral programmes. electoral bodies in
(2) identify the Nigeria. electoral bodies in bodies in Nigeria. Nigeria.
electoral bodies in (3) Functions of Nigeria.
Nigeria. electoral bodies. (3) Explain the
(3) explain the functions of electoral
electoral bodies in bodies.
Nigeria.
8 Election and Students should be (1) Identification of (1) Guides students to (1) Contribute to (1) Textbooks Students to:
electoral able to: state electoral bodies identify various state discussion, ask (2) INEC (1) mention any
bodies in (1) identify state in Nigeria. electoral bodies. questions and take publication. state electoral
Nigeria III electoral bodies in (2) Functions of State (2) Leads students to notes. (3) Electoral law bodies.
Nigeria. Independent Electoral list and explain their (2) Find out the document. (2) state three
(2) list and explain Commission (SIEC). functions. independent body (4) TV and radio functions of state
functions of state in their locality. programmes. electoral bodies.
independent electoral
commission.
72
CIVIC EDUCATION
JS III
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
9 Election and Students should be Need for free and (1) Leads students to (1) Participate in (1) Textbooks. Students to:
electoral able to: fair election in state the need for free class discussion. (2) Pictures. (1) list three needs
bodies in (1) state the need for Nigeria. and fair election in (2) Ask questions. (3) Electoral law for free and fair
Nigeria IV free and fair elections Nigeria. document. election in
in Nigeria. (2) Explain the needs (4) Workbook. Nigeria.
(2) Explain the needs to the students. (2) explain two
for free and fair needs for free and
election. fair elections.
10 Election and Students should be (1) Meaning of (1) Guide discussion (1) Listen and ask (1) Textbooks. Students to:
electoral able to: electoral on the meaning of questions. (2) Pictures. (1) define
bodies in (1) explain the malpractices. electoral malpractices. (2) Contribute in (3) Electoral law electoral
Nigeria V meaning of electoral (2) How to prevent (2) Leads students to mentioning document. malpractices.
malpractices. electoral malpractice mention possible ways possible ways of (4) Workbook. (2) discuss two
(2) discuss ways to in Nigeria. electoral malpractice preventing ways to prevent
prevent electoral can be prevented. electoral electoral
malpractices. malpractice. malpractices.
11
& REVISION AND EXAMINATIONS
12
73
CIVIC EDUCATION
JS III
THIRD TERM
WEEK

OBJECTIVE GUIDE
1 Democratic Students should be able (1) Meaning of (1) Leads discussion (1) Participate (1) Textbooks. Students to:
Process I to: voting. on the meaning of actively in class. (2) Pictures. (1) Explain
(1) explain the meaning (2) Types of voting. (2) contribute to (3) Electoral law meaning of
of voting. voting. (2) Guides students to the explanation of document. voting.
(2) list the types of list and explain the types of voting. (4) Workbook. (2) List the types
voting. types of voting. of voting.
(3) explain the types of
voting.
2 Democratic Students should be able (1) Voters (1) Guides the students (1) Participate in (1) Textbooks. Students to:
Process II to: registration. on the meaning of class discussion. (2) Pictures. (1) explain voters
(1) explain voters (2) Lapses in voters voters registration. (2) Discuss (3) Electoral law registration.
registration. registration. (2) Leads students to possible lapses in document. (2) state the lapses
(2) state the lapses in identify the lapses in voters in voter
voters registration. voters registration. registration. registration.
(3) Ask questions
and take notes.
3 Democratic Students should be able Importance of (1) Leads the students (1) Participate in (1) Textbooks. Students to:
Process III to: voting. to list the importance class discussion. (2) INEC (1) list the
(1) list the importance of of voting. (2) Ask questions publications. importance of
voting. (2) Explain the and take notes. (3) Picture. voting.
(2) Explain the importance of voting. (3) Do assignment (4) Workbooks. (2) explain the
importance of voting. (3) Give students given. importance of
assignment. voting.
4 Democratic Students should be able Explain the process (1) The process of (1) Participate (1) Textbooks. Students to:
Process IV to: of voting. voting. actively in class. (2) Pictures. (1) explain the
(1) explain the process (2) Types of electoral (2) Do the (3) Electoral law electoral process.
of voting. system. assignment given. document. (2) explain the
(2) explain the types of types of electoral
electoral system. system.
5 REVISION AND EXAMINATIONS
74
CHRISTIAN RELIGIOUS STUDIES
JS III
FIRST TERM
SUB-THEME: THE PROMISE OF THE HOLY SPIRIT
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
1 The promise of Student should be The promise of the Guides the students 1. Read the bible The holy bible Students to:
the holy spirit I able to: Holy Spirit. Jn to read the bible passages copy down charts 1. explain why
1. discuss the 14:16,5-16 Acts 1:3-8 passages notes. Jesus promised
importance of Jesus 2. Copy the chalk the Holy Spirit to
promise of the Holy board summary the disciples.
Spirit to the disciple. 2. draw the map
2. draw the map of of Palestine in the
Palestine in the time time of Christ
of Christ what is the name
for the Holy Spirit
2. The promise of Student should be 1. The coming of the Guide student to 1. Read the bible Participate in class Students to:
the holy spirit II able to narrate the Holy Spirit: Act 2:1- read the coming of passages copy discussion mention the
story of the 13 the holy spirit in the summary into notes. visible and
fulfillment of the 2. The significance of bible passages 2. Copy the audible signs of
promise the coming of the chalkboard the coming of the
Holy Spirit summary Holy Spirit
3 The promise of Student should be Peter’s first speech Leads in the 1. Read bible The holy bible Students to:
the holy spirit able to give account and its effect Acts discussion and passages Charts 1. state the
III of peter’s speech on 2:14:41 summarizes peter’s 2. Participate in Pictures reaction of the on
the Pentecost day and speech class discussion lookers
its effect. 3. Copy the 2. mention how
chalkboard many persons
summary were converted as
a result of peter
speech on the
Pentecost day.
75
JS III
FIRST TERM
SUB-THEME: FELLOWSHIP IN THE CHURCH
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
4 Fellowship in Student should be able to: 1. Togetherness in 1. Guides students Listen and The holy bible Students to:
the Early 1. explain the meaning of the early church to read the bible participate in 1. state three
Church I togetherness Acts 2:41-47 passages reading the bible activities which the
2. describe the social and 2. Fraud in the 2. Leads discussion early church did
religious life of the early church Acts 5:1-11 on the social and together.
church religious life of the 2. state meaning of
3. discuss how the church early church the fraud.
dealt with cases of friend in
the church today
5 Fellowship the Student should be able to: 1. Murmuring in Guides students in 1. Write names The Holy Bible Students to:
early church II 1. discuss how the church the early church identifying name of the deacons in Word cards 1. state two reasons
dealt with cases of lying and Act 6:1-2 and qualities o f the their notes containing the why the widows of
murmuring 2. Selection of deacons 2. Copy names of the Hellenist murmured.
2. mention the desired deacons Acts 6:1-7 chalkboard deacons 2. name the seven
qualities of a deacon (equitable summary on the (7) deacons.
3. describe how Christians distribution) qualities of the 3. list three qualities
dealt with cases of lying and deacons of a deacon.
murmuring today 3. Role play
6 Fellowship the Student should be able to: 1. The meaning of 1. Guide students 1. Listen and The Holy Bible Students to:
early church 1. explain the meaning of the the term opposition to read the Bible participate in word cards contain 1. explain the
term “Opposition” 2. The healing of passages. reading Bible some slogans ding meaning of
2. state the hour of the day the lame man at the 2. Leads discussion 2. Copy down Opposition
the lame man was healed beautiful gate and on the social and the chalkboard 2. at what hour of
3. state the types of business the arrest of peter religious life of the summary the day was the
the healed man at gate of the and John. Acts 3:1- early church same man healed?
temple was doing. 24, Acts 4:1-4 3. to what extent did
4. describe the reaction of the warning of the
peter when he was asked by Jewish leaders to
the leaders of the Jews in peter and John stop
whose name and power they further spread of the
performed the miracle. gospel
76
JS III
FIRST TERM
SUB-THEME: FELLOWSHIP IN THE CHURCH
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
7 Persecution of Student should be able to: Arrest of peter and 1. Guides students 1. Listen and Pictures Students to:
the early give reasons for the arrest John Acts 4:1-31 to read the passages participate in Almanac give three reasons
believers I of the apostles 2. Guides students class discussion Showing were for the arrest of
in identifying 2. Read the Bible apostles are arrest peter and john
reasons for the arrest passage bible
of Stephen, Peter 3. Role play
and John
8 Persecution of Student should be able to: Arrest and 1. Guides students Read the Bible Students as Students to:
the early 1. explain what is Martyrdom of in identifying passages learning resources mention what
believers II Martyrdom Stephen Acts 6:8-7; reasons for the arrest Role play Stephen said in his
2. summarize Stephen’s 1-60 of Stephen, peter, defense about the
defense and John. following:
2. Write out key - The temple
issues in Stephen’s - The law
defense
9 Persecution of Student should be able to: Persecution of the 1. Asks students to Sing songs of Student as learning Students to:
the early 1. give examples of church by Saul Acts sing songs as victory victory resources Give two (2)
believers III persecution of Christians in 8:1-3 Draws a map on his examples of acts of
their church and way from Jerusalem persecution in their
communities to Damascus different churches
2. sing songs on peter’s and communities
miraculous release from
prison
10 Persecution of Student should be able to: Martyrdom of Guide the students Read the Bible Student as learning Students to:
the early give examples of James: Acts 12:1-3 to in identifying passages resources mention some
believers IV persecution of Christians in reasons for the Role play peaces Martyrdom
the state and Nations martyrdom of James of christians have
explain what is Mary taken places
11 REVISION
12 EXAMINATION
77
JS III
SECOND TERM
SUB-THEME: MINISTRY OF PETER
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
1 The Ministry of Student should be able to Peter and Simon Vividly describes Listen carefully 1. Students as Students to:
Peter I relate the story of peter’s the magician Acts peter’s encounter and participate in learning resources narrate the story of
encounter with Simon the 8:14-25 with Simon the class discussion 2. Holy Bible peter’s encounter
magician. magician on: with Simon the
role play magician
read the bible
passage
copy the
chalkboard
summary
2. The Ministry of Student should be able to 1. Healing miracles Guides students to Role play read the 1. The Holy Bible Students to:
Peter II repeat the Story of the raising of Peter role play the bible passages 2. Student as Tell the story of the
of Dorces (Tabithe) 2. Rising of Dorces raising of Dorcas copy note from Learning resources raising of Dorcas
from the dead. Acts the chalkboard (Tabithe)
9:36-42
3 The Ministry of Student should be able to Peter converts Guide students to Role play read the Costume Students to:
Peter III state the significance of the Cornelius Act role play the Bible passages The Holy Bible state two
conversion of Cornelius 10:1-48, 12:1-24 conversion of copy note from significance of the
Cornelius chalkboard conversion
4 The Ministry of Student should be able to Peter’s divine Narrate the story 1. Read the Bible 1. The Holy Bible Students to:
Peter IV give an account of the release release and death of the divine and 2. Students as 1. briefly describe
of Peter from prison of Herod Acts release of peter 2. Copy the learning resources peter’s miraculous
12:1-24 from prison chalkboard release from prison.
summary. 2. why did Lord
strike Herod to
death?
78
JS III
SECOND TERM
SUB-THEME: MINISTRY OF APOSTLE PAUL
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
5 The Ministry of Student should be Paul’s Nativity and 1. Leads class Read relevant 1. The Holy Bible Students to:
Apostle Paul I able to: Education Act 22:1-5, discussion on Bible passages 2. Charts 1. state Paul’s
1. state the former 26-30 Paul’s Early life Participate in class 3. Posters former name,
name, nationality and conversion discussion 4. Map nationality and
and religion of Paul 2. Direct them in Draw the Map of religion.
2. draw the map of the Map where tarsus in Cilicia 2. draw the Map of
tarsus in Cilicia Paul was born etc. tarsus in Cilicia
6 The Ministry of Student should be Paul persecution of the Direct students 1. Participate in class 1. The Holy Bible Students to:
Apostle Paul II able to state the role Early church Act 7:57- dramatization of discussion 2. Drama costumes 1. state Paul’s role
played by Paul in 58, 8:1-3; 9:1-3 Paul’s encounter 2. Bring costumes 3. Bible pictures in the persecution.
the early Christians with Jesus on the from home and films 2. state Paul’s role
way to Damascus participate n the drama in the death of
3. Ask and answer Stephen
teachers questions
7 The Ministry of Student should be 1. Paul’s conversion 1. Directs 1. Ask and answer 1. The Holy Bible Students to:
Apostle Paul III able to describe Act 9:1-19 student’s teacher’s question 2. Bible pictures 1. state Jesus
what happened to 2. attitude of Christians dramatization of 2. Copy the 3. Films Statement of Paul at
Paul on the way to towards their Paul’s encounter chalkboard summary 4. Posters the point of
Damascus persecutors with Jesus on the into note book 5. Charts conversion
- pray matt 5:43-48 way to Damascus. 2. state the effect of
- endure John 15:18-25 2. Guide students Paul encounter with
- relocate matt 10:16-26 to take down Jesus on the way to
relevant Damascus
chalkboard 3. narrate the part
summary into played by Animas in
their note books the conversion of
Paul at Damascus
4. mention two thing
a Christian can do
when persecuted
79
JS III
SECOND TERM
SUB-THEME: MINISTRY OF APOSTLE PAUL
ACTIVITIES
WEEK
TEACHING AND
PERFORMANCE
TOPIC CONTENT LEARNING EVALUATION GUIDE
OBJECTIVE
8 Paul’s Student should be The beginning of Leads class 1. Read relevant 1. The Holy Bible Students to:
Missionary able to describe the the church in discussion on the bible passages 2. Bible pictures list four town visited by
journey I beginning of the Antioch of Syria first missionary 2. Draw a map 3. Films Paul and Barnabas in the
church in Antioch Acts 11:19-30 journeys. showing Paul’s 4. Bible Antioch first missionary journey
and the sending out first missionary
of Paul and journey
Barnabas for their
missionary work.
9 Paul’s Student should be Sending forth of Leads class 1. Read relevant 1. The Holy Bible Students to:
Missionary able to identify the Barnabas and Paul discussion on the bible passages 2. Bible pictures 1. write what happened at
journey II towns visited by as missionaries first missionary 2. Draw a map 3. Bible Atlas paphor
Paul during the Acts 13:1-3 Journey’s showing Paul’s 4. Posters charts 2. state the major decision
first second Tow visited second missionary 5. Paper, pencil of the Jerusalem council
missionary Journey - Salamis Journey Ruler 3. state two (2) behavours
- Paphos which the genius were
- Perga advised to guide again.
10 Paul’s Student should be Sending forth of Leads class 1. Read relevant 1. The Holy bible Students to:
Missionary able to Barnabas and Paul discussion o n the bible passages 2. Bible pictures 1. write what happened at
journey III continuation of the as Missionaries first second and 2. Draw a map 3. Bible atlas lystra and berbes.
towns visited by Act 13:1-3 third missionary showing Paul first, 4. Chart, paper, 2. say where they called
Paul during the - Town visited journey second and third 5. Pencils, ruler Paul and Barnabas another
third Missionary - Antioch in Pisidis missionary journey name
Journey - Iconuim 3. say the first place the
- hysteria and call of Jesus Christ
Derbes follower was at.
11 REVISION
12 EXAMINATION
80
JS III
THIRD TERM
SUB-THEME: PAUL FIRST MISSIONARY JOURNEY
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
1 Paul First Students should be The church council at Discusses the Bible reading visit to The Holy Bible Students to:
Missionary able to describe the Jerusalem Acts 15:1-35 process of arbitration of panel or Bible pictures 1. state the
Journey I process by which conveying the count Bibles Atlas composition of the
the Jerusalem Jerusalem council Jerusalem council.
council was of the find 2. state the major
convened and its discussion decision of the
decision Jerusalem council
2. Paul First Student should be Wrong ways of Discusses about 1. Visit to arbitration Film Students to:
Missionary able to identify resolving local arbitration of panel or count Pictures state three (3) reason
Journey II dialogue as the best - Conflicts panel can count 2. Copy the why dialogue is the
option for conflict - fighting on how disputes chalkboard summary better option in
resolution - killing and conflicts are into their notes resolving any
- vengeance settled conflict
- right ways of
resolving conflicts
dialogue
- peace keeping
activities
- boundary adjustments
3 Unity Among Student should be 1. Christian Guide class to Read relevant 1. Pictures of Students to:
Christians able to: Organization read relevant passages Christians holding list two Christian
1. list various - world council of passages meeting organization in
Christian church (WCC) 2. Films of joint Nigeria.
organization in - Christian Association programmes
Nigeria of Nigeria (CAN).
2. discuss inter- - Nigeria Association of
denominational Biblical studies
activities in our (NABS)
church today
81
JS III
THIRD TERM
SUB-THEME: PAUL FIRST MISSIONARY JOURNEY
ACTIVITIES TEACHING
WEEK
PERFORMANCE AND EVALUATION

TOPIC CONTENT
OBJECTIVE LEARNING GUIDE
TEACHER STUDENTS
RESOURCES
4 Unity Among Student should be Teachings that will foster 1. Leads class to Read relevant 1. Pictures of Students to:
Christians able to identify unity: demonstrate how passages people working 1. state three attitudes
Biblical teachings - faith and works James to love one Give gifts to their and worshipping among Christians that
that foster unity 1:22-27 another. friends together will foster unity.
among Christians - humility Phil 2:3-11 2. Ask and 2. Films of joint 2. state why a Christian
- impartially James 2:1-13 answers questions programs should render
- forgiveness Gal 6:1-2 on Christians assistances to another
giving Philippians 4:14-19 giving Christian in need
SUB THEME: CHRISTIAN LIVING AMONG NON CHRISTIAN
5 Christian Living Student should be 1. Christian living in the 1. Guides students 1. Read Bible 1. Picture of Students to:
among non- able to: community Mtt 5:13-16 to read the passage churches burnt or 1. explain how to
Christian 1. explain the 1st Pet 2:9:18 passage 2. Dramatize a vandalized encourage Christians to
expected attitudes of 2. Christian attitude to 2. Directs a play play on Christians 2. Christian remain faithful in times
Christians to non- persecution Mtt 5:11-12, 1 on Christian living among non- magazines of persecution
Christians in society Pet 3:13-17 living among non- Christians showing the 2. list two (2) ways
2. describe Christian Christians 3. Read bible persecution of Christian are
attitudes to 3. Guides students passages Christians in some persecution in your
persecution to read the 4. Assets the parts of the world area.
passages negative effect of 3. Drama 3. List two (2) ways
4. Ask question persecution. materials Christians are
on persecution of 5. Write a letter to persecution in our area
Christian a Christian friend 4. Mention five points
in place in Nigeria of advice from the
where Christians passages on how
are constantly Christian should have
persecuted among non Christians
7 REVISION
8 EXAMINATION
82
ISLAMIC RELIGIOUS STUDIES
JS III
FIRST TERM
SUB-THEME: QURAN/TAWHID/HADITH/SIRAH
WEEK

OBJECTIVE GUIDE
1 Suratul mulk Students should be Suratul mulk V:1- (1) Reads the text (1) Listen to the (1) A copy of Students to:
I verses 1-15 able to memorize 15 to student’s teacher and tape Quran. (1) listen to the
Arabic text V 1-15 hearing, plays the recording (2) Information recitation .
recorded text. attentively. technology device. (2) read one after the
(2) Guides students (2) Say the verses other.
to pronounce the one after the
verses correctly. other.
(3) Guides them to
read one after the
other.
2 Suratul mulk Students should be Suratul mulk v:16- (1) Reads the text (1) Listen to the (1) A copy of Students to:
16-30 able to memorize 30 to student’s teacher and tape Quran. (1) listen to the
Arabic text V16-30 hearing, plays the recording (2) Information recitation .
recorded text. attentively. technology device. (2) read one after the
(2) Guides students (2) Say the verses other.
to pronounce the one after the
verses correctly. other.
(3) Guides them to
read one after the
other.
3 Belief in the Students should be (1) Definition (1) Gives the Listens to the A textbook Students to:
day of able to Importance. definition of the teacher (1) define day of
judgment (1) define the day of (2) Other names of day of judgment explanation and judgment.
judgment. the day of and says the they ask (2) say its importance.
(2) say the importance judgment. importance of the questions. (3) say other names of
of the day of day of judgment. day of judgment.
judgment. (2) Discusses other
(3) other names of the names of the day of
day of judgment. judgment.
83
JS III
FIRST TERM
WEEK

OBJECTIVE GUIDE
4 Hajj Students should be Definition, (1) Defines Hajj and Listen to the A textbook chart Students to:
Pilgrimage to able to: importance and explains the teacher on Hajj rites (1) define Hajj.
Makkah (1) say the importance. purpose of Haji importance/purpose of explanation and (2) say the
(2) say its purpose. pilgrimage to Hajj. they ask importance/purpose
(3) mention the Hajj mekkah. (2) Explains the questions. of Hajj.
rite. essential rites of Hajj. (3) say the Hajj rites.
(4) say the difference (3) Differentiate (4) differentiate
between Hajj and between Hajj and between Hajj and
Umrah. Umrah. Umrah.
5 Hadith No. Students should be Hadith 10 of An- (1) Writes the text and (1) Listens A textbook on An- Students to:
11 of An- able to: nawawi meaning on the attentively to the nawawi (1) say the text of
nawawi (1) recall the text of collection. chalkboard. teacher. collections. Hadith.
collection the Hadith (2) Reads the text to (2) Read the text (2) say the meaning.
(2) say the meaning of students’ hearing. (3) Discuss the (3) list moral lessons
the Hadith (3) Guides students to meaning. from the Hadith.
(3) mention moral say the text correctly. (4) Say moral
lessons from the (4) Guides them to lessons from the
Hadith deduce moral lessons Hadith.
from the Hadith.
6 Hadith No 12 Students should be Hadith 10 of An- (1) Writes the text and (1) Listens A textbook on An- Students to:
able to: nawawi meaning on the attentively to the nawawi (1) say the text of
(1) recall the text of collection. chalkboard. teacher. collections. Hadith.
the Hadith. (2) Reads the text to (2) Read the text (2) say the meaning.
(2) say the meaning of students’ hearing. (3) Discuss the (3) list moral lessons
the Hadith. (3) Guides students to meaning. from the Hadith.
(3) mention moral say the text correctly. (4) Say moral
lessons from the (4) Guides them to lessons from the
Hadith. deduce moral lessons Hadith.
from the Hadith.
84
JS III
FIRST TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
7 Hadith No 13 Students should be Hadith 10 of An- (1) Writes the text (1) Listens A textbook on An- Students to:
able to: nawawi collection. and meaning on the attentively to the nawawi collections. (1) say the text of
(1) recall the text of chalkboard. teacher. Hadith.
the Hadith. (2) Reads the text (2) Read the text (2) say the meaning.
(2) say the meaning of to students’ (3) Discuss the (3) list moral lessons
the Hadith. hearing. meaning. from the Hadith.
(3) mention moral (3) Guides students (4) Say moral
lessons from the to say the text lessons from the
Hadith. correctly. Hadith.
(4) Guides them to
deduce moral
lessons from the
Hadith.
8 Battle of Students should be (1) Circumstances Narrates the events (1) Students A text on battle of Students to:
Badr able to: that led to the and enumerate Listens Badr. (1) narrate the event.
(1) discuss battle of Badr. lessons from the attentively. (2) say the moral
circumstances that led (2) When and battle. (2) Ask questions. lessons from the battle.
to the battle of Badr. where it was (3) Discuss moral
(2) say the year it was fought. lesson from it.
fought. (3) Moral lessons
(3) what are the moral from the battle
lessons from the battle (4) Narrate the
of Badr. event of the battle.
(4) narrate the event of
the battle.
85
JS III
FIRST TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
Uhud able to: that led to the and enumerate Listens Badr. (1) narrate the event.
the battle.
Trench able to: that led to the and enumerate Listens Badr. (1) narrate the event.
the battle.
11 REVISION
12 EXAMINATION
86
JS III
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
1 Suratul Mulk Students should be Suratul mulk (1) Guides the (1) Listens to the A copy of the Holy Students to:
(memorisation) able to recall the verses 1-15. students to recite teacher Quran. recite the verses
verses of Suratul severally. recitation.
mulk 1-15. (2) Corrects their (2) Learn the
recitation. verse.
(3) Guides them to (3) Recall the
memorize the verses.
verses.
2 Suratul Mulk Students should be Suratul mulk (1) Guides the (1) Listens to the A copy of the Holy Students to:
Memorisation able to recall the verses 16-30 students to recite teacher Quran. recite the verses
verses of Suratul severally. recitation.
mulk 1-15. (2) Corrects their (2) Learn the
recitation. verse.
(3) Guides them to (3) Recall the
memorize the verses.
verses.
3 Khalif abubakar Students should be (1) His full name. (1) The teacher (1) Listens A text on Khalif Students to:
as sadiq able to: (2) Conversion to narrates the life attentively to the Abubakr as Sadiq (1) relate his life
(1) narrate his life Islam. history of Khalif story. history.
history. (3) Marriage Abubakr. (2) Discuss (2) say the moral
(2) contribution to (4) His elevation (2) Discusses his moral lessons lessons from the
Islam. to Khalif. contribution to from his life history.
(5) His Islam. history.
contribution to (3) Guides students
Islam. to enumerate moral
lessons from his life
history.
87
JS III
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
4 Khalif Umar bn Students should be (1) His full name. (1) The teacher (1) Listens A text on Khalif Students to:
Khatlab able to: (2) Conversion to narrates the life history attentively to the Abubakr as Sadiq (1) relate his life
(1) narrate his life Islam. of Khalif Abubakr. story. history.
history. (3) Marriage (2) Discusses his (2) Discuss (2) say the moral
(2) contribution to (4) His elevation contribution to Islam. moral lessons lessons from the
Islam. to Khalif. (3) Guides students to from his life history.
(5) His enumerate moral history.
contribution to lessons from his life
Islam. history.
5 Khalif Uthman Students should be (1) His full name. (1) The teacher (1) Listens A text on Khalif Students to:
bn Affan able to: (2) Conversion to narrates the life history attentively to the Abubakr as Sadiq (1) relate his life
Islam. history.
6 Khalif Alli bn Students should be (1) His full name. (1) The teacher (1) Listens A text on Khalif Students to:
Abi Tahb able to: (2) Conversion to narrates the life history attentively to the Abubakr as Sadiq (1) relate his life
Islam. history.
88
JS III
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
7 Hadith No. 14 Students should be Hadith No. 14 of (1) Writes the text (1) Listens to the A text on An-nawawi Students to:
of An-nawawi able to: An-nawawi and translation on teacher. collection. (1) Say the text.
collection (1) recall the text of collection. the chalkboard. (2) Read the text. (2) Say the meaning.
the Hadith. (2) Reads to the (3) Discuss the (3) Enumerate moral
(2) say the meaning students hearing. meaning. lessons from it.
of the Hadith. (3) Guides the (4) Say the moral
(3) mention the students to say the lessons.
moral lessons from Hadith correctly.
the Hadith. (4) Guides them to
say the meaning
(5) Say the moral
lesson.
of An-nawawi able to: An-nawawi and translation on teacher. collection. (1) Say the text.
(1) recall the text of collection. the chalkboard. (2) Read the text. (2) Say the meaning.
(2) say the meaning students hearing. meaning. lessons from it.
(3) mention the students to say the lessons.
say the meaning
(5) Say the moral
lesson.
89
JS III
SECOND TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
of An-nawawi able to: An-nawawi and translation on teacher collection (1) Say the text.
(1) recall the text of collection the chalkboard. (2) Read the text (2) Say the meaning.
(2) say the meaning students hearing. meaning lessons from it.
(3) mention the students to say the lessons
say the meaning
(5) Say the moral
lesson.
10 Belief in Students should be Meaning of The teacher Listens A textbook students to:
Qadar/Taqdir able to: (1) Qadar and explains the attentively, ask (1) define Qadar and
(1) define Qadar. Taqdir. definition and questions and Taqdir.
(2) define Taqdir. (2) Relationship relationship discuss its (2) say the
(3) say the between Qadar between Qadar and importance in a relationship between
relationship and Taqdir. Taqdir. Muslims life. the two.
between the two. (3) Importance of (3) say importance of
(4) importance of belief in Qadar. the belief in Qadar in
belief in destiny in a a Muslims life.
Muslim life.
11 REVISION
12 EXAMINATION
90
JS III
THIRD TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
1 Suratul Mulk Students should be Translation of (1) Writes the (1) Students Translated copy of Students to:
(Translation) able to say the verses 1-30. translation on the listen attentively Quran. read the translated
meaning of the chalkboard. to the teacher. verses.
verses 1-15. (2) Leads students (2) Ask
to read one after the questions.
other.
(3) Explains the
translation to the
students.
2 Suratul Mulk Students should be Moral lessons Guides students to Discusses the Translated copy of Students to:
Moral lessons able to say moral from the Surah. identify moral meaning and Quran. read the translated
lessons from the lessons from the identify moral verses.
Surah. Surah. lessons from it.
3 Uthman Dan Students should be Life history Narrates the life Listen attentively A textbook Students to:
Fodio able to narrate his establishment of history of Uthman and ask narrate the history of
history and Sokoto Khalifate Dan Fodio. questions. Uthman Dan Fodio.
contribution to among others.
Islam in Nigeria.
4 Shaykh Adam Students should be Life history Narrates the life Listen attentively A textbook Students to:
al Ilorin able to narrate his establishment of history of Uthman and ask narrate the history of
Islam in Nigeria.
5 Shitta Bay of Students should be Life history Narrates the life Listen attentively A textbook Students to:
Lagos able to narrate his establishment of history of Uthman and ask narrate the history of
Islam in Nigeria.
6 REVISION AND EXAMINATION
91
SECURITY EDUCATION
JS III
FIRST TERM
SUB-THEME: COMMON CRIMES AND SECURITY MANAGEMENT II

WEEK
OBJECTIVE GUIDE
1 Common crimes Students should be 1. Meaning of 1. Guide class 1. Students textbook Students to:
and associated able to: crimes discussion on: participate in hand bills 1. explain the
punishment 1. explain the meaning 2. Identification of meaning of crime class s discussion newspapers meaning of crime.
of crime. crime. 2. Identify 2. Contribute to 2.identify common
2. identify common common crimes. discussion and goals in the society.
crimes. debates.
2 Common crimes Students should be 1. Meaning of theft. 1. Leads students 1. Contributes to 1. Students Students to:
and associated able to: 2. Punishment for on discussion of class discussion. textbook 1. state the meaning
punishment 1. state the meaning theft. the meaning of 2. Ask and 2 posters etc of theft.
theft of theft theft. answer 2. mention some
2. mention the 2 Guides students questions. ways to punish
Punishment for theft. to explain ways to offender.
avoid criminal
behaviours.
3 Common crimes Students should be 1 Meaning of rape 1 Leads student 1 Students 1Students textbook Students to:
[Rape] able to: 2 punishment for to explain the participate in 2 Stickers. 1. explains meaning
1.state the meaning of rape meaning of rape class discussion of rape.
rape 2 Guides students on rape 2. state ways to
2. mention the to identify 2. State ways of avoid criminal
punishment for rape. punishment for punishment for behaviours.
rape. rape.
4 Common crimes Students should be 1. Meaning of drug 1. Guides 1Students 1. Textbooks, hand Students to:
drug [trafficking]. able to trafficking. students to discuss Contributes in bills 1. explain the
1. explain the meaning 2. Punishment for the meaning of class discuss. 2. Newspapers meaning of drug
of drug trafficking drug trafficking. drug trafficking 2. State ways to trafficking
2. identify the 2. Leads students punish offenders, 2. mention ways to
punishment meant for to explain ways punish drug pushers.
drug trafficking use to punish drug
traffickers.
92
SECURITY EDUCATION
JS III
FIRST TERM

WEEK
OBJECTIVE GUIDE
5 Common crimes Students should be 1. Meaning of 1. Guides class 1. Students 1. Students Students to:
human trafficking. able to: human trafficking. discussion on Contributes in textbooks 1. explain the
1. explain the meaning 2. Punishment meaning of class discussion 2. Video clips meaning of human
of human trafficking meant for human human trafficking and debates 3. Posters trafficking
2. identify ways for trafficking. 2. Leads students 2. Participate in 2. state ways to
offenders. to discuss ways of class discussion avoid criminal
punishing human on ways to behaviours.
traffickers. punish human
trafficker.
6 Common crimes Students should be 1. Meaning of 1. leads students 1. Participate in 1. Textbooks Students to:
murder [death] etc. able to: murder [death] to discuss on: the class discuss. 2. Stickers 1. explain the
1. state the meaning of 2. Ways to punish meaning of 2. Ask and 3. Posters meaning of murder
murder. offenders murder answer questions 2 mention ways
2. mention ways 2. Guides students offenders can be
offenders can be to explain ways punished.
punished. offenders can be
punished.
7 Common crimes Students should be 1. Meaning of food 1. Leads students 1. Participate in 1. Students Students to:
food able to: contamination to discuss on class discussion. Textbooks 1. explain the
contamination. 1. explain the meaning 2. How drugs can be meaning of food 2. State ways 2 stickers meaning of drug
of food contamination adulterated contamination drug adulteration 3 posters adulteration
2. identify drug 2. Guides students can be avoided. 2. mention ways to
adulterations. to identify how avoid drug
drug can be adulteration.
adulterated
93
SECURITY EDUCATION
JS III
FIRST TERM

WEEK
OBJECTIVE GUIDE
8 Common crimes Students should be 1. Meaning of 1. Leads students 1. Contributes to 1. Textbooks Students to:
armed robbery. able to: armed robbery.. to discuss on class discussion. 2. Posters 1. explain the
1. explain the meaning 2. Punishment meaning of armed 2. Explain ways 3. Video clips meaning of armed
of armed robbery meant for armed robbery to avoid being an robbery.
2. state the punishment robbery 2. Guides students armed robber. 2. state ways or
for robbery to avoid armed measures to punish
robbery. armed robbers.
9 Common crimes Students should be 1. Meaning of 1. Guides 1. Participate in 1.Students Students to:
impersonation. able to impersonation. students to discuss class discussion. textbooks, 1. explain the
1. state the meaning of 2. Ways to Punish on: meaning of 2. Contribute to 2. Posters meaning of
impersonation. offender. impersonation class discussion 3.Stickers impersonation
2. explain ways to 2. Leads students on how crime 2. mention ways
punish offenders. to explain ways to can be avoided. offenders can be
punish offenders. punished.
10 Common crimes Students should be 1. Meaning of 1. Leads students 1. Students 1. Textbooks, Students to:
forgery. able to: forgery. to discuss on: participate in 2. Newspaper 1. explain the
1. explain the meaning 2. Ways to Punish meaning of class discussion. 3. Video clips. meaning of forgery
of forgery offenders. forgery 2. State ways 2. identify common
2. mention ways 2. Guides students offenders can be crimes and
offenders can be to explain ways punished. associated
punished. offenders can be punishment.
punished.
11 REVISION
12 EXAMINATION
94
SECURITY EDUCATION
JS III
SECOND TERM

WEEK
OBJECTIVE GUIDE
1 Definition of Students should be 1. Meaning of Guides students 1. Participate in 1. Students Students to:
national security able to: national security. on discuss on: class discussion. textbook 1. explains the
and crime 1. define the meaning 2. Crime that affect 1. Meaning of 2. Contribute to 2 posters meaning of national
of national security. national security. national security. class discussion 3 video clips. security.
2. state crimes that 2. Leads students how to identify 2. describe ways
affect national to identify effect effects on crimes affects
security. of national national security. national security.
security.
2 Security agencies Students should be 1. Duties of police Guides students 1. Contributes to 1. Students Students to:
Police. able to: force. on discuss on: class discussion textbook 1. describe the duties
1. state the duties of 2. Functions of 1. Duties of police on duties of 2. Posters of police.
police force.. police. 2. Leads students police. 2. list and explain
2. state their functions. to state their 2. Participate and three functions of
functions ask questions. police.
3 Security agencies Students should be 1. Duties of the Guides students to 1. Contributes to 1. Textbook Students to:
Army able to: Army. discuss on: class discussion. 2. Posters 1. explain the duties
1. state the duties of 2. Functions of the 1.The Duties of 2. Ask and of the Army.
Army. Army. Army answer 2. state the functions
2. explain the 2. Leads students questions. of the Army.
functions. to state the
functions
4 Security agencies Students should be 1. Duties of Navy Guides the 1. Participate in 1. Student textbook Students to:
Navy able to: 2. Functions of students on : class discussion. 2. Posters 1. explain the duties
1.state the duties of Navy agencies 1. Duties of Navy 2. Contributes to 3. Video clips of Navy
navy 2. Leads students class discussion 2. mention the
2. mention the to identify the on function functions of Navy.
functions. of navy functions of Navy Navy.
95
SECURITY EDUCATION
JS III
SECOND TERM

WEEK
OBJECTIVE GUIDE
5 Security agencies Students should be 1. Duties of the Air 1. Leads students 1. Contributes to 1. Students Students to:
Air Force able to: force to discuss on: class discussion. textbook 1. explain the duties
1. state the duties of 2. Functions of Air 2. The Duties of 2. Participate to 2. Posters of the Air force
Air force force Air force state the function 2. mention the
2. mention the 3. Guides students of Air force functions of Air
functions of air force. to explain the force.
functions
6 Security agencies Students should be 1. Meaning of state Leads students to 1. Participate in 1. Test books Students to:
State Security able to: security discuss on: class discussion 2. Poster 1. explain the
Service (SSS) 1. state the meaning of 2. Functions of state 1. The Meaning of 2. Listen ask and meaning of state
state security (SSS) security state security. answer question security
2. mention the 2. Guides students 2. mention some
functions of state to state the functions of state
security functions of state security
security
7 Security agencies Students should be 1. Meaning of Leads 1. Contribute in 1. Students Students to:
Nigeria able to: Nigeria Immigration students to discuss class discussion. textbook 1. explain the
Immigration 1. explain the meaning service on: 2. Listen Ask 2. Posters meaning of Nigeria
Service (NIS) of Nigeria 2. Functions of 1. The meaning of and answer 3. Stickers Immigration service
Immigration service Nigeria Immigration Nigeria questions. 2. mention the
2. state their functions. service Immigration functions of Nigeria
service Immigration service.
2. Guides students
to mention the
functions of
Nigeria
immigration
service
96
SECURITY EDUCATION
JS III
SECOND TERM

WEEK
OBJECTIVE GUIDE
8 Security agencies Students should be 1. Meaning of Leads 1. Participate in 1 Textbook Students to:
Customs able to: customs students to discuss class discussion 2. Handbills 1. Explain the
1. Explain the 2. Functions of on: and debate 3. Video clips meaning of customs
meaning of customs customs 1. The meaning of 2. State the 2. Mention the
2. State the functions customs function of functions of customs
of customs 2. Guides students customs
to state the
functions of
customs
9 Security agencies Students should be 1. Meaning of civil Leads 1. Participate in 1. Students Students to:
National Security able to: defence students to discuss class discussion. textbook 1. explain the
Civil Defence 1. explain the meaning 2. Functions of on: 2. State the 2. Posters meaning of national
of civil defence national security 1. The meaning of function of civil 3. Stickers security and civil
2. state the functions civil defence civil defence defence. defence
of national security 2. Guides students 2. mention the
civil defence. to state the functions of civil
functions of civil defence.
defence.
10 Security agencies Students should be The importance of Guides Contribute in 1. Textbook Students to:
national security able to state the national security. students to discuss class discussion 2. Posters state the importance
importance of national on the importance on the 3. Stickers of national security.
security. of national importance of
security. national security
11 REVISION
12 EXAMINATION
97
SECURITY EDUCATION
JS III
THIRD TERM

WEEK
OBJECTIVE GUIDE
1 Crimes that Students should be Meaning of Guides students on Contribute to class Students textbook Students to:
affects national able to state the pipeline discussion on: the discussion explain the meaning
security meaning of pipeline vandalisation. meaning of of pipeline
vandalisation. pipeline. vandalisation.
2 Drug trafficking Students should be Meaning of drug Leads students to Participate in class 1. Textbook Students to:
able to explain the trafficking state the meaning discussion. 2. Posters state the meaning of
meaning of drug of drug trafficking. drug trafficking.
trafficking
3 Illegal bunkering Students should be 1. Meaning of Guides student to Contribute to class 1.Textbook Students to:
able to: illegal bunkering discuss on: discussion ask and 2. Posters. 1. explain meaning
1. explain the meaning 2. The effect on the 1. meaning of answer questions. of illegal bunkering.
of illegal bunkering individual and illegal bunkering 2. mention the effect
2. state the effect on country 2. lead students to on individual and
the individual and the state the effects on country.
country. individual and
country.
4 Crimes that Students should be 1. Meaning of Leads students to 1. Contributes to 1. Student Students to:
affects national able to: terrorism. discuss on: class discussion. textbook. 1. explain the
security. 1. state the meaning of 2. The effects of 1. meaning of 2. Listen asks and 2 Posters. meaning of
terrorism. Arson in our terrorism. answers questions. terrorism.
2. mention the effects country. 2. guides students 2. mention the effect
of Arson. to discuss the of Arson.
effects of Arson on
our country.
5 Importation of Students should be Effects of expired Guides the students Participate in class 1. Textbooks Students to:
expired foods able to state the effects food and drugs. to discuss on: discussion state 2. Handbills identify the effects
and drugs etc. of expired foods and Effects of expired ways expired foods 3. Newspapers of expired food and
drugs. foods and drugs and drugs affects drugs.
individual
REVISION
EXAMINATION
98
CULTURAL AND CREATIVE ARTS
JS III
FIRST TERM
SUB-THEME: CRAFT
WEEK

RESOURCES
1 Types and Students should be (1) Types of Traditional (1) Explain the (1) Participate in Photographic Students to:
features of able to: Art: Nok, Igbo-Ukwu, types of traditional class discussion studios, video clips, (1) mention
Nigerian (1) list types of Ife, Benin, Esie art, stating their of various types slides, posters, Traditional
traditional art I Nigerian Traditional (2) Places of origin of place of Origin of Nigerian books, old Nigerian Art and
Art. Nigerian Art Work: nok- (2) Explains the traditional art and calendars, charts etc. Places of origin
(2) identify places of Plateau state, Igbo- functions of places of origin (2) identify two
origin of each Art ukwu-Anambra traditional Nigerian (2) Discuss the traditional arts in
(3) state functions of Ife-osun Art work function of each their community.
Nigerian Traditional Benin-Edo (3) state functions
Art Work Esie-Kwara of Nigerian Art
(3) Functions of works.
Nigerian Traditional Art
2 Nigerian Students should be (1) Popular Nigerian Art (1) Explain how (1) Students Pictures, slides, Students to:
traditional art II able to: cultures: nof, ife, benin the Art cultures participate in charts, photographs, (1) mention
(1) mention names of (2) Characteristics of the came into existence discussion on books, old calendars popular Nigerian
Nigerian Traditional work of art of each (2) Explains the popular Art etc. Art culture
Art Culture like: culture characteristics of cultures in (2) identify
(i) nok (3) Difference similarity each Art culture Nigeria materials used
(ii) ife and style (3) Guide students (2) Discuss introducing each
(iii) benin (4) Materials used in to appreciate the characteristics, art.
(2) state the executing the art works similarities/differen similarities and (3) list two
characteristics of ces differences Characteristics of
each art (4) Mention Art (3) mention each Art culture’s
(3) identify the materials materials used to work
materials used in produce the works
executing each work
99
JS III
FIRST TERM
SUB-THEME: CRAFT
WEEK

RESOURCES
3 Nigerian Students should be (1) Nigerian Art Culture: (1) Explains how (1) Students Pictures, slides, Students to:
traditional art. able to: Igbo-Ukwu Art the art culture participate in charts, photographs, (1) mention some
III (1) Discuss about Esie Swapstone Art could be discussing books, old calendars of the popular art
Igbo-Ukwu Art; Esie Tsoede Bronze Art (2) Explains the popular Art etc. cultures in Nigeria
Art, Tsoede Mbari Mbari House Art characteristics of cultures in Nigeria (2) identify
House Art, Twin Twin Figure. each Art culture (2) Discuss their Materials used in
Figure. (2) Characteristics of the (3) Guide the characteristics these art cultures
(2) State their works of Art. students to mention (3) State the like Esie
characteristics (3) Materials used in the materials used materials involved (3) list two
(3) Identify and executing the Art works in producing the in executing the characteristics of
describe materials Art works Art works Esie figures.
used in the Art works
4 Contemporary Students should be (1) Nigerian (1) Explains the (1) Participate in Pictures, slides, Students to:
Nigerian art and able to: Contemporary arts. meaning of discussion on video clips, (1) mention what
artist I (1) define (2) Mention names of contemporary Art. contemporary calendars, contemporary Art
contemporary pioneering Nigerian (2) Explains the Nigerian Art and photographs, books, means
Nigerian Art Artists: contributions of the Artists based on journals, brochures, (2) mention two
(2) mention some (i) Aina Onabolu pioneering Nigeria contributions to Magazines, Art names of
names of (ii) Akinolal Lasikan, Artists Nigerian Arts works. contemporary
contemporary Ben Eruwonwu, Mrs. (3) Guide students development artists.
Nigerian Artists. Etsu Ngbodaga to identify names (2) State the (3) mention effort
(3) discuss their (3) The efforts they put of contemporary names of the of the pioneering
contributions of into developing the Nigerian Artists. pioneering Artists. artists
Nigerian Art contemporary Nigerian
development Art culture.
(4) identify some (4) Prominent Arts and
prominent works their locations.
(5) discuss how Sango (Ben Enwonwu)
income can be NEPA Office, Lagos.
generated through
contemporary art
100
JS III
FIRST TERM
SUB-THEME: CRAFT
WEEK

RESOURCES
5 Contemporary Students should be able (1) Nigerian Contemporary (1) Explains the (1) Participate, Pictures, slides, Students to:
& Nigerian art and to: Arts meaning of in discussion video clips, (1) mention four
6 artists. II&III (1) define (2) Mention names of contemporary art on Art and calendars, contemporary
contemporary Nigerian pioneering Nigerian Artists: (2) Explains the contemporary photographs, Artists
Art 1. Solomon Wangboje contributions of Artists based books, journals, (2) explain two
(2) mention names of 2. Ladi Kwali these pioneers to on their brochures, ways in which Art
contemporary Nigerian 3. Bruce Onobrakpeyan Nigerian society. contributions to magazines, art can be preserved
Artists 4. Lamidi Fakeye (3) Guide National works. in our culture
(3) discuss their 5. Yusuf Grillo students to Development (3) explain two
contributions to 6. Demas Nwoko identify names of (2) Discuss ways Art can
Nigerian Art 7. Uche Okeke these artists. source generate fund
development 8. Jimoh Buraimoh (4) Preservation prominent (4) state some
(4) identify some 9. Erhabor Emokpae of our cultural Nigerian Art prominent art
prominent works by 10. Twin Seven seven heritage works and their locations.
these Artists (3) Prominent (5) Means of locations
(5) discuss how income Arts/Locations: livelihood
can be generated (i) Pottery centre (Ladi (6) Name works
through contemporary Kwali) Abuja of some Artists
art (ii) Olokun (Erhabor and their
Emokpae) UBA, Lagos locations
(iii) Festac’77 (Erhabor)
(iv) Illustrations, (Things
fall Apart) Uche Okeke
(v) Sculptural Decorations
(Demas Nwoko) Lagos
(vi) Etching (Bruce
Onobrakpeyan) Abarhaofor,
Delta State.
101
JS III
FIRST TERM
SUB-THEME: CRAFT
WEEK

RESOURCES
7 Meaning and use Students should be (1) Meaning of motif (1) Explains Motif (1) Explain motif Drawing books, Students to:
of motifs I able to: (2) Types of motifs: (2) Illustrates types (2) Observe rulers, pencils, (1) explain motif
(1) explain motifs (i) Plant motif of motif teacher’s colours, boards (2) mention 2
(2) identify motifs (ii) floral motif (3) Demonstrate illustration of motifs
(3) create and use (iii) Animal Motif how to use motifs types of motif (3) use a motif to
motifs (3) Design your own to make patterns (3) Use motifs to design 2 patterns
motif to make pattern design patterns
8 Meaning and use Students should be (1) Types of motif: (1) Explains the (1) Explain motif Drawing books, Students to:
of motifs II able to: (i) Geometric motifs different types of (2) Observe the rulers, pencils, (1) use knowledge
(1) explain motifs (ii) Abstract motifs motif teacher as he colours, drawing gained to explain
(2)identify motifs (iii) Traditional motifs (2) Directs the illustrates the board to explain types of
(3) create and use (2) Uses of motifs students to create types and use of motif.
motifs (i) Decorate borders patterns from motifs to create (2) mention four
(ii) Make greeting cards motifs patterns types of motifs
(iii) design pattern (3) Demonstrate (3) use any of the
how to use motifs motifs to design
to make pattern patterns
9 Exhibition and Students should be (1) Preparation of Art (1) Guides students (1) Listen and ask Publications, Students to:
display able to: work for display using: on how to: questions on how catalogues, (1) explain two
techniques I (1) explain the (i) labeling (i) acquire space to: magazines, methods of
various methods of (ii) framing (ii) source funds (i) acquire space exhibition boards preparing Art
preparing Art works (iii) fixing (iii) exhibit art (ii) source funds etc. works for
for display (2) Display techniques work (iii) exhibit works displaying
(2) describe display (i) categorizing (2) Demonstrates (2) Make their (2) mention two
techniques that attract (ii) designing of space and explain the own strategies of
attention (iii) mounting Boards mounting and frames/stands placement of Art
placement (3) Mount and work during
strategies exhibit works exhibition
102
JS III
FIRST TERM
SUB-THEME: CRAFT
WEEK

RESOURCES
10 Exhibition and Students should be Location and major (1) Teacher guides (1) Listens to (1) Visit to Student to:
display able to identify major objects found in the the students to teacher explain Museums and (1) identify object
techniques II objectives found in museums: identify major one location and locations. and Museums
each of the museums (i) Lagos – Objects objects found in objects found in (2) Pictures, where found
collected from all parts each of the their Museums magazines (2) visit to
of the country Museums and their (2) Identifies catalogues, slides, Museums
(ii) Jos – Nok terra cotta locations objects and sites video clips. (3) list Museum
(iii) Benin – Bronze, (2) Visit to the (3) Describe and objects found
Ivory, and wood work locations to objects found in them.
(iv) Kaduna – Leather appreciates the
work, Basketry/Nok certificates in the
terra cotta Museum
(v) Oron-Carved wood,
Mouolitti, cement
sculptive
(vi) Kano-Leather work,
calabash décor,
woven/Dyed textiles
(vii) Esie (Kwara) Soap
stone sculpture
(viii) Ife-Terra-
Cotta/Naturalistic
Bronze
(ix) Umuahia-Civil war
tools, Equipments,
machines, guns,
explosives etc.
11 REVISION
12 EXAMINATION
103
JS III
SECOND TERM
SUB-THEME: CRAFT
WEEK

RESOURCES
1 Lettering I Students should be (1) Lettering definition (1) Explains (1) Listens to Cardboard paper, Students to:
able to: (2) Types of lettering lettering teacher explain pencils, rulers, pens, (1) explain
(1) explain lettering - Calligraphy (2) Mentions types lettering. erasers, textile inks, lettering
(2) mention types of - Block lettering of lettering (2) Demonstrate stencils, razor, knife, (2) mention types
letterings (i) Roman (3) Identification lettering. brushes etc. of lettering
(3) identify types of (ii) Gothic guide to student to (3) Construct of (3) identify step in
letters (iii) Italics enable them letters. alphabet A-Z
(iv) Texts differentiate upper (4) Produce lower construction.
(3) Types of letters from lower case and upper case (4) print a slogan
(i) Upper case letters letters. in upper and
(ii) Lower case (4) Guide students lower case
on construction of
letters
2 Lettering II Students should be (1) Uses of lettering e.g (1) Teacher explain (1) Listen to Cardboard paper, Students to:
able to communication, uses of lettering teachers explain pencils, rulers, pens, (1) explain uses of
(1) mention uses of information, education (2) Demonstrate the uses of erasers, textile inks, lettering
lettering etc how to construct lettering stencils, razor, knife, (2) construct letter
(2) construct letter A- (2) Construction of letter letter A-Z in (2) Observe as brushes etc. A-Z lower/Upper
Z in upper/lower A-Z in upper/lower case lower/Upper case teacher construct case
cases (3) Guide students letters A-Z (3) construct and
to construct (3) Identify types print slogans
slogans “Health is of lettering (4) identify type
wealth” (4) Produce letters faces.
in upper and
lower case
104
JS III
SECOND TERM
SUB-THEME: CRAFT
WEEK

RESOURCES
3 Lettering III Students should be (1) Qualities of good (1) Explains to the (1) Mention Ink, pen, pencil, Students to:
able to: lettering: students on good qualities of good cardboard papers, (1) list qualities of
(1) state the qualities (i) Simplicity lettering letter knife, razor, good lettering
of good lettering (ii) Legibility (2) Explains and (2) Identifies good brushes, drawing (2) students start
(2) apply the skill (iii) Good spacing demonstrate how to lettering boards, paper tapes pen lettering
gained in calligraphy (iv) Beautiful print slogans (3) Construct (3) make stencils
and printing of (v) Eye catchy (3) Demonstrate pen slogans and letters and print slogans
slogans (2) Pen writing of a lettering (4) print work (4) construct and
(3) construct slogans passage (4) guide students to print letters
and letters (3) Construction of construct letters
slogans and letters
4 Construction and Student should be (1) Meaning of a (1) Explains the (1) Listen and Cardboard sheets, Students to:
design I able to: package and package meaning of package discuss the posters, colour, (1) explain the
(1) explain the design and package design package design scissors, razor, meaning of
meaning of package (2) Constructing and (2) Explains construction knife, masking tape, package and
design designing of packaging methods of (2) Practice how drawing set etc. package design
(2) mention the constructing and to construct and (2) state method
methods of designing designing of design package of constructing
packages packaging and designing
packages
5 Construction and Student should be (1) Functions of (1) Explains the (1) Listen and Cardboard papers, Students to:
design II able to: package designs functions of design discuss functions colour, scissors, (1) list functions
(1) identify functions (2) Captions for packages of designed knifes, gum, (2) identify
of designing on packages (2) Identifies packages masking tapes functions
packaging functions of design (2) Practice (3) product a
(2) write captions on (3) Guide students construction and named package
packages for advert to design packages designing of
packages
105
JS III
SECOND TERM
SUB-THEME: CRAFT
WEEK

RESOURCES
6 Marketing of art Students should be (1) Outlets for marketing Leads students to (1) Take part in Art works, invitation Students to:
work able to: artwork. E.g shops, discuss necessary class discussion cards, media houses, (1) mention
(1) state marketing hotels, markets, festivals, steps in (2) Listen and ask magazines, resource different outlets
outlets of products fairs, galleries. (i) Source for funds questions on; persons for marketing art
(2) identify sources (2) Sources of funding (ii) market Art (i) \How to source (2) identify
of funding for e.g relatives, individuals, works for funds several ways to
artworks corporate and (ii) market art market artworks
(3) explain ways to government works effectively.
market products organizations
(3) Ways of marketing
art products
7 Introduction to Students should be (1) Definition of (1) Mentions (1) Listen as Embroidery hoops, Students to:
embroidery able to: embroidery embroidery tools teacher suggests different colours of (1) name four
I AND II (1) define embroidery (2) Embroidery and their uses tools used in embroidery threads, embroidery tools
(2) name different tools/materials (2) Explain source embroidery fabrics, needles, and their uses
embroidery tools and (3) Sources of of embroidery (2) Mention some tracing wheel etc. (2) list 2 sources
materials embroidery: nature, design source of design of embroidery
(3) list sources of flowers, magazines, (3) Demonstrate (3) Observe as designs
embroidery design environ, gift wrappers. how to transfer teacher transfers (3) transfer
(4) transfer designs to Etc designs designs into designs to fabrics
fabrics (4) Method of transfer of (4) Guide students fabrics using (4) design and
(5) use embroidery embroidery design on how to make carbon paper or produce
stitches carbon paper, pricking, designs using the any other device embroidery using
tailor tack, direct stitches (4) practice any fabric.
drawing embroidery
(5) Embroidery stitches.
Herringbone, stem, loop,
feather etc.
106
JS III
SECOND TERM
SUB-THEME: DRAMA
WEEK

RESOURCES
8 Opportunities State ways dramatists How they affect (1) Leads the class (1) Participate in the (1) state two ways
for career affect the society society: Each of them in a discussion on discussion of how dramatists have
dramatists makes significant how their creative dramatists impact the impacted society.
contribution to works impact society. (2) give names of
society society (2) Participate in five popular
(2) Give names of class discussion of actors/actresses in
notable Nigerians some dramatists they Nigeria.
in each category may know
9 Process of Students should be Process of (1) Mentions and (1) Listen to the Chalkboard/magic Students to:
choreography able to: choreography: explains the teacher and copy boards, text books (1) mention the
(1) state the process a (1) Conception of the process of notes note books, musical process of
choreographer need dance idea choreography (2) Participate in the instrument or CDs choreography
employ to create a (2) Putting and (2) Guides students class exercise players, dance (2) create ten
dance arranging the to choreograph a outfits minute dance
(2) creating dance movements by 10 minute dance piece for
pattern teaching the dancers piece presentation
(3) Explains use of during a school
space and gestures programmes.
10 Prospects of Student should be (1)Dance can be a (1) States and (1) Listen to Text books, note Students to:
studying dance able to: good income earner explains to teacher’s explanation books, chalk/magic (1) list four
in Nigeria (1) state the for the government students the and write notes boards prospects of dance
prospects of dance and the performer lucrative nature of (2) Participate in the (2) write a two
(2) discuss the (2) It can also bring dance class discussion on pages essay on
prospects of dance in foreign exchange (2) Leads the class the prospects of why they will
when used in the in a discussion of dance either be dancers
tourism industry like the prospects of or
carnivals dance choreographers.
11 REVISION
12 EXAMINATION
107
JS III
THIRD TERM
SUB-THEME: CRAFT
WEEK

RESOURCES
1 Exhibition and Students should be (1) Define Museum (1) Guide students (1) Listens to the Cardboard paper, Students to:
display able to: and Gallery on the explanation explanation museum pencils, rulers, pens, (1) explain the
techniques II (1) define Museum (2) Mention types of of the meaning of and Gallery erasers, textile inks, meaning of
and Gallery Museum: Museum and (2) List types of stencils, razor, knife, Museum and
(2) mention types of - Art Museum Gallery Museums brushes etc. Gallery
Museum - History Museum (2) Illustrate the (3) Participate in Visit to galleries and (2) state 3 types of
(3) explain the - Natural History types of Museums Excursion of museums, Museum
similarity and Museum through discussion Galleries and magazines, (3) narrate the
difference between - Applied Science with students Museums catalogues experiences of an
Museum and Gallery Museum (3) Leads students (4) Identify the excursion of a
(4) state the functions -Children Museum to visit galleries difference and Museum and a
of a museum and - Site Museum and museums similarity of museum gallery
gallery - War Museum (4) Explain the and gallery. (4) mention the
(5) state locations of (3) Similarities and similarity and (5) Listens to teacher difference/similari
museums in Nigeria differences between difference explain the functions ty of Gallery and
(6) identify major museum of gallery (5) Mention the (6) Identifies Museum
objects found in the (4) Functions of functions of locations of museums (5) explain the
museums museum and gallery Museum/Gallery (7) Mention major foundations of
(5) Locations of (6) Identifies the objects found in each museum
Museum in Nigeria location of museum (6) list three
- National Museum – Museums in museum you
Lagos Nigeria to students know
- Jos Museum (7) Explain major (7) mention three
- Esie Museum objects found in objects found in
- Ife, - Oru each museum to any three
- Benin the students museum.
- Kano
- Kaduna
- Umuahia
108
JS III
THIRD TERM
SUB-THEME: CRAFT
WEEK

RESOURCES
2 Knitting and Students should be (1) Meaning of (1) Explains the (1) Listen and ask Knitting pins, wool, Students to:
Crotcheting able to: knitting meaning of knitting questions. knitting machine, (1) mention four
(1) explain the (2) Materials and (2) Display tools (2) Observe the thread, knitted knitting tools
meaning of knitting tools used in used in knitting tools used in garments like (2) produce knitting
(2) identify tools knitting (3) Guides students knitting cardigan, socks etc. stitches
and materials used (3) Basic knitting in basic knitting (3) Practice knitting (3) display a
in knitting stitches e.g stitches (4) Listen to the Crotcheting pins, finished knitting
(3) make basic (i) pull (4) Explains the teacher wools, cotton material
knitting stitches (ii) knit meaning of (5) Observe teacher thread, specimen of (4) explain
(4) explain the (4) Meaning of crotcheting do demonstration finished work crotecheting
meaning of crotcheting (5) Displays with tools/materials (5) list five
crocheting (5) Materials and materials/tools used used in crotcheting tools/materials used
(5) list tools used in in crotcheting (6) Practice making in crotcheting
materials/tools used crotcheting (6) Demonstrates crotcheting stitches (6) practice
in crocheting (6) Making of how to make basic crotcheting stitches
(6) make basic crotcheting stitches crotcheting stitches (7) display finished
crotcheting stitches work.
3 Batik work Students should be (1) Meaning of (1) Explains how to (1) Observe and Fabrics, wax, old Students to:
able to: Batik do Batik work touch newspapers, dye, (1) state the
(1) state meaning of (2) Materials/tools (2) Displays materials/tools for stuff candle/wax, meaning of Batic
Batik for Batik work tools/materials for Batik work stove, water, pot, (2) name five
(2) list (3) Batik project Batik work (2) Prepare Fabric brush tools/materials for
materials/tools for (i) Technique (3) Prepares fabric with wax or candle Batik
batiking (ii) Processes for Batik (3) Dye fabric offer (3) make batik
(3) make batik work (4) Demonstrates waxing and apply project
how to make Batik (4) display finished
work work.
109
JS III
THIRD TERM
SUB-THEME: UNITY
WEEK

RESOURCES
4 Unity Students should be (1) Meaning of unity (1) Explains the meaning (1) Discuss The Nigerian flag, Students to:
able to: (2) Improtance of Unity of Unity meaning of school flag, pictures (1) explain
(1) explain the (3) Meaning of disunity (2) Explains the unity. of people United at a meaning of unity
meaning of unity (4) Causes of disunity importance of Unity (2) Discuss foot ball pitch, charts (2) importance of
(2) the importance (5) Advantages and (3) Explains meaning of importance of showing the president unity
of unity Disadvantages disunity unity or governors (3) explain the
(3) meaning of (6) How to maintain (4) Causes of disunity (3) Practice speaking to the nation meaning of
disunity unity: (5) Advantages and knitting or state, charts, disunity
(4) cause of disunity - Be tolerant disadvantages of disunity (4) Discuss pictures showing (4) mention four
at home - Be fair to all (6) Guides students to meaning of united people causes of
(5) advantages and - Be sincere suggest and discuss how disunity disunity among
disadvantages of - Be cautious to maintain unity at home, (5) Causes of people
disunity - Be accommodating school and society. disunity (5) mention four
(6) describe how to - Be honest (7) Group students to (6) advantages advantages and
maintain unity at (7) Demonstration of acts write a play on how to and disadvantages of
home and society of unity maintain unity at home disadvantages of disunity
(7) show acts that and society, emphasizing disunity. (6) act a play that
encourage unity religious and cultural (7) Write a play emphasize
tolerance on how to religious and
maintain unity at cultural
home and society tolerance.
110
JS III
THIRD TERM
SUB-THEME: DRAMA
WEEK

RESOURCES
5 Drama and Students should be (1) Definition of Explains: (1) Listen to the Chalk board/magic Students to:
development of able to: drama (1) what drama for teacher and copy boards, text books, (1) state five uses
rural (1) state how drama (2) Types of drama: development stands notes note books of music
community and theater can be (i) Comedy for (2) Participate in (2) state four ways
used to develop rural (ii) Tragedy (2) what theatre for class discussion theatre can impact
communities (3) Advantages of development stands (3) State how society
(2) setting a story line drama for drama can help to (3) list two career
into drama (3) Definition of (3) to the students solve some prospects of any
(3) state how theatre theatre how to act community actor and a director
can be used to (4) Uses of a theatre (4) the prospects in problems
develop rural (5) Locations of building a career in (4) Listen to
communities theatre drama teacher’s
(4) set a story line (6) Career prospects explanation and
into drama for dramatists: copy notes
(5) mention the - Play rights
career prospects for - directors
dramatists
(6) state opportunities
for career dramatists
6 REVISION
7
& EXAMINATION
8
111
PHYSICAL AND HEALTH EDUCATION
JS III
FIRST TERM
WEEK

OBJECTIVE GUIDE
1 Ball games I Students should be (1) Hockey game (1) Explains the (1) listen to teachers Hockey pitch Students to:
able to: (2) Basic skills and game hockey explanation about Hockey stick (1) list and explain
(1) explain hockey as techniques e.g. hit, (2) Teacher hockey games Hockey ball the various skills in
striking game stops, drive demonstrates the (2) Observe Textbooks hockey games.
(2) demonstrate the basic skills and teacher’s Film shows (2) list three values
basic skills and techniques of the demonstration of the Charts, whistle of the games
techniques involved games various skills IEC materials
in playing hockey
2. Ball games II Students should be Rules and safety Explains the Practice the various Hockey pitch Students to:
able to: regulations various safety skills Hockey stick (1) mention three
apply the rules and rules and Hockey ball safety rules in
safety regulations regulations of the Textbooks hockey
governing the games game Film shows (2) list the essential
Charts, whistle official of the game
IEC materials and their duties
3 Ball games III Students should be (1) Felicities and (1) Draws and (1) Apply the Hockey pitch Students to draw
able to: equipment label the hockey various skill and Hockey stick and label the hockey
(1) list the officials (2) Values of the stick and hockey techniques to games Hockey ball stick and pitch
and their duties game pitch situation (class inter Textbooks
(2) draw and label the (3) Draw and label (2) Mentions the group competitions) Film shows
hockey pitch the Hockey stick, officials and their (2) Identify the Charts, whistle
Hockey pitch functions hockey ball, hockey IEC materials
stick and the pitch
(3) State safety rules
and regulation
112
JS III
FIRST TERM
WEEK

OBJECTIVE GUIDE
4 Non-contact Students should be (1) Swimming (1) Explains and (1) Listen to the Swimming pool Students to:
games I able to: - Basic swimming demonstrates teacher’s Play ground (1) list and
(1) recall the basic styles (rowel, back basic skills in explanation Whistle demonstrate the
swimming strokes. stroke, butterfly etc.) swimming styles (2) Watch the Swimming strokes various strokes in
(2) demonstrate the (2) Swimming skills, (2) Explains the demonstration Floating tubes swimming
strokes. swimming equipment different Pictures (2) mention two
(3) mention the (3) Gymnastics competitions in Textbooks equipment used in
equipment in swimming Charts swimming
swimming Pictures (3) list various
(4) list various events Gymnastics mat swimming
for competition competition and
events
5 Non-contact Students should be Gymnastics e.g. List and discuss Ask and answer Swimming pool Students to list and
games II able to: stunts and tumbling the duties of question Play ground perform five floor
(1) gymnastics e.g. forward roll, swimming and Whistle activities
(perform activities on head stand and crab gymnastics Swimming strokes
the floor/mat) Floating tubes
(2) classify Pictures
gymnastics activities Textbooks
Charts
Pictures
Gymnastics mat
113
JS III
FIRST TERM
WEEK

OBJECTIVE GUIDE
6 Non-contact Students should be (1) Walks, cat, wheel (1) Demonstrates (1) Practice various Swimming pool Students to explain
games III able to: limp frog. strokes and swimming styles. Play ground four values of floor
(1) explain the (2) Floor activities: tumbling e.g. (2) Practice the Whistle activities
sequence of each of - classification of forward roll, head various floor Swimming strokes
gymnastics skills floor activities stand and crab activities Floating tubes
(2) explain the value - values of floor walks, cat, wheel Pictures
of gymnastic activities limp, frog Textbooks
(2) Guides Charts
students to Pictures
identify and Gymnastics mat
classify floor
activities
7 Non-contact Students should be (1) Officials and their Explain the values (1) Write the group Swimming pool Students to:
games IV able to duties of floor activities of floor activities Play ground list 3 officials and
(1) list the officials in (2) Safety rules for (2) Copy the chalk Whistle their duties in
swimming and non-contact games board summary Swimming strunks swimming and
describe their duties Floating tubes gymnastics
(2) mention and Pictures
observe safety rules Textbooks
in non-contact games Charts
Pictures
Gymnastics mat
8 Pathogens Students should be (1) Nature of (1) Discusses the (1) Narrate their Pictures Student to:
diseases and able to: communicable nature of experiences when Textbooks (1) explain nature of
their (1) explain the nature diseases communicable they suffered from Flip chart five communicable
prevention I of communicable - measles diseases some of the Video clips diseases
diseases and their - mumps (2) Discusses communicable (2) discuses the
preventions. - malarial mode of diseases mode of
(2) explain the mode - Pneumonia etc. transmission of (2) List some of the transmission of two
of transmission of (2) Mode of communicable communicable communicable
communicable transmission of the disease diseases diseases
diseases diseases
114
JS III
FIRST TERM
WEEK

OBJECTIVE GUIDE
9 Pathogens Students should be (1) Factor and (1) Explains (1) Indentify factors Pictures Student to:
diseases and able to: causative agents factors and and causative agents Textbooks (1) state three ways
their (1) list the disease (2) Prevention and causative agents (2) Write the Flip chart of preventing
prevention II factors and causative manage non- (2) Discusses measures for Video clips communicable
agents communicable preventive preventive diseases
(2) explain the diseases measures communicable (2) list two types of
various preventive - sickle cell diseases not communicable
and management - obesity diseases
measures - kwashiorkor etc.
10 Pathogens Students should be Nature of non- (1) Describes the (1) Identify factors Pictures Student to:
diseases and able to: communicable nature of non- and causative agents Textbooks (1) describe the
their (1) explain the nature diseases communicable (2) Recall teacher’s Flip chart nature of non-
prevention III of non-communicable disease explanation of the Video clips communicable
diseases. (2) Explain ways nature of non- diseases.
(2) state how to non- communicable (2) list three non-
prevent non- communicable diseases. communicable
communicable diseases can be (3) List the ways diseases.
diseases prevented non-communicable (3) list four ways
diseases can be non-communicable
prevented diseases can be
prevented
11 REVISION
12 EXAMINATION
115
JS III
SECOND TERM
WEEK

OBJECTIVE GUIDE
1 Group/combine Students should be (1) Classification as: (1) Defines (1) Define Charts, pictures, Student to:
d events I able to: a. pentathlon a. pentathlon pentathlon and crossbar, the (1) define
(1) mention and b. decathlon b. decathlon decathlon uprights, landing pentathlon and
explain the two - Officiating NB. (2) Demonstrates (2) Practice the foam, the pole, video decathlon
group of combined Exposure to practice of the various events events clips, video pole, (2) list two events
events various events should be under each measuring tapes, under each.
(2) list the various emphasized flags, pegs, javelin, (3) state the
events under each (2) List of various events the track, the jumping differences
groups under pits, the throwing between the two
a. Decathlon pits, stop watches, pentathlon and
b. Pentathlon measuring tapes. decathlon.
2. Group/combine Students should be (1) The duration of the (1) Explains how (1) Listen to Charts, pictures, Student to:
d events II able to: competition of decathlon the events are teacher’s crossbar, the (1) state how
(1) state how and pentathlon competed for and explanation and uprights, landing combined event are
combined events a. Scoring the event the duration for teaching foam, the pole, video competed for
are competed for (2) Facilities and the competition. (2) List safety rules clips, video pole, (2) career guidance
(2) mention safety equipment (2) Explains measuring tapes, in physical
rules a. rules and regulations scoring in flags, pegs, javelin, education
(3) safety rules combined events. the track, the jumping (3) mention two
(3) Explains pits, the throwing safety rules in:
safety rules pits, stop watches, a. pentathlon
measuring tapes. b. decathlon
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WEEK

OBJECTIVE GUIDE
3 Personal, Students should be (1) Determinants of health (1) Explain how (1) Describe Photographs Students to:
school and able to: (hereditary environment, hereditary, hereditary traits Posters/chart (1) list and explain
community (1) list and explain life style) environment and and examples of Communication three determinants
health I the three (2) Characteristics of a life styles affect unhealthy persons materials of health.
determinants of healthy person health (2) Write down the Textbooks (2) list four
health (2) present characteristics of a Waste paper characteristics of a
(2) list four pictures of healthy healthy and Baskets/refuse healthy person
characteristics of a and unhealthy life unhealthy Bins, broom and
healthy person styles rakes
(3) Guide students
to identify
characteristics of
a healthy person
4 Personal, Students should be (1) meaning of sewage and (1) explain the (1) Explain ways of Photographs Student to:
school and able to: refuse meaning of disposing sewage Posters/chart list any five
community (1) explain the (2) Method of sewage sewage and refuse and refuse in their Communication methods of refuse
health II meaning of sewage disposal (2) Guide students homes materials disposal
and refuse to discuss (2) Give examples Textbooks
(2) list five methods of of healthy and Waste paper
methods of sewage sewage and refuse unhealthy Baskets/refuse
disposal disposal environment Bins, broom and
(3) Excursion to rakes
dump sites and
recycle centers
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SECOND TERM
WEEK

OBJECTIVE GUIDE
5 Personal, Students should be (1) Methods of refuse (1) State the Listen attentively Photographs Student to:
school and able to: disposal qualities of safe to teachers Posters/chart (1) list any five
community (1) list three (2) Source of water supply water explanations Communication methods of refuse
health III methods of refuse (2) Illustrates with materials disposal
disposal posters and Textbooks (2) list five some of
(2) list sources of explain different Waste paper water supply
water supply sources of water Baskets/refuse (3) list three
supply Bins, broom and qualities of safe
(3) Explains and rakes water.
demonstrates the
qualities of safe
water
6 Personal, Career guidance: (1) Career guidance (1) Guides (1) List career Pictures Student to:
school and (2) Sport promotion students to list opportunities Fillip charts list four
community name agencies agencies and bodies in career guidance (2) Listen to Text books consequences of
health IV promoting sports in Nigeria: (2) Previews teacher and take Posters teenage pregnancy
Nigeria a. Sport Associations activities of sports notes Newspaper
b. NAPHER.SD and health (3) Copy Magazine
explain career c. Nigeria institute of sport promotion chalkboard Video show
opportunities in agencies summary Role play
physical education IEC material
Specimen
7 Family Health Students should be (1) Types of diseases and (1) Brings Participate in class Posters Students to:
I able to: modes of transfer posters/pictures of discussion and Pictures (1) list five types of
(1) identify types (2) Disease vectors diseased persons listen to guests Films strips, video disease
of diseases and a. Types of disease vectors to the class lectures Clips, and charts (2) identify 3
modes of transfer (2) Discusses Insecticides disease vectors
(2) identify disease Vectors Oil/kerosene
vectors such as Samples of treated
mosquitoes and and untreated water
houseflies
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JS III
SECOND TERM
WEEK

OBJECTIVE GUIDE
8 Family Health Students should be STIs, HIV/AIDS Guides the class Listen to teacher Posters Define STI
II able to: discussion on: explanations Pictures HIV/AIDS
define HIV/AIDS HIV/AIDS and Films strips, video
and STIs STIs Clips, and charts
Insecticides
Oil/kerosene
Samples of treated
and untreated water
9 Family Health Students should be (1) List examples of STIs, (1) Guides class Ask and answer Posters Explain the
III able to: (2) Consequences of discussion question Pictures consequences of
(1) list examples of contacting diseases on (2) Mode of Films strips, video contacting disease
STIs individual, family society contacting Clips, and charts infections
(2) explain the infection Insecticides
consequences of Oil/kerosene
contacting Samples of treated
infections and and untreated water
diseases
10 Family Health Students should be (1) Disease prevention (1) Discuss the Copy the Posters (1) Mention 3 ways
IV able to: sanitation prevention chalkboard Pictures of preventing
(1) list ways of - education-immunization- method summary Films strips, video diseases
preventing choice of life partner (2) Invites guest Clips, and charts (2) Draw the life
infections and (2) Life cycle of the speakers to talk to Insecticides cycle of mosquito
diseases mosquito and other vectors learners about Oil/kerosene and other vectors
(2) draw the life (3) Control measures water control measures Samples of treated (3) State any three
cycle of mosquito drainage, insecticides, oil and untreated water measures of
and other vectors. spreading/spraying controlling disease
(3) state control vectors
measures
11 REVISION
12 EXAMINATION
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JS III
THIRD TERM
WEEK

OBJECTIVE GUIDE
1 Contract Students should be (1) Taekwondo and basic (1) Explains (1) Listen to Playing round Students to:
Games I able to: techniques taekwondo and teacher’s Video lips (1) explain the
(1) explain (2) Importance of basic techniques explanation Protective devices game of taekwondo
taekwondo and taekwondo (2) Explains the (2) State and gears (2) state the
basic techniques. (3) Safety rules and importance of Importance of Stop watches importance of
(2) state regulations of officiating in taekwondo taekwondo Charts taekwondo
importance of taekwondo (3) Explains (3) Mention the Gong (3) state 5 rules and
taekwondo. safety rules and rules and Textbooks regulations of each
(3) state rules and regulation in regulation in Arts in taekwondo
regulations. taekwondo taekwondo Pictures (4) list officials and
(4) list officials in Posters their duties
taekwondo.
2. Contract Students should be (1) Skills in taekwondo (1) Demonstrate (1) Practice the Playing round (1) Perform the
Games II able to: (2) Boxing and basic the skills in skills in taekwondo Video lips skills in taekwondo
(1) practice techniques taekwondo (2) List safety rules Protective devices correctly.
taekwondo skills (3) Safety rules regulations (2) Demonstrates in boxing and gears (2) State three
(2) explain boxing and officiating in boxing the basic skill in (3) List safety rules Stop watches safety rules in
and its basic boxing and regulation in Charts boxing
techniques (3) Explains boxing Gong (3) List any two
(3) list safety rules, safety rules and (4) Practice the Textbooks skills and
regulations and regulation in skills Arts techniques in
officials of boxing taekwondo Pictures boxing
and their duties (4) Supervises the Posters (4) State three
(4) practice boxing student’s safety rules and
skills activities regulations in
boxing
(5) Perform the
skills in boxing
correcting
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THIRD TERM
WEEK

OBJECTIVE GUIDE
3 Personal, Students should be (1) Meaning of drug use, (1) Explains the Give reasons for Playing round Students to:
school and able to: misuse and abuse difference between drug misuse and Video lips (1) list two reasons
community (1) differentiate (2) Categories of drugs drug use, misuse abuse Protective devices for drug misuse and
health I between drug use, - prescription of and abuse and gears abuse
misuse and abuse drugs/medicines - categories of Stop watches a. List three
(2) list reasons for - non-prescription of drugs Charts categories of drugs
drug use, misuse drug/medicine (2) Explains why Gong (2) distinguish
and abuse - Gate way drug drugs are misused Textbooks between drug use,
(3) state health - Health consequences of and abused Arts misuse and abuse
consequences of drug misuse abuse Pictures (3) state four health
drug use, misuse - ways of preventing drug Posters consequences of drug
and abuse misuse and abuse among abuse
(4) name ways young people (4) state three ways
drug abuse can be (3) Agencies/ organizations, drug abuse can be
prevented among promotion, health education prevented
young people in Nigeria e.g. NGOS,
ministry of Health,
4 Personal, Students should be (1) Personal Health (1) Discusses how (1) Narrate/state Pictures Students to:
school and able to: description of ageing death to age gracefully experience with Flip charts (1) state the meaning
community (1) explain ageing (2) Life enhancing measure (2) Explain the behavior of aged Textbooks of ageing and death
health II (2) list life against ageing e.g. exercise, meaning of death parents and Posters (2) state the meaning
enhancing nutrition, rest and sleep (3) Discusses how relatives Newspaper ageing and death
measures for and (3) The cessation of life and to age gracefully (2) participates in Magazine (3) state the meaning
against ageing all associated processed the role playing Video show of ageing and death
(3) explain death end of an existence Role play (4) demonstrate how
(4) state steps to (4) Supporting dying IEC MATERIALS to cope with grief
support a dying grieving and ageing persons Specimen person
person
5 REVISION
6 EXAMINATION
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SEMAINE
ACTIVITES
GUIDE
OBJECTIFS RESOURCES
SUJET CONTENU D’
COMMUNICATIFS PEDAGOGIGUES
ENSEIGNANT APPRENANT EVALUATION
1. Révision générale 1. L’apprenant serait Les travaux/sujets de JS 2 1. L’enseignant fait L’apprenant Les cahiers des 1. Répondre aux
de travaux de JS2 capable de se rappeler rappeler l’apprenant les écoute et apprenants questions de
de tout ce qu’il avait sujets clés de JS 2 participe en Les cahiers l’enseignant
appris l’année passée 2. Il pose des questions répondant aux d’exercices 2. Se corriger
2. Il devrait mettre les pertinentes aux questions de
actes de parôle en apprenants. l’enseignant
communication L’enseignant avec
quotidienne l’apprenant corrigent
les questions de
l’examen passé
2. Décrire plus L’apprenant serait Expressions utiles comme : A l’aide de photos L’apprenant Des photos L’apprenant de
précisément capable de décrire plus Il/Elle a des jeux noirs, etc. (personnages, écoute et suit Des images décrire plus
- La physique précisément : Il/Elle a le nez long, etc. personnalités diverses), l’enseignant. Il Des documents précisément :
- La personnalité 1. La physique Il/elle est l’enseignant écrit les essaie de Des dessins 1. Un/une
- La position 2. La personnalité gentil(le)/désagréable traits physiques d’une décrire son père membre de sa
Sociale d’une 3. La position méchant, etc. personne dans le détail ou sa mère ou Voir On y va 2 page famille
personne Sociale d’une Il/elle est directeur (trice) Il écrit au tableau le n’importe 13 2. Son/sa
personne de… vocabulaire membre de sa meilleur/ e
Il/elle est gouverneur, etc. correspondant. famille ami(e) ou un
C’est le fils de…. Ensuite, il demande à professeur de son
C’est la sœur de…. différents aux élèves de école en
Champs lexicaux : décrire ses collègues en précisant le
Les parties du visage, du classe en utilisant ce physique ; la
corps vocabulaire personnalité et la
Les traits de la personnalité position sociale
Les liens familiaux
Structures grammaticales :
L’accord des adjectifs
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GUIDE
OBJECTIFS RESOURCES
SUJET CONTENU D’
3. Parler des gens L’apprenant serait Vocabulaires et expressions liés L’enseignant demande L’apprenant Jeux de rôle, mimes De faire
que l’on capable de décrire aux qualités que l’on admire : aux élèves de décrire doit parler des Vidéos, 1. des exercices
admire 1. des gens que l’on bon, gentil(le), honnête, prudent, leurs camarades et de qualités Images, des déscriptions
beaucoup admire beaucoup intelligent... dire ce qu’ils admirent admirables de Les photos, simples
Décrire les 2. Les qualités Les verbes : aimer, admirer, chez eux : les leurs camarades personnes célèbres 2. Rappeler les
qualités admirables adorer questions doivent et de leurs dans la société adjectifs qui
admirables Des autres caractéristiques permettre la parents marquent les
chez leurs admirables charmant, chaleureux participation active qualités
camarades et (se), sympathique, formidable, des apprenants admirables
leurs parents mignon(ne), fantastique Il présente des photos
adorable, magnifique des personnalités
célèbres et attire
l’attention sur leurs
qualités admirables
4. Expliquer ce L’apprenant serait Que est-ce que vous faites tous 1. L’enseignant L’apprenant Voir L’apprenant de
que l’on fait capable d’expliquer les jours/d’habitude/ explique ce qu’ila écoute On y va 2, page 21 1. expliquer ce
habituellement ce-que l’on fait habituellement/en l’habitude de faire tous l’enseignant et que l’on fait
habituellement général/généralement les jours et ce qu’il fait participe habituellement
Chaque jour, je…. quelque fois activement en 2. Expliquer ce
Qu’est-ce que vous avec fait 2. Il copie au tableau faisant les que l’on a fait la
hier ? Hier j’ai/je suis/je me le texte d’une carte activités avec veille et le
suis…. postale racontant une l’enseignant weekend
Qu’est-ce que vous faites chaque randonnée/un voyage. précédent
semaine ? chaque semaine, je… Le texte utilise des
Et la semaine dernière, qu’avec- verbes au passé
vous fait ? La semaine dernière, compose
j’ai…
Chaque année, je…
Dimanche dernière, j’ai…/je me
suis…./je suis…
Structures grammaticales
Le passe compose ; L’opposition
ente passe compose et présent.
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SEMAINE
ACTIVITES
GUIDE
OBJECTIFS RESOURCES
SUJET CONTENU D’
5. Décrire un objet L’apprenant serait Vocabulaire expressions A l’aide de photos ou L’apprenant Des photos De décrire
- Préciser ses capable de : utiles de dessins, l’enseignant participe Des dessins certains objets
composants 1. Décrire un objet en Il est comment ?.... explique ce qu’il activement en Des images comme :
- Expliquer son précisant ses dimension, couleur, poids, possède ou aimerait décrivant 1. une pompe à
fonctionnement composants aspect posseder. Il explique, quelques objets essence, un
- Donner son 2. Expliquer son Il a plusieurs parties (un pour chaque objet, son Jeu de rôles : radio cassette,
mode d’emploi fonctionnement objet) utilité, son utilisation, une cliente un ordinateur
3. Donner son mode Il est en quoi ? décrit son aspect, sa demande à un 2. D’expliquer
d’emploi Il est en…. composition. Il commerçant leurs utilation
Il bois/fer/plastique/verre/ demande ensuite aux comment 3. De donner
aluminium/ apprenants ce qu’ils fonctionnent leurs modes
acier/bronze/or/argent possèdent, et de décrire les appareils d’emploi
il/Elle sert a’ quoi ? leurs objets qu’il vende
A quoi ça sert ?
ça sert a’ + (infinitif) +
comment ça
marche/fonctionne ?
Il fait d’abord + (infinitif)
puis
Il fait + (infinitif), Ensuite,
il fait + (infinitif), etc.
Champs lexicaux :
L’utilisation, L’aspect, Les
matériaux
La mode de fonctionnement
Allumer/éteindre. Mettre en
route/en marche
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SEMAINE
ACTIVITES
GUIDE
OBJECTIFS RESOURCES
SUJET CONTENU D’
6. Comparer : Il/Elle est plus/moins/aussi + L’enseignant L’apprenant Les individus dans L’apprenant de
Les tailles (adjectif) que… compare plusieurs participe et suit la classe comparer
Les quantités Il/Elle a plus/moins/autant de + élèves (le poids). l’enseignant en Des photos 1. Les tailles des
Les qualités (nom) que de ….il ? Elle + Puis il désigne "le faisant toutes Des dessins individus dans la
Les actions (verbe) plus grand/lourd" ou les activités Voir On y va 2, classe et chez eux
plus/moins/autant/mieux/moins le moins… page 23 2. Les quantités
bien que Il compare ensuite 3. et les qualités
Il/Elle + (verbe) aussi bien plusieurs objets de la des choses
que… classe et désigne le
Il/Elle + (verbe) pas aussi bien plus/le moins
que… neuf/usé/cher/bon
C’est le/la plus + (adjectif) marché/solide/fragile
C’est le/la moins + (adjectif) etc.
C’est le/la meilleur(e) Il pose des questions
Champs lexicaux : sur la caractère des
La différence : de taille, de élèves ou de
quantité, de qualité personnes connues
La comparaison A partir d’une liste
des verbes d’action
(chanter, courir, lire,
sauter travailler,
manger, dormir, etc.)
L’enseignant dit à la
classe de faire des
comparaisons du
type : Il/Elle court
plus vite que…
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PREMIERE TRIMESTRE
SEMAINE
ACTIVITES
GUIDE
OBJECTIFS RESOURCES
SUJET CONTENU D’
7. Employer les L’apprenant serait Avoir + peur de… L’enseignant aide les Les apprenants Jeu de rôle dialogue Exercices de
expressions de capable de s’exprimer Avoir + honte de… apprenants à appliquent ces manipulation et
s’exprimer les en utilisant : Avoir + horreur de… découvrir ces expressions dans de production
sentiments 1. J’ai honte de… Voilà quelques phrases expressions et à les leurs expérience orale et écrite
2. J’ai peur de… possible : ma mère a peur utiliser correctement de la réelle
3. J’ai horreur de – etc. que je me sente seul, J’ai dans les situations de
horreur de prendre des communication
médicaments ; J’ai peur authentique
qu’il soi malade ; Je crains
que ce soit grave, C’est (il
est important de…etc.).
J’ai honte de vous voir ici
J’ai peur de l’accident/de
bandits/de serpents
J’ai horreur de la solitude
8. Identifier les L’apprenant serait Vocabulaire et expressions L’enseignant décrit L’apprenant Images 1. L’apprenant
étrangers capable de : utiles : les personnes écoute, écrit et Photos doit faire des
1. Connaitre les Personnes familières, familières réelles ; il parle des Vidéos exercices qui
personnes familières étrangers, un ami, un donne des conseils expériences Document comprennent
2. d’identifier les homme honnête, un aux apprenants quotidiennes dans authentiques l’identification
étrangers terroriste, un voleur à main comme celui d’éviter communauté, des (journaux, etc.) des étrangers
3. De discuter des armée, un kidnappeur, un la fréquentation de rencontres avec 2. Jeux de rôles
vices sociaux trafiquant personnes nuisibles les personnes qui
peuvent nuire à
leur bien-être.
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PREMIERE TRIMESTRE
SEMAINE
ACTIVITES
GUIDE
OBJECTIFS RESOURCES
SUJET CONTENU D’
9. Identifier les L’apprenant serait Vocabulaires et expressions L’enseignant L’apprenant Images, photos, Associer les mots
choses nouvelles capable de parler des utiles : le pont, les routes, présente les écoute, répète et vidéos, autres aux aspects du
dans la choses nouvelles dans l’électricité, le commerce, évidences du écrit documents développement
communauté la communauté les usines, la banque, la développement ; il Des exercices de
sante explique les mots à vrai/faux
La communication (radio, partir des images,
téléphone, télévision, photos, etc.
technologie) L’éducation
10. Décrire les L’apprenant serait Vocabulaire/Expressions tel L’enseignant guide L’apprenant suit Jeux rôles, mime, Exercices de
grandes fêtes de la capable de parler des que : Chez moi/nous, une l’apprenant de parler attentivement les dialogue réadaptation, de
communauté et du fêtes principales dans : grande animation, les des fêtes locales et exemples de production orale
pays 1. Sa communauté encêtres, les superstitions, nationales en l’enseignant qui et écrite
2. Son pays les spectacles, beaucoup à présentant des se sert des mots
manager et à boire, énonces modèles, et des
s’amuser au passe, depuis comme jour del’ expressions
longtemps, le roi du village, independance signalés. Il
le chef le palais etc. reproduit et
Communauté adapte
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SEMAINE
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GUIDE
OBJECTIFS RESOURCES
SUJET CONTENU D’
1. Dater et 1. L’apprenant serait Vocabulaire et L’enseignant Les apprenants On y a va 2 unité 2, Ecrivez ce que vous
Measurer le capable de : expression Le repérage montre la date et écoutent le page 4,5, et 6 avez fait pendant les
temps - Dater un événement dans le temps demande aux professeur et puis vacances
en précisant Expressions comme : apprenants dans racontent ce qu’ils
- la date Aujourd’hui c’est premier temps ce ont fait la semaine
- le mois lundi, demain, c’est… qu’ils ont fait il y a précédente
- l’année Apres midi c’est… deux jours à l’aide
2. Situer un Dans trois jours c’est d’un calendrier
événement par rapport Hier/avant-hier Il fait dater des
au présent c’était… événements passés
Qu’est-ce que vous a
avez fait ?
Il ya combien de
temps ?
Vous êtes nez quand ?
2. Raconter sa L’apprenant serait Vocabulaires et L’enseignant Les apprenants On y va 2 ; page 35 Rédigez un petit texte
journée capable de dire à ses expressions verbe raconte aux écoutent le par raconter ce que
amis ce que il a fait d’action apprenants ses professeur vous avez fait pendant
dans la journée - Noms de lieux activités de la la journée
Les activités de la vocabulaire lie aux journée hier
journée choir des activités dans
la journée
Expression comme :
- Chaque semaine
- Aujourd’hui, J’ai bien
travaillé
Je suis allé au cinéma
- J’ai regardé un film
drôle
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SEMAINE
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GUIDE
OBJECTIFS RESOURCES
SUJET CONTENU D’
3. Rapport un fait L’apprenant serait Vocabulaires expressions Le professeur La classe, divisée en On y va 2 page 18 Racontez-moi ce
récent capable de : Les incidents mime un incident groupe, imagine des - Le dialogue on y a qui s’est passé
- ce qu’on a - Expliquer ce qu’on a Ce qui s’est passé et demande aux accidents, page 2 et 6 pendant la nuit
fait le weekend fait la veille le week- recentement apprenants l’enseignant joue le
précédant end précédent - Qu’est-ce qui c’est passe ? d’expliquer ce qui rôle d’un journaliste.
Je viens de… vient de passer Il enquête au près des
- il y a long temps ? apprenants pour
- Non je viens de… savoir ce qui s’est
- à vient de ce passe passé.
4. Comprendre L’apprenant serait Vocabulaires et expressions L’enseignant Les apprenants On y va 2 pages 28 Lisez les deux
un récit, écrire capable de : - les faits divers choisit des faits écrivent sur leurs et 38 passages "Le
son journal - comprendre un récit - Qu’est-ce s’est passé divers dans des cahiers et corrige la francophone " et
ou un fait divers Qui ? journaux langue "Les bleus" et
- Ecrire son journal Quoi ? Francophone. répondez des
Quand ? Chaque groupe questions suivantes
Combien d’élèves lit et
Comment ? commente un fait
Pourquoi divers puis le
présente à la classe.
5 Faire des L’apprenant serait Vocabulaires et expressions Le professeur dit Les apprenants On y va 2 page 40, Ecrivez ce que
et projets capable de : Les noms de métiers aux apprenants ce écoutent le 41, 42 vous voulez
6 - Futur proche - dire ce que l’on fera - Qu’est-ce que tu feras ? qu’il fera puis tard. professeur, plus devenir
plus tard - plus tard…. Il explique les dialogue du type
- Dans six ans… éléments de futur - moi plus tard
- la semaine prochaine…. proche Quand + - je serai professeur
- Quand je ferai…. futur et toi ?
- Quand j’aurai 30ans… - moi je serai docteur
- Je serai médecin - moi je serai…
- Je serai avocat
- Je voyagerai a’ Londre
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SUJET CONTENU D’
7. Raconter ce qui L’apprenant serait Vocabulaires et Le professeur L’apprenant écoute - On y va page 79 Exercices qui
s’est passé capable de rédiger un expressions propose un et répète selon les - photos, images consistent à rédiger de
rapport ou un compte Le passe compose des événement au consignes du - videos petits rapports d’une
rendu de ce qui s’est verbes aller, regarder, passe (ex : Hier au professeur pour lui - actualités visite, d’un rêve etc.
passe manager, mettre, marche) et se sert permettre de raconter télévisions
ajouter, etc. emploie des sa propre expérience - On y va 3 page 41
des expressions qui verbes/expressions
aident a’ situer les appropries pour en
événements d’abord, parler.
au début, puis, et puis,
ensuite, a’ la fin, enfin,
etc.
8. Écrire une lettre L’apprenant devrait Vocabulaires et Le professeur L’apprenant suit le Manuel de classe, L’apprenant copie une
d’amitié être capable de rédiger expressions utiles : emploie les modèle du professeur une lettre authentique lettre modèle et puis
(informelle) une simple lettre à Une introduction : éléments indiques pour rédiger une On y va 2 page 75, l’adopte à ses besoins
un(e) ami(e) à un Cher/chère, salut John, dans le contenu lettre sur un sujet page 6
membre de la famille cava ? pour rédiger une simple
Tu va bien ? Et ton lettre. Il attire
travail ? Le corps du l’attention sur la
message parler de ses date et la position
ami(e), se loisirs, la droite, une
inviter quelqu’un pour limitée au lieu
le week-end, une fête d’adaptation de
anniversaire, etc. celui/celle qui
La conclusion : Bien à écrire
toi, Je t’embrasse, Bien
des choses, Á bien tôt,
J’attends ta réponse,
etc.
130
FRENCH
JS III
DEUXIEME TRIMESTRE
SEMAINE
ACTIVITES
GUIDE
OBJECTIFS RESOURCES
SUJET CONTENU D’
9. Employer les L’apprenant devrait Ma mère a peur que je Le professeur aide Les élèves appliquent Jeu de rôle, dialogue Exercices de
expressions être capable me sente seul, J’ai les élèves de ces expressions dans on y va 3 page 69 manipulation et de
J’ai honte de, d’employer les horreur de prendre des découvrir ces leurs expériences production orale et
j’ai peur (de), expressions telles médicaments, j’ai peur expressions et les dans la vie réelle écrite
J’ai horreur que : J’ai peur de, J’ai qu’il soit malade, utiliser
(de), etc. honte de, etc. J’crains que ce soit correctement dans
grave, c’est (il est) les situations de
important de… etc. communication
J’ai honte de toi authentique
J’ai peur de la mort
J’ai peur de lion
10. Parler des gens L’apprenant serait Vocabulaires et L’enseignant Par groupe, les Les photos de - Décrire personnes
que l’on admire capable de décrire les expressions liés aux présente les photos apprenants font une personnes célèbres célèbres dans la
beaucoup gens qu’il admire qualités que l’on des personnalités rédaction de quelque dans la société société
beaucoup admire bon, gentil(le) célèbres et attire mot sur les - Rappeler les
honnête, prudent, l’attention sur leurs personnalités qu’ils adjectifs qui marquent
intelligent, travailleur qualités qu’ils admirent les qualités admirables
(se), souriant(e) admirent
Les verbes aimer,
admirer, adorer
131
FRENCH
JS III
TROISIÈME TRIMESTRE
SEMAINE
ACTIVITES
GUIDE
OBJECTIFS RESOURCES
SUJET CONTENU D’
1. - Nommer les L’apprenant serait Les maladies courantes L’enseignant fait Cheque Un dessin qui Exercices
maladies capable de Le paludisme, la fièvre, la la démonstration apprenant montre les parties du d’application où
- Les parties du - identifier les parties jaune, la dysenterie, la des douleurs observe et fait corps, des photos on dit la’ où on a
corps du corps cholera, la grippe, la associées a’ des pertinentes malade
rougeole, les diarrhées, le certaines démonstrations - On y va 2, page
SIDA, etc. maladies. Il pareilles. Ils 68, 69 et 70
Les parties de corps : nomme les nomment les
La tète, les cheveux, le nez, maladies et les maladies
l’ceil, (les yeux) la bouche, parties du corps ensuite.
l’oreille (les oreilles) le cou,
les épaules, etc.
2. Discuter les L’apprenant serait Les causes : Les moustiques L’enseignant Les apprenants On y va 2 pages 70, Exercices
causes des capable de : dire les (paludisme) explique aux donnent leurs et 74 d’application ou
maladies causes de certaines L’eau sale (cholera) apprenants les idées par Photos des dit la cause de
- Quelques maladies ou douleurs Nourriture gâtée (diarrhée) causes des rapport à leurs situations de certaines
conseils pour les habituelles froid (grippe) trop de maladies diveres, expériences maladies variées, maladies ou
combattre - Savoir quelques travaille (fatigue) il demande leurs dans la vie expérience douleurs
conseils pour les - Le conseil= Le paludisme idées sur le sujet personnelles des
combattre Il faut d’abord se protéger discuté apprenants
coutre les moutique, et Qu’est-ce qu’il
prendre des médicaments faut faire pour
- la rougeoul : Il faut éviter une maladie
vacciner tous les petits donnée ?
enfants etc.
132
FRENCH
JS III
SEMAINE
ACTIVITES
GUIDE
OBJECTIFS RESOURCES
SUJET CONTENU D’
3. Dire l’importance L’apprenant serait Mots et expressions utiles L’enseignant Les apprenants Documents Exercices de
de l’hygiène capable de mentionner éviter les maladies, balayer, présente les disent ce qu’il authentiques, des récapitulation de
l’importance de sale, pollution bonne sante, avantages de faut faire pour photos illustratives faux/vrai
l’hygiène longue vie, faire des l’hygiène et dit assurer On y va page 74 d’association
économies, développement comment assurer l’hygiène de projets de débats
rapide, protéger la famille, l’hygiène dans la l’école, de la
laver les aliments, faire maison nourriture, des
cuire la nourriture dents, des
mains, des
vêtements et de
l’ensemble du
corps
4. Parler des L’apprenant serait Quand on mal aux yeux, on Chaque maladie a Les apprenants Le poster des Exercices de
professionnels de capable de parler des voit l’ophtalmologiste des spécialistes par groups professionnel liés à manipulation et
la sante Professional de la Et le dentiste, quand on mal qui s’en occupent font les la sante et ce qu’ils de production
- Parler de santé aux dents. Quand on est mimiques des font comme métier écrite sur des
professionnel - parler de Le médian généraliste le malade, il faut se maladies et se Les posters d’autres situations liées
d’autre profession Professional d’autres chirurgien, le spécialiste, le rendre chez ces rendent professionnels et ce aux
professions psychiatre, l’infirmier (ère) spécialistes même Chez les qu’ils font professionnels de
et avec des autres professionnels On y va 2, page 41 la santé et
- l’architecte = dessins des professions. dans une d’autres
plans situation de jeu professionnels.
- le juge : Elle travaille au de rôle
palais de justice etc.
133
FRENCH
JS III
SEMAINE
ACTIVITES
GUIDE
OBJECTIFS RESOURCES
SUJET CONTENU D’
5. - Nommer les L’apprenant serait Les vocabulaire/expressions Le professeur Les apprenants Divers équipements Exercices de
sports principaux capable de nommer le utile : la boxe, le pingpong, conduit explique son du sport : énumération de
- Expliquer sport le football, le tennis, le judo, l’apprenant à expérience Tennis, ballon, production
l’importance du - dire pourquoi on fait le karaté, la natation, la savoir nommer, relativement bottes, gants, etc orale/écrite.
sport du sport lutte, l’athlétisme, etc. identifier les aux activités
Les avantages de sport : sports principaux sportives qu’il
sante ; amitié, discipline, pratiqués au pratique.
honnêteté, concurrence ; Nigéria, Il présent Les apprenants
voyages, etc. Les aussi en français propose les type
expressions utiles : grâce au simple les de sports qu’il
sport… le sport avantages de faire aime et présente
favorise/encourage/aide, du sports. les avantage de
donne… chaque type.
134
COMPUTER STUDIES
JS III
FIRST TERM
SUB-THEME: BASIC COMPUTER OPERATIONS AND CONCEPTS
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
1 Computer Students should be Computer professionals: Displays the Examine the Picture/charts Students to:
career able to draw a list of - computer manager pictures of pictures of showing different list four computer
opportunities I career opportunities - system Analyst different computer charts, and computer professions
associated with - programmers professionals identify the professional at work
computer usage - computer educator computer
- computer engineers and professionals
technicians
- operators
2 Computer Students should be 1. Functions of each of 1. Leads the 1. Observe each Picture showing the Students to:
career able to: those professionals students to of their specific function of 1. state three
opportunities II 1. state the functions 2. Qualities of good identify each of responsibilities professionals functions of each
of each of those computer professionals their functions 2. State the of those
professionals 2. Leads students qualities of good professionals
2. list the qualities of to identify the computer 2. list four
good computer qualities of good professionals qualities of a good
professionals computer computer
professionals professional
3 Computer Student should be Computer professional Leads students to Listen to the Picture/charts Students to:
career able to list the bodies: identify the teacher’s showing different list four computer
opportunities qualities of good - nigeria computer Society professional description of computer professional
III computer (NCS) bodies to which a professional professionals at bodies
professionals bodies - institute Management computer bodies work
(IMS) professional can
- computer Professional join
Registration Council of
Nigeria (PRN)
- information Technology
Association of Nigeria
(ITAN)
- Nigeria Internet Group
(NIG)
135
COMPUTER STUDIES
JS III
FIRST TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
4 Computer Students should be Functions of each of Lead students to Listen to teachers Picture/charts Students to:
career able to state the the computer describe the functions description on showing different state four
opportunities function of each of professional bodies of computer functions of computer functions of each
IV the computer and association professional bodies computer professionals at of the computer
professional bodies professional work professional
and association bodies and
association
5 Computer Students should be 1. Meaning of 1. Guide the students 1. Participate in 1. Pictures of anti- Students to:
viruses I able to: computer virus. to define a computer the class virus packages 1. define the term
1. state the meaning 2. Types of computer virus. discussion 2. Computer system computer virus
of a computer virus virus: 2. Leads the students 2. Note the with anti-virus 2. list two types of
2. state types of - boot sector to identify types of sources through software installed computer virus
computer viruses - executable file virus computer viruses and which a computer 3. list four
3. list examples of attack on document how they are can be infected examples of
computer virus Examples of viruses: contracted with a virus computer virus
Trojan horse, logic 3. Guides the students 3. Note how
Alabama virus, to identify anti-virus computer viruses
Christmas virus software can be detected
6 Computer Students should be Source of viruses: Guides the students to Load and run anti 1. Pictures Students to:
viruses II able to state sources - infected diskettes identify sources viruses on a 2. Video showing give three sources
through which a - Infected CD- through which a computer system how to load and run through which a
computer can be ROMS; computer can be anti virus on a computer can be
infected -e-mail infected with a virus computer system infected with a
- internet downloads virus
- illegal duplication
of software
136
COMPUTER STUDIES
JS III
FIRST TERM
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
7 Computer Students should be Virus warning signs: Leads the discussion Identify virus 1. Pictures Students to:
viruses III able to state warning - slowing down of on warning signs of a warning signs 2. Video showing state three
signs of a virus response time virus how to load and run warning signs of a
- presence of tiny antivirus on a computer virus
dots computer system
- wandering across
the screen
- incomplete saving
of file
- corruption of the
system set-up
instructions.
- appearance of
strange characters
8 Computer Students should be Virus detection Guides the students to Listen and 1. Pictures Students to:
viruses IV able to list anti-virus (Antivirus) demonstrate how describe how 2. Video showing describe how
software available - Norton Anti-virus computer viruses can computer viruses how to load and run computer viruses
for use with a virus - MCAFEE Virus be detected can be detected antivirus on a can be detected.
scan computer system
- Dr. Solomon’s
Took kit, etc.
137
COMPUTER STUDIES
JS III
FIRST TERM
SUB-THEME: BASIC KNOWLEDGE OF INFORMATION TECHNOLOGY
ACTIVITIES
WEEK
TEACHING AND
OBJECTIVE GUIDE
9 Internet I Students should be Examples of search Takes students to 1. Visit computer 1. Computer Students to:
able to Identify engines: computer laboratory, laboratory or cyber laboratory name three
internet search -google.com cyber café or café 2. Cyber café internet search
engines - Mama.com download websites 2. Watch teacher’s engines
- ask.com into flash disk demonstrations
- Yahoo.com search for
information using
different search
engines
10 Internet II Students should be Uses of search 1. Guides the Execute the projects 1. Off line Students to:
able to: engines students to: e.g students to go to downloaded web 1. state specific
1. state specific uses - identify internet cyber café and down sites uses of the search
of the search engines search engines and load information on 2. Website address engines.
2. use the search their specific uses -HIV/AIDS of NACA and other 2. use search
engines to obtain -use the search prevention/ organization and engines to obtain
information and engines to obtain prevalence and cure; NGO working on information
download materials information - Voter Education HIV/AIDS 3. download
on the internet - download Handbook (VEH) information from
information from the internet into
internet into diskettes diskettes and flash
or flash disk disks
2. gives students
project on
HIV/AIDS and Voter
Education Handbook
(VEH), etc.
11 REVISION
12 EXAMINATION
138
COMPUTER STUDIES
JS III
SECOND TERM
WEEK

OBJECTIVE GUIDE
1 Digital Divide Students should be 1. Concept of digital divide 1. Explains the concept 1. Listen to Relevant text Students to:
I able to: 2. Features of old new of digital divide and its teacher’s books 1. define digital
1. explain the economy: benefit explanations divide
meaning of digital - Time consuming 2. Guides class 2. Ask and 2. state three
divide - Labour based discussion on the answer questions distinguishing
2. differentiate - Mechanical features of old and new feature between
between old and new - Constrained by space, time economy old and new
economy & distance, etc. economy
2 Digital Divide Students should be Feature of new economy: 1. Give students Participate in Website addresses Students to:
II able to state features - Digital assignments to visit the class discussion state three
of new economy - Time, space & distance is following website: features of new
irrelevant www.eprimers.org economy
- Technology driven www.nitda.org
- knowledge based, etc. www.apdip.net
2. Download
information or digital
divide from the website
3 Digital Divide Students should be 1. Limitations of the old 1. Guides class 1. Visit the given Computer system Students to:
III able to: economy discussion on the website connected to the 1. state three
1. explain the 2. Benefits of new limitation of the old addresses and internet limitation of the
limitation of the old economy: economy. downloads old economy
economy - low capital to start 2. Guide class relevant 2. list four
2. state the benefits of business discussion on the information. benefits of the
new economy - create new jobs, etc. benefits of the new 2. Identify the new economy
economy benefits of new
economy
4 Database I Students should be Database Terminologies: Explains the meaning Listen to Record books, Students to:
able to Explain the - fields of fields, records, file, teacher’s result sheets, pack explain basic in
following database - records database and keys explanation of library cards, database terms
terminologies (fields, - file etc.
record, file, and key) - database
- key, etc.
139
COMPUTER STUDIES
JS III
SECOND TERM
WEEK

OBJECTIVE GUIDE
5 Database II Students should be Forms of Database: 1. Explain the forms of Copy chalkboard Charts showing Students to:
able to: - Flat file database. summary into found of database 1. mention three
1. identify various - Hierarchical 2. Displays a chart to their notebooks forms of database
forms of database. - Relational, etc. show forms of database 2. explain how to
2. start and open an 3. Writes notes on a start and open an
existing database. chalkboard for the existing database
3. input, store and students to copy 3. input, store and
retrieve information retrieve information
from a database from database
application application package
6 Spreadsheet Students should be Examples of 1. Leads students to the Watch teacher’s Computer system Students to:
packages I able to name some spreadsheet package computer lab. demonstrations 1. name three
spreadsheet (Excel, LOTUS 123, 2. Guides students to spreadsheet packages
application package STATVIEW, etc) name various
spreadsheet packages
7 Spreadsheet Students should be Uses of spreadsheet Guides students Participate in Spreadsheets Students to:
packages II able to state the uses packages: through an class discussion packages state two uses of the
of the spreadsheet - preparation of daily examination/test result spreadsheet packages
packages sales; sheet
- budget
- examination results
8 Spreadsheet Students should be Spreadsheet features Guides students to Practice loading System unit Students to:
packages III able to describe the and terminologies: describe the general exiting from a mention five features
general features of - Row features of the packages spreadsheets of spreadsheet
spreadsheets - Column packages packages
packages - Cell
- Worksheets
- Chart
- Data range, etc.
140
COMPUTER STUDIES
JS III
SECOND TERM
WEEK

OBJECTIVE GUIDE
9 Spreadsheet Students should be Loading and exiting Guides students to load Practice loading Spreadsheets Students to:
packages IV able to load and exit spreadsheet packages and exist spreadsheet exiting from a packages load and exit
spreadsheet packages packages spreadsheet spreadsheet packages
package
10 Practical Students should be Practical work: use Leads students to use Practice how to Spreadsheet Students to:
able to load and exit spreadsheet packages the spreadsheet use spreadsheet packages load and exit
spreadsheet packages to load and exit packages to load and package to load spreadsheet packages
exit and exit
11 REVISION
12 EXAMINATION
141
COMPUTER STUDIES
JS III
THIRD TERM
SUB-THEME: COMPUTER APPLICATION PACKAGE
WEEK

OBJECTIVE GUIDE
1 Worksheets I Students should be Worksheets 1. Demonstrates: 1. Watch teacher’s Computer system Students to:
able to: - starting worksheet - opening a demonstrations. with spreadsheet 1. open a
1. open, enter, edit - data entry worksheet 2. Practice data package installed. worksheet
and save data in a - editing - entering data into entry, editing, 2. enter data into
worksheet - saving a worksheet deleting and saving a worksheet
2. format text cells - retrieving worksheets - editing data n a worksheet. 3. format text,
and columns in a - formatting worksheets - deleting, and 3 Practice cell, rows and
worksheet (text, cell and columns, - saving data on a formatting text, cells columns in a
naming etc) worksheet and columns in a worksheet
2. Guide students worksheet
to format text,
cells, rows and
columns in a
worksheet
2 Worksheets II Students should be Calculations 1. Guides students 1. Practice simple Relevant textbooks Students to:
able to perform - addition to practice simple calculations with solve simple
simple calculations - average calculations with spreadsheet mathematical
- counting spreadsheet. 2. Practice given problems using
- multiplication 2. Gives students exercises spreadsheet
- division, etc. practice exercises packages
and correct their
work
3 Worksheets III Students should be Printing of worksheets Guides students Practice printing 1. Printer Students to:
able to print data print data from data from 2. Papers print data from a
from worksheets worksheets worksheets given worksheets
142
COMPUTER STUDIES
JS III
THIRD TERM
SUB-THEME: COMPUTER APPLICATION PACKAGE
WEEK

OBJECTIVE GUIDE
4 Graphs I Students should be Creating graphs: 1. Guides students 1. Watch teacher’s Computer system Students to:
able to construct - Line graphs to identify and demonstrations ask With spreadsheet 1. state the range
standard graphs and - Histograms select data range and answer packages installed and axis of data
charts from given - Pie-charts and areas for graph questions in a given
records in a - Legends, etc. construction 2. Practice graph worksheet;
worksheet 2.Demonstrates the construction using 2. create standard
stages of graph data in a given graphs and charts
construction from worksheet from the data.
records in a given
worksheet
5 Graphs II Students should be 1. Editing graphs 1. Gives students Do the given 1. Printers Students to:
able to: 2. Formatting graphs: Practice exercises. exercises, print and 2. Papers edit and format
1. edit and format the - Line graphs 2. Moves around to discuss their results their graphs and
graphs and charts; - Histograms assess students and charts.
2. identify and select - Pie-charts give necessary
data range and area - Legends, etc. assistance,
for graph Note: use available
constructing data on HIV/AIDS
prevalence and
consequences for
the practice
exercises
6 REVISION
7 EXAMINATION
143
AGRICULTURAL SCIENCE
JS III
FIRST TERM
SUB-THEME: PRODUCE PACKAGING AND MARKETING
WEEK

OBJECTIVE GUIDE
1 Definition of Students should be (1) State the meaning of Guides students to Participate in class Samples of locally Students to:
packaging and able to: packaging state the meaning discussion. available packaging state the meaning
packaging (1) state the meaning (2) Packaging criteria: of packaging. items. of packaging.
criteria of packaging. -nature of produce
I (2) mention (Liquid, powder or
packaging criteria. solid and shape).
2 Packaging Students should be Packaging criteria Guides class Partake in providing Samples of locally Students to:
criteria II able to: contd. discussion on information on available packaging (1) give reasons
(1) state packaging -Live or frozen or dry choice of packaging items items e.g. egg trays for packaging.
criteria. stock packaging they have seen perforated boxes, (2) state the
(2) explain packaging -Distance to market materials. before palm fronds cages, criteria for
criteria. and baskets, wooden packaging.
boxes etc.
3 Characteristics Students should be Characteristics of Display some Observe and (1) Yam tuber Students to:
of agricultural able to: agricultural produce: agricultural describe what they (2) Tomato (1) state four
produce (1) mention the (1) bulkiness produce to show observe. (3) Onion characteristics of
characteristics of (2) seasonal their true nature. (4) Milk agricultural
agricultural produce. (3) highly perishable (5) Potatoes produce.
(2) explain the nature (4) most are not (6) Piece of meat (2) list four crops
of agricultural consumable in their raw that is bulky in
produce. form etc. nature.
4 Reason for Students should be Reasons for packaging: Provides different (1) Participate in A poster showing Students to:
packaging able to: (1) for convenience packaging class discussion. how different give four reasons
(1) state the reasons (2) Give nutritional materials and give (2) Mention some of agricultural produce for packaging.
for packaging. information. reasons for their the reasons for are packaged.
(2) explain why (3) maintain food use. packaging.
different produce safety.
require different (4) minimize
choice of packaging. environmental impact
(5) protection/
preservation
(6) extend shelf-life etc.
144
JS III
FIRST TERM
WEEK

OBJECTIVE GUIDE
5 Factors that Students should be Factors that influences Guide class Partake in providing Displays of locally Students to:
influence the able to: choice of materials for discussion on what information on available packaging state four factors
choice of (1) identify what packaging: influences choice packaging items. items that influence the
materials for influences the choice -bulkiness. of material for choice of
packaging of materials to use in -live or frozen or dry packaging farm materials for
I packaging farm stock. produce. packaging.
produce for sale. -distance to market.
(2) give examples of
some types of
packaging materials
in agriculture.
6 Factors that Students should be Examples of packaging (1) Explain the Partake in Display items like, Students to:
influence the able to give examples items: nature of packaging of some boxes, drums, cage, list four
choice of of some types of -boxes agricultural agricultural produce polythene bags. examples of local
materials for packaging materials -drums/barrels produce. packaging items.
packaging in agriculture. -cages (2) Display some
II -polythene packaging items.
-trays (3) Give detail
board summary.
7 Definition of Students should be (1) Definition of Facilitate class Describe what price Charts of sellers and Students to:
pricing factors able to: pricing. discussion on of agricultural buyers in market (1) explain what
that (1) define pricing. (2) Price determinants: composition of produce is place. pricing is all
determines (2) mention factors -cost of production produce prices. composed of. about.
price of which determine the -quality of produce (2) why pricing
agricultural price of agricultural -quality of produce is important.
produce I produce.
145
JS III
FIRST TERM
WEEK

OBJECTIVE GUIDE
8 Factors that Students should be Price determinants: Discussion on Explain the Charts of sellers and Students to:
determines able to mention -forces of demand and composition of components of price buyers in market list five factors
price of factors which supply produce prices. of agricultural place. which influence
agricultural determine the price of -seasonal produce produce. price of form
produce II agricultural produce. produce.
9 Factors that Students should be (1) Factor that Guides classroom Participate in class Posters and charts Students to:
determine able to: determine price of discussion on how discussion on on market situation (1) explain how
price of (1) explain how agricultural produce. price changes as a demand and supply. demand affect
agricultural demand and supply (2) Force of demand result of demand price
produce III affect price. and supply. and supply. (2) explain how
(2) identify why there (3) Market price. supply affect
is sudden rise or drop price
in price.
10 Factors that Students should be Factors that determine Facilitates class Copy board Charts of sellers and Students to:
determine able to: price of agricultural discussion on summary. buyers in market state how seasons
price of (1) how market price produce: producer prices. affect
agricultural affect agricultural -market produce agricultural
produce produce supply to the -seasonality of produce. produce.
IV market.
(2) the ways seasons
affect price of
agricultural produce.
11 REVISION
12 EXAMINATION
146
JS III
SECOND TERM
WEEK

OBJECTIVE GUIDE
1 Definition of Students should be (1) Definition of farm (1) Display Partake in class Specimens of farm Students to:
farm records able to: records. different types of discussion of uses records. define farm
and uses of (1) explain the (2) Uses of farm farm records. of farm records. records.
farm records meaning of farm records: (2) Explain uses of
records in agriculture. -to monitor the progress farm records.
(2) state the of the business.
importance of farm
records in agriculture.
2 Types and uses Students should be Types and uses of the Invites a farm Discuss on why a Pictures of different Students to:
of different able to: different farm records: manager to explain farm should keep records. (1) state reasons
farm record I (1) list the different -farm diary more on the uses of records and the for keeping farm
types of farm records. -farm inventory farm records. benefits. records.
(2) explain the types -input records (2) explain five
of farm records. -production records uses of record.
3 Types and uses Students should be Types and uses of farm (1) Sketch different Participate in (1) Display farm Students to:
farm records II able to: records: farm records. discussion on uses record. (1) state two
(1) describe content -consumption records (2) Discuss the of farm records and (2) Pictures of farm importance of
of some farm records. -sales records uses of farm their importance. records. sales record.
(2) sketch sales -profit and loss account. records. (2) identify
record and profit and different records.
loss account.
4 Computer Students should be Computer aided farm Presents Observe and (1) Computer/laptop. Students to:
aided farm able to describe the records and its benefit. computer/laptop operate a computer. (2) Diagram of a state three benefit
records and its computer aided farm display of farm computer. of computer
benefits records and its record. aided records.
benefits.
147
JS III
SECOND TERM
WEEK

OBJECTIVE GUIDE
5 Definition of Students should be Definition of book Discussion on Copy board Display books of Students to:
book keeping able to: keeping. different books summary account define book
and examples (1) state the meaning -Keeping account of kept in the farm keeping.
of book kept of book keeping. financial activity of an
for accounts (2) give examples of enterprise.
books of account.
6 Source Students should be Source documents: (1) Display some Study charts and Journals Students to:
documents for able to: -sales invoice source documents. journals. state three source
journals (1) list source -purchase invoice, (2) Present documents.
documents. -returns inwards journals.
(2) state importance -returns outwards
of source documents.
7 Journal Students should be Journal preparation: Discuss source Participate in Sales invoice, Students to:
preparation able to: -sales journal, documents and discussion on source -Purchase invoice prepare a journal
(1) identify source -purchase journal journals. documents and -Returns inwards using sales and
documents. -specialized journals journal preparation. -Returns outwards purchase invoice
(2) prepare journal - returns inwards documents.
from source journals.
documents. -returns outwards
journals etc.
8 Meaning of Students should be (1) meaning of stock: Guides classroom (1) Guided Posters and charts Students to:
stock and able to: buying and selling of discussion in stock discussion on agricultural stock explain stock
people (1) explain the goods and services now exchange in agriculture in stock exchange offers. exchange
involved in meaning of stock and in the future agriculture. exchange. practice in
stock exchanges. (2) people involved in (2) Copy board agriculture.
exchange (2) list those involved stock exchange: summary.
in stock exchange. -buyers
-sellers
-buyer and sellers
-farmers agents
148
JS III
SECOND TERM
WEEK

OBJECTIVE GUIDE
9 Primary roles of Students should be Roles of people Guides discussion Copy board Charts of people in Students to:
those involved in able to: involved in stock on stock exchange summary. stock exchange (1) list those
stock exchanges (1) list those exchange (Primary in agriculture. house. involved in stock
involved in stock roles). exchange.
exchange. (2) role of buyers
(2) state the primary and sellers in
roles of those stock exchange.
involved in stock
exchange.
10 Importance of Students should be Importance of stock Guides classroom (1) Engaged in Pictures on stock Students to:
stock exchange able to: exchange in discussion on discussion on stock exchange offers. mention three
in agriculture (1) state the agriculture: importance of exchange. benefits of stock
importance of stock -encourages stock exchange in (2) Copy board exchange in
exchange to investment in agriculture. summary. agriculture.
agriculture. agriculture.
(2) explain how -encourages contract
stock exchange farming.
relates to -attracts foreign.
agriculture. investors etc.
11 REVISION
12 EXAMINATION
149
JS III
THIRD TERM
WEEK

OBJECTIVE GUIDE
1 Export Students should be (1) Meaning of export Guides classroom Participate in class Posters and charts Students to:
promotion in able to: promotion: discussion on discussion on export on export promotion explain the
agric. – (1) explain the -encouraging sale of export promotion produce. meaning of
meaning of meaning of export Nigerian produce in in agriculture. export
export promotion. other countries. promotion.
promotion (2) identify Nigerian (2) Examples of
export produce. Nigerian export
produce: Cocoa, palm
produce, hides and
skins, cassava etc.
2 Benefits of Students should be Export crops: Shows samples of Copy board Pictures of export Students to:
export able to: -cocoa export produce. summary. crops at the wharf. (1) list five
promotion to (1) explain the -cassava export produce.
the farmers benefits of exporting -kola nut (2) mention two
agriculture produce. -pepper etc. benefits of export
(2) list some export promotion in
crops. agriculture.
3 Benefits of Students should be Benefits of export Guides classroom Discuss and Pictures and posters Students to:
export able to state the promotion. discussion on describe what of exportation state five benefits
promotion to benefits of exporting -Attracts foreign money export promotion. Nigeria export in process. of exporting
the Nation agriculture produce. (exchange) agriculture. crops.
(Nigeria) -Serves as additional
market outlet to farmers
to earn income etc.
4 REVISION
5 EXAMINATION
150
HOME ECONOMICS
JS III
FIRST TERM
SUB-THEME: FAMILY LIVING AND RESOURCE MANAGEMENT/CLOTHING & TEXTILE

WEEK
OBJECTIVE GUIDE
1 Consumer’s Students should be (1) Definition of (1) Defines a consumer (1) Participate in (1) Charts Students to:
challenges able to: consumer (2) Explains consumer the discussion. (2) Pictures (1) define
and rights I (1) define consumer (2) Rights of the rights (2) Role play the (3) Video clips consumer’s right.
(2) state the rights of consumer (3) Gives a board rights of (2) list six universal
consumers summary consumers. consumer’s right.
2. Consumer’s Students should be (1) Challenges of (1) Guides discussion on (1) Participate in (1) flash care Students to:
challenges able to: the consumer. the challenges and redress class discussion. (2) posters showing (1) state five
and rights II (1) discuss the (2) Redress options options for the consumer. (2) Ask and answer market scenes and challenges faced by
challenges of for consumer. (2) Gives a board questions. products consumers.
consumers. summary. (3) Copy the chalk (2) state five ways
(2) state the different board summary. of overcoming the
types of redress for challenges faces by
the consumer consumer’s.
3 Consumer’s Students should be Procedures for (1) Guides discussion on Go on field trips to Relevant reading Students to:
challenges able to discuss seeking redress redress options and the market to material state three types of
and rights procedures for procedure for consumers. practice the redress options
III seeking redress. (2) Gives board summary. identified options. available to
consumers.
4 Textile: Students should be (1) definition of (1) Explain the term (1) Participate in Cotton wool, Students to:
types and able to: textile with textiles and the meaning the discussion sewing yarn, piece (1) explain the
properties I (1) define textiles examples of textiles (2) Copy the chalk of fabric, card meaning of textile
with examples. (2) Basic textile (2) Gives a board board summary board sheets, pencil (2) explain four
(2) explain basic terms e.g. fibre, summary etc. textile terms
textile terms yam, warp, weft
5 Textile: Students should be (1) Reason for (1) Discusses the studying (1) Participate in Cotton wool, Students to:
types and able to: studying textile. of textiles class discussion sewing yarn, piece (1) give four
properties II (1) state reason for (2) Importance of (2) Discusses importance (2) Ask and answer of fabric, card reasons for
studying textile textile of textile to man question board paper, pencil studying textile
(2) discuss uses or (3) Gives a board (3) Copy the chalk etc. (2) list four
importance of textile summary board summary importance of
to man textiles
151
HOME ECONOMICS
JS III
FIRST TERM
SUB-THEME: FAMILY LIVING AND RESOURCE MANAGEMENT/CLOTHING & TEXTILE

WEEK
OBJECTIVE GUIDE
6 Textile: types Students should be (1) Differences (1) Discusses the classes (1) Listen Charts on natural Students to:
and able to: between natural of textiles. attentively and synthetic fibre (1) explain the
properties III (1) list the different and synthetic (2) Differentiate between (2) Ask and answer classes of fibre
classes of textile fibers natural and synthetic question. (2) differentiate
(2) different between (2) Classes of fibre between natural
natural and synthetic textile and synthetic
fibre fibres.
7 Textile: types Students should be Properties of (1) Guides discussion on (1) Participate in Cotton wool, piece Students to:
and able to state the textile fibre properties of each class class discussion of fabric. state three
properties IV properties of each of fibre (2) Copy the board properties of each
type of textile (2) Gives a board summary fiber e.g. natural
summary and synthetic.
8 Textile Students should be Care of different (1) Discusses the (1) Participate in Pieces of fabric e.g. Students to:
production able to explain the textiles e.g. different ways of caring class discussion natural and identify three ways
uses and care different care greing natural and for natural and synthetic (2) Ask and answer synthetic textiles of taking care of
I to the natural and synthetic textiles textiles question different textiles
synthetic textiles (2) Gives a board (3) Copy the chalk
summary board summary
9 Textile Students should be Laundering of Demonstrate Launder Practice Launder Real object for Students to:
production able to launder fabric fabric e.g. natural work work Launder e.g. Demonstrate how
uses and care from the different and synthetic detergent bar soap, to Launder textiles
II classes of textiles e.g. textiles piece of textiles from natural and
natural and synthetic material etc synthetic origin
textiles
10 Textile Students should be Production of Demonstrate production Practice weaving Card board sheet Students to produce
production able to produce a textile e.g. woven of woven table mat skill using strip of pencil, scissors etc. a woven table mat
and care III woven table mat table mat paper to produce
woven table mat
11 REVISION
12 EXAMINATION
152
HOME ECONOMICS
JS III
SECOND TERM
SUB-THEME: FAMILY LIVING/RESOURCE MANAGEMEN/FOOD AND NUTRITION/CLOTHING & TEXTILE

WEEK
OBJECTIVE GUIDE
1 Child Students should be (1) Meaning of child (1) Guides discussion on (1) Participatein Charts showing Students to:
development able to: development and (2) stages of child class discussion different stages of (1) describe three
and care I (1) describe the stages of development (2) Copy the chalk child development stages of child
meaning and development of a (3) factors necessary for board summary. development
different stages in child child development (2) enumerate five
child development (2) Factors that (4) Gives a board factors that
(2) list factors that influence child summary influence child
influence child development development.
development
2. Child Students should be (1) Conditions Guides discussion on: (1) Participate in (1) Charts on Students to:
development able to: necessary for child i. conditions necessary class discussion stages of child (1) explain four
and care II (1) describe condition development for child development (2) Ask and answer development condition that are
necessary for child (2) Care of the child ii. guides discussion on questions. (2) Charts, toys and necessary for child
development child care (3) Copy the chalk play materials for development
(2) describe different iii. gives a board board summary. children films, (2) explain three
types of care required summary video clips care required by a
by a child child.
3 Child Students should be (1) Common (1) Guides discussion (1) Participate in (1) charts showing Students to:
development able to: childhood ailments on: common ailment in class dissension children with (1) enumerate three
and care III (1) describe common (2) Immunization children. (2) Ask and answer different childhood common ailment in
childhood ailment for children (2) Immunization for question. ailments. children
(2) enumerate the children. (3) Copy the chalk (2) charts showing (2) describe three
different types of (3) gives a board board summary. immunization types of
immunization summary according to age immunization
required by a child against child
ailment.
153
HOME ECONOMICS
JS III
SECOND TERM

WEEK
OBJECTIVE GUIDE
4 Sewing Students should be (1) Types and parts (1) Teacher discusses (1) Take part in the Charts showing the Students to:
machine I able to: of the sewing types, parts and discussion diagram of the (1) list three types
(1) identify different machine functions of each part of (2) Explain the sewing machine of sewing machine
types of sewing (2) Functions of the sewing machines parts of the sewing (2) explain five
machines. parts of the sewing (2) Gives the board machine parts of the sewing
(2) identify parts and machines summary (3) Copy the board machine and state
functions of the summary their functions
sewing machine.
5 Sewing Students should be (1) Factors that (1) Discusses the factors (1)Take part in the Real object e.g. Student to:
machine II able to: influence choice of a to consider when discussion sewing machine (1) explain two
(1) explain guidelines sewing machine choosing sewing (2) Ask and answer factors to consider
for choosing sewing (2) Care of sewing machine questions when choosing a
machine machine (2) Describe the care of (3) Copy the chalk sewing machine
(2) explain the sewing machine board summary (2) explain four
process of taking care (3) Give a board ways of taking care
of the dewing summary of a sewing
machine machine
6 Garment Students should be (1) Terms peculiar (1) Guides students in (1) Take part in the Sewing tools, Students to:
construction able to: to garment discussing the meaning discussion equipment and (1) explain the
processes I (1) explain the construction e.g. of and making of darts, (2) Make specimen materials meaning and
meaning of some i. facing tucks, opening, facings, of: importance of
terms used in ii. hems fastenings, hems etc. i. facing hems, opening
garment construction iii. openings (2) Gives a board ii. hems fastening and
(2) state their iv. fastening summary iii. openings facing
importance to the (2) Make specimen iv. fastenings (2) make specimen
construction of
garment
154
HOME ECONOMICS
JS III
SECOND TERM

WEEK
OBJECTIVE GUIDE
7 Garment Students should be able to: Making of a simple Demonstrate the (1) Operate the (1) Sewing machine Students to:
construction (1) operate the sewing baby dress using the making of a simple sewing machine (2) Sewing tools, make a baby dress
processes II machine sewing machine baby dress unsung (2) Make a simple equipment and using the sewing
(2) use the machine to the sewing baby’s dress material machine.
produce a baby dress machine
8 Food Students should be able to: (1) Meaning of food (1) Discusses the (1) Participate in (1) Raw foods on Students to:
Hygiene and (1) define food Hygiene hygiene meaning of food the discussion display (1) give meaning
safety I and safety (2) Reasons for hygiene (2) Ask and answer (2) Charts showing of food hygiene
(2) explain the reasons for healthy food handling (2) Reasons for questions stored foods (2) state two
healthy food hygiene and healthy food (3) Copy the chalk reasons for
safety handling board summary covering food
(3) Gives a board
summary
9 Food Students should be able to: (1) Ways of handling (1) Discusses the (1) Practice how to Food warmers Students to:
Hygiene and (1) state hygienic ways to foods for safety. method of handling cover their lunch (picnic boxes), (1) state two
safety II handle food for safety. (2) Sources of food leftover foods pack properly plastic packs, effect of
(2) explain the meaning contamination and (2) Discusses food (2) Mention ways cellophane or consuming
and causes of food poisoning. poisoning of handling foods polythene bags, contaminated
poisoning (3) Meaning of food (3) Gives a board in their homes utensil and plates foods.
(3) discuss consequences poisoning. summary (3) Copy the chalk (2) explain the
of consuming board summary meaning of food
contaminated foods poisoning.
10 Food Students should be able to Sensory signs of food (1) Discusses (1) Listen Charts showing Students to:
Hygiene and discuss the sensory signs of spoilage and sensory signs of attentively contaminated foods (1) describe three
safety III food spoilage and causative micro- food spoilage and (2) Ask and answer sensory signs of
causative micro-organism organism causative micro- questions food spoilage.
organism (3) Copy the chalk (2) list two
(2) Gives a board board summary causative Micro-
summary Organism
11 REVISION
12 EXAMINATION
155
HOME ECONOMICS
JS III
THIRD TERM
SUB-THEME: FOOD AND NUTRITION

WEEK
OBJECTIVE GUIDE
1 Preparation, Students should be (1) Meaning of (1) Discusses the (1) Participate in Posters and charts Students to:
packaging able to: snacks, and main common snacks in the the discussion showing common (1) list three
and (1) the meaning of meals society (2) Copy the chalk snacks and drunks common drinks in
marketing of snacks and main (2) Difference (2) Discusses drinks board summary the society
food items I meals between snacks and available in the society (2) difference
(2) enumerate the main meals (3) Explain the between snacks and
difference between (3) Drinks available differences between main meal.
snacks and main in the society snacks and main meal
meals (4) Gives a board
(3) list drinks summary
available in the
society
2. Preparation, Students should be (1) Preparation of (1) Demonstrate the (1) Prepare snacks (1) Samples of Students to:
packaging able to: snacks, drinks and preparation of snacks and drinks as snacks, meat pie, (1) mention three
and (1) mention snacks meals. drinks and meals teacher supervises zobo drink etc snacks and drinks
marketing of and drunks that could (2) Preparation of (2) Demonstrates (2) Display food (2) Food common in the
food items II be packaged and food for packaging. packaging of food items items produced and ingredients for society.
marketed easily (3) Marketing produced packaged simple snacks and (2) prepare and
(2) prepare and serve principles. (3) Discuss marketing drinks serve a simple
simple snacks, drinks principles snack and drinks.
and meals. (3) give three
marketing
principles
3 Preparation, Students should be Duties of food (1) Discusses the duties (1) Participate in Posters charts Students to:
packaging able to list the duties sellers/provider for of food sellers in the the discussion showing market list four duties of
and of food providers for the publics society (2) Copy the chalk scenes food sellers in the
marketing of public consumption (2) Gives a board board summary society
food items summary
III
156
HOME ECONOMICS
JS III
THIRD TERM
SUB-THEME: FOOD AND NUTRITION

WEEK
OBJECTIVE GUIDE
4 Responsible Students should be (1) Meaning of Guides students (1) Participate in Charts on safety Students to:
food able to: responsible food discussion on: class discussion regulations (1) explain the
management (1) explain the management (1) meaning of (2) Copy the chalk meaning of
I meaning of (2) Responsibilities responsible food board summary responsible food
responsible food of food safety management management
management managers to the (2) the responsibilities of (2) enumerate the
(2) state the consumers food managers responsibility of
responsibilities of (3) gives board summary food managers to
food safety managers consumers
to the consumer
5 Responsible Students should be (1) Hygienic food Guides students (1) Participate in Charts on sample Students to:
food able to: management discussion on: class discussion of food items (1) state three
management (1) state hygiene food strategies (1) The effect of (2) Ask and answer Charts of food consequences of
II management (2) Effect of unhygienic food questions safety regulations unhygienic food
strategies hygienic and handling to the (3) Copy the chalk handling.
(2) explain the unhygienic food consumers board summary (2) make an album
differences between handling to the (2) discusses food of food packages
hygienic and consumers management strategies with NAFDAC
unhygienic food (3) Gives board Approved products
handling methods summary and label
6
REVISION AND EXAMINATION
157
BUSINESS STUDIES
JS III
FIRST TERM
SUB-THEME: EFFECTIVE OFFICE PRACTICE

WEEK
OBJECTIVE GUIDE
1 Revision of JS I work
2 Revision of JS II work
3 Office Students should be (1) Office (1) Leads class (1) Give examples of Specimen bills e.g Students to:
procedure I able to: procedure: discussion on: office procedure. BEDC bills, (1) define office
(1) explains the - meaning - Meaning and (2) Complete invoices, receipts, procedure.
meaning of office - importance importance of office specimen of cheques, bank (2) list the
procedure (2) Procedure for procedure documents. drafts, and pay slip. importance of
(2) list the preparing bills, (2) Guides learner to (3) Practice office procedure.
importance of invoice and receipts complete specimen preparation of (3) list ways for
office procedure (3) Procedure for of bills invoices, vouchers, payroll and preparing bills,
(3) explain the making payments receipts, cheques, pay slip/advice. invoices and
procedure for by: bank drafts. receipts.
making payments. - cash (4) mention the
- bank transfer procedures for
- cheque making payments.
- bank draft
4 Office Students should be (1) Store records (1) Explains the (1) Identify each type Specimen of Students to:
procedure II able to keep - meaning of store meaning of store and of store records. requisition form, (1) explain the
records of stocks (2) Meaning of store store records (2) State the delivery note difference between
and stationery records - various types of procedure for store stock record card
- procedure for store store records procurement. and requisition
procurement (use of - procedure for store (3) Practice the form.
store requisition) procurement preparation of store (2) prepare delivery
- importance of - importance of stock records and note and gate pass.
stock taking taking requisition.
(3) Delivery note, (2) Demonstrates on
gate pass chalkboard, the
preparation of store
records, delivery
notes and store
requisition
158
BUSINESS STUDIES
JS III
FIRST TERM
SUB-THEME: EFFECTIVE OFFICE PRACTICE

WEEK
OBJECTIVE GUIDE
5 Office Student should be (1) Office (1) Explains the (1) Identify the (1) Computer Students to:
equipment
able to: equipment meaning of office various types of (2) Office pins, (1) identify office
(1) explain the - meaning equipment. office equipment. clips, etc equipment in the
meaning of office - identification (2) Guides students to (2) State the (3) filing cabinet school.
equipment - importance identify various types importance of (4) stapler (2) enumerate the
(2) identify office - uses of office equipment. office equipment. (5) pictures importance of
equipment (2) Care of office (3) Leads discussion (2) State the (6) perforator office equipment.
(3) mention the equipment on the importance of importance of (7) printers etc. (3) list the uses of
importance of office office equipment. office equipment. the office
equipment (4) Demonstrates the (3) Practice the use equipment.
(4) explain use(s) of uses of some office of some office (4) mention ways
the different office equipment. equipment e.g of caring for office
equipment (5) Guides students in stapler, filing equipment.
(5) explain care of the care of office cabinet.
office equipment equipment.
THEME: COMMERCE – THE HEART OF BUSINESS
6 Advertising Students should be (1) Advertising (1) Leads discussion (1) Participate in (1) Newspaper Students to:
able to: - meaning on: class discussion (2) Radio (1) define
(1) state the meaning - types - Meaning of (2) State the (3) Television advertising
of advertising. - functions advertising meaning of (4) Magazines (2) list the types of
(2) mention the types (2) advertising - Types of advertising advertising (5) Pictures advertising
of advertising. media - Functions of (3) Mention the (6) Handbills etc. (3) list the
(3) list the functions - radio advertising types of advertising functions of
of advertising. - television (2) Outline the (4) Explain the advertising
(4) list various forms - newspaper various advertising functions of (4) mention forms
of advertising media. - handbills media advertising of advertising
(5) develop an - magazines (5) Give an media.
advertising jingle. - bill boards etc. example of
common
advertising media
159
BUSINESS STUDIES
JS III
FIRST TERM
SUB-THEME: THE HEART OF BUSINESS

WEEK
OBJECTIVE GUIDE
7 Transportation I Students should be (1) Meaning of (1) Leads (1) State the Photographs of Students to:
able to: transport discussion on the meaning of Nigeria showing (1) explain the
(1) explain the (2) Importance of meaning of transportation the transportation meaning of
meaning of transportation in transportation (2) State the routes, railways, transportation
transportation commerce (2) Leads different types of waterways and (2) enumerate the
(2) enumerate the (3) Types of discussion on the transportation pipelines importance of
importance of transportation types of (3) Make sketches transportation in
effective transport - Road transportation and cuttings of business
system in business - Air (3) Explain the different types of (3) list the types of
(3) mention the types - Rail importance of transportation transportation.
of transportation - water transportation
- pipeline
8 Transportation Students should be Advantages and (1) Shows latest Visit motor parks, Maps showing the Students to:
II able to state the disadvantages of each printed maps of railway stations, transport routes – state the
advantages and type of transportation Nigeria showing airports and roads, railways, advantages and
disadvantages of each the transport seaports to see water ways etc. disadvantages of
type of transportation routes canoes, boats, ships each type of
(2) Organizes etc transportation.
students in groups
to visit motor
parks, railway
stations etc
160
BUSINESS STUDIES
JS III
FIRST TERM
SUB-THEME: THE HEART OF BUSINESS

WEEK
OBJECTIVE GUIDE
9 Communication Students should be (1) Meaning of Leads discussion (1) State the (1) Forms and Students to:
I able to: communication on meaning of other documents (1) define
(1) state the meaning (2) Various means of (1) Meaning of communication used in the post communication
of communication communication communication (2) Explain each office (2) list the means
(2) mention means of - post (2) Means of means of (2) Telephone sets of communication
communication - telephone communication communication (3) computer
(3) explains each - world wide web (3) Give examples
means of - courier services of common means
communication of communication
10 Communication Students should be (1) Importance of Outline the (1) Practice making (1) Forms and Students to:
II able to: communication in services provided and receiving calls other documents (1) list the
(1) state the business by communication (2) Practice how to used in the post importance of
importance of (2) Services provided agencies. fill post office office communication
communication by communication forms e.g. money (2) Telephone sets (2) enumerate the
(2) identify services agencies order and postal kinds of services
provided by - postal and order. provided by
communication telegraphic services communication
agencies - telephone services agencies.
- internet
- courier services
11 REVISION
12 EXAMINATION
161
BUSINESS STUDIES
JS III
SECOND TERM
SUB-THEME: CONSUMER AND THE SOCIETY

WEEK
OBJECTIVE GUIDE
1 Revision of last term’s examination

2 Consumer Students should be (1) Consumer (1) Explains the Participate in (1) Consumer Students to:
protection agency able to: protection agencies: meaning and discussions on the protection education (1) define
(1) state the - meaning needs of meaning of needs leaflets and consumer
meaning of - need consumer for consumer brochures protection
consumer protection - regulators protection agency protection agencies (2) Posters agencies
agency (i) Consumer (2) Discusses the (3) Relevant reading (2) mention two
(2) need for Protection Council regulatory materials. reasons for
consumer protection (CPC) agencies in consumer
(3) mention (2) National Nigeria protection
consumer protection Communication (3) Leads agencies
agencies Commission (NCC) discussion on the (3) mention two
(4) state the roles (3) Standard roles and consumer
and responsibilities organization of responsibilities of protection
of the consumer Nigeria (SON) each consumer agencies
protection agencies (4) National protection (4) state roles and
Electricity agencies responsibilities of
Regulatory (4) Write short each of the
Commission (NERC) note on the chalk consumer
(5) National Agency board protection
for Food and Drug agencies.
Administration and
Control (NAFDAC)
(6) Roles and
responsibilities of
consumer protection
agencies
162
BUSINESS STUDIES
JS III
SECOND TERM
SUB-THEME: CONSUMER AND THE SOCIETY

WEEK
OBJECTIVE GUIDE
3 How to seek Students should be (1) Meaning of (1) Explains the (1) Listen and (1) Relevant reading Students to:
redress able to: consumer rights and meaning of participate on materials (1) explain
(1) define consumer redress redress class discussion (2) Samples of laws obligation of goods
rights (2) Ways of seeking (2) Guides (2) Share e.g NERC, and service
(2) define consumer redress students to state experiences on NAFDAC, NCC providers for redress
redress (3) Benefits of benefits of the provision of laws (2) list two reasons
(3) list ways of providing redress seeking redress redress for provisions of
seeking redress (3) Leads redress to consumers
(4) list the benefits discussion on (3) state three ways
of providing redress ways of providing of providing redress
redress to
consumers
4 How to make Students should be Meaning of (1) Explains the (1) Participate in (1) Flop charts Students to:
complaints able to: (1) Complaint meaning of defining a (2) Cardboard sheet (1) explain meaning
(1) explain what a (2) Justified compliant compliant (3) Marker of complaints
complaint is complaint (2) Discussion on (2) Distinguish (4) Pictures (2) state two
(2) distinguish (3) Unjustified difference between justified (5) Sample of a attributes of justified
between a justified compliant between justified and unjustified complaint letter for and unjustified
and unjustified (4) steps in lodging a and unjustified consumer seeking redress. consumer complaint
complaint Complaint consumer complaint (3) state four steps
(3) state the steps in (5) Writing a complaint through involved in lodging
lodging complaint complaint letter (3) Discuss steps roleplaying a consumer
(4) write a letter of in lodging (3) Participate in complaint
complaint. consumer discussion steps (4) write a consumer
complaint in lodging complaint
(4) Directs consumer
students to write a complaint
consumer (4) Write a
complaint letter complaint letter
163
BUSINESS STUDIES
JS III
SECOND TERM
SUB-THEME: BOOK-KEEPING AS AN EFFECTIVE TOOL IN BUSINESS

WEEK
OBJECTIVE GUIDE
5 Personal finance Students should be (1) Meaning of (1) Defines (1) Define personal (1) List of Students to:
able to: personal finance personal finance finance commodities (1) define personal
(1) explain the (2) Sources of (2) Identifies good (2) List sources of (2) Chalkboard finance
meaning of personal finance for consumption fund (3) Charts (2) mention two
finance individuals. habits (3) Identify areas of (4) posters uses of personal
(2) state the uses of (3) Consumption and (3) Shows how to expenditure (5) cartoons budget
personal budget choice record personal (4) List needs and (3) list five items
(3) manage personal (4) Scale of expenses priorities of personal budget
funds and keep preference (4) Illustrates how (5) Practice (4) list two sources
records of (5) Preparation of to keep budgeting for of fund
expenditure individual budget expenditure individuals (5) prepare
within means (6) Prepare simple personal budget
(5) Prepares a personal budget
simple sample
budget
THEME: BOOK-KEEPING AND BUSINESS SUCCESS
6 Forms of trial Students should be Forms of trial balance (1) Demonstrates Practice drawing (1) Ledger Students to:
balance able to: - Trading the forms of trial the forms of trial (2) Paper produce forms of
(1) identify the - Profit and loss balance balance (3) Ruler trial balance.
forms of trial account (2) Supervises (4) Chalk
balance - Balance sheet student to practice (5) Chalkboard
(2) draw the forms the forms of trial (6) sample of trial
of trial balance balance balance
164
BUSINESS STUDIES
JS III
SECOND TERM
SUB-THEME: BOOK-KEEPING APPLICATION

WEEK
OBJECTIVE GUIDE
7 Trial balance Students should be able (1) Trial balance (1) Demonstrates (1) Practice (1) Ledgers Students to:
to: - Meaning balancing of ledger and balancing of (2) Chalkboard (1) list functions of
(1) explain the meaning - Uses forming trial balance accounts (3) Chalk a trial balance
of a trial balance (2) Balances that (2) Guides students to (2) Prepare a trial (4) Rulers (2) prepare trial
(2) state the functions of form the trial prepare the trial balance balance (5) Exercise for balance
trial balance balance (3) Supervises the (3) List the practice (3) identify profit
(3) extract balances from (3) Formation of students to practice trial functions of trial and items in trial
ledgers to form trial trial balance from balance balance balance
balance ledger (4) Distinguishes (4) Identify items (4) identify balance
(4) Identification between the profit and of balance sheet sheet items in a
of balance sheet loss items in the trial on the trial trial balance.
items on the trial balance balance
balance (5) Guides students to
identify balance sheet
items on the trial
balance
8 Trading, profit Students should be able (1) Purpose of (1) Guides students in (1) Identify items (1) Ledgers, Students to:
and loss to: trading, profit and determining cost of on trading and trading profit and (1) explain the
account (1) state the purpose of loss accounts goods sold, net sales profit and loss loss accounts purpose of trading,
trading, profit and loss (2) Trading and gross profit or loss accounts (2) Rulers profit and loss
accounts accounts (2) Prepares trading (2) Practice (3) Chalkboard account.
(2) calculate the cost of (3) Profit and loss accounts exercises in (4) Samples of (2) determine the
goods sold account (3) Prepares profit and calculating cost of practiced problems cost of goods sold
(3) determine net sales (4) Rules for loss account goods sold, net and exercises (3) define net sales
(4) determine net profit constructing (4) Explains the rules sales and gross (5) Relevant where there are
or loss and gross profit simple profit and for constructing profit profit textbooks/work returns.
(5) outline the rules for loss account and loss account (3) Practice books (4) calculate gross
the construction of a exercises in the profit
simple profit and loss preparation of (5) prepare trading,
account trading, profit and profit and loss
loss accounts accounts.
165
BUSINESS STUDIES
JS III
SECOND TERM
SUB-THEME: BOOK-KEEPING APPLICATION

WEEK
OBJECTIVE GUIDE
9 Balance sheet Students should be able (1) Balance sheet (1) Explains the (1) Define a (1) Trial balance Students to:
to: - Meaning meaning of a balance balance sheet (2) Ruler (1) define balance
(1) explain the meaning - Content sheet (2) List contents (3) Chalk sheet
of balance sheet - Uses (2) Explains the uses of of balance sheet (4) chalkboard (2) enumerate four
(2) state the items in a (2) Classification balance sheet (3) Define assets, (5) exercises items in a balance
balance sheet of items: (3) Identifies the items liabilities and sheet
(3) State the uses of - Assets and balance sheet capital (3) classify assets
balance sheet - Capital (4) Prepares a balance (4) Prepare (4) define capital
(4) classify assets into - Liabilities sheet from trial balance balance sheet and liabilities
fixed and current (3) Preparation of (5) state the uses of
(5) distinguish capital simple balance balance sheet
from liabilities sheet
10 Business Students should be able Parts of a business (1) Explains what Practice writing (1) Charts on Students to
letters to keyboard business letter business letters are business letter in different layouts (1) mention two
letters - Heading (2) Discuss business different layout (2) chalk business letter
- Opening letter layout and styles and styles (3) chalkboard layout and styles
- Body (3) Pastes different (2) produce a
- Closing business letters on the business letter in
- layout chalk board - Block style
- Indented style
11 REVISION
12 EXAMINATION
166
BUSINESS STUDIES
JS III
THIRD TERM
SUB-THEME: KEYBOARDING AS A COMMUNICATION TOOL

WEEK
OBJECTIVE GUIDE
1 Revision of second term’s work
2 Printer’s correction Students should be Manuscript: Discuss the use of Practice the use of Copies of Students to:
signs manuscripts and able to recognize - Longhand correction signs correction signs in manuscripts (1) write and
abbreviations manuscript - abbreviations Manuscript stress manuscripts correct
abbreviations - standard the need to read manuscripts
- printer’s through (2) write out
correction signs manuscripts abbreviations in
before writing to full
acquaint oneself
with style of
writing, special
instruction and
contents
3 Memorandum Students should be Memorandum: (1) Explains the Participate in Specimen of a Students to:
able to: - Meaning meaning of a class discussion memorandum (1) define a
(1) state what a - Features memorandum on features and memorandum
memorandum is - Format (2) Guides formats of (2) list the
(2) list the features of discussion on memorandum features of a
memorandum features and memorandum
(3) produce a formats of (3) produce a
memorandum memorandum memorandum
167
BUSINESS STUDIES
JS III
THIRD TERM
SUB-THEME: BASIC SHORTHAND SKILL

WEEK
OBJECTIVE GUIDE
4 Shorthand principles Students should be (1) Compound (1) Draws each (1) Copy out word Chart to Students to:
able to: consonants vertical and drills on distractively show (1) take word
(1) identify six (i) Meaning horizontal on the compound compound and dictation on the
compound (ii) classification chalkboard consonants short forms. six compound
consonants with their (2) Omission (2) Writes out the (2) Transcribe consonants
shorthand outlines consonant six compound word drills on (2) transcribe
(2) write out (i) Ticks (√) consonants and omission of into English
shorthand outline by (ii) dots (.) H pronounces them consonants short word
using ‘tick’ and ‘dot’ to the students, (3) Read out word sentences from
to represent ‘H’ Kw, Gw, Mp, Lr, passages from new Era Pitman
Br, and Wh. recommended shorthand to
(3) Writes out textbook reflect the
words drills on compound
omission of consonants with
consonants ‘tick’ the use of ‘tick’
and ‘dot’ H. Ticks (√), dots (.)
(4) Gives short H
words dictations
for drilling
168
BUSINESS STUDIES
JS III
THIRD TERM
SUB-THEME: BOOK KEEPING AND BUSINESS SUCCESS

WEEK
OBJECTIVE GUIDE
5 Book-keeping Students should be (1) Transparency, (1) Explains and (1) Participate in (1) News paper, Students to:
ethics able to: accountability and give examples of the discussion on cuttings on write up (1) explain
(1) explain probity: the meaning of the meaning of on TAP and Due transparency,
transparency and (i) Meaning transparency, TAP process accountability
probity (ii) Need for TAP accountability ad (2) Explain TAP. (2) Textbooks and probity TAP.
(2) state the need for (iii) attributes of ATP the probity (TAP) (3) Participate in (3) chart (2) mention
transparency, (2) Due process: (2) Guides the debate on TAP (4) Chalk THREE Needs
accountability and (i) Meaning students to (4) Identify the (5) Chalkboard for TAP
probity (TAP) in (ii) Operation determine the need for due (3) describe three
public domain (iii) Truthfulness need for TAP process challenges
(3) list attributes of (iv) Openness (3) Explains the (5) copy notes on associated with
transparency, (v) Fairness attributes of TAP TAP and due lack of TAP
accountability and (vi) impartiality and give examples process
probity (vii) due process (4) Explains due
(4) explains due (viii) respect for the process
process and its rule of law mechanism
operation (ix) Problems created
by lack of TAP and
their solutions
6 REVISION
7 EXAMINATION
169
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TAAM NKE MBỤ
NGALABA ỌMỤMỤ: OMENALA

IZUUKA
IHE ỤMỤAKWU-KWỌ NKA NGWA

ISIOKWU MBUNUCHE NDỊNISIOKWU NNWALE
GA-EME NKUZI NKUZI
1. Orubere na ọrụ Ụmụakwụkwọ ga- 1. Orubere umuaka 1. Ịkọwa ihe bu orubere ha 1. Nkọwa 1. Eserese Ụmụakwụkwọ:
ụmụaka enwe ike: 2. Uru inye umuaka 2. Ikowa ihe bu uru na inye 2. Omụmaatụ 2. Chaatị 1. Ịkọwa ihe bụ
1. Ikowa ihe bu orubere ha umuaka orubere ha 3. Ntulekota uche 3. Akwukwo orubere ha
orubere ha. 3. Ijeputa ejije 4. Ajụjụ na aziza ogugu 2. Ikowa o bara
2. Ịkọwa ihe bu 4. ise eserese 5. Ogugu 4. Foto inye umuaka
okenaoru ha 6. Odide oruber ha
3. Ikwu uru a bara 7. Ejije
inye umuaka orubere
ha
4. Ikwu uru o bara
umuaka ima oke na
oru ha.
2. Orubere na ọrụ 3. Oke na ọrụ 1. Ikowa ihe bụ okenaoru
ụmụaka ụmụaka. ha.
4. Uru ụmụaka ima 2. Ikwu uru ọ bara ụmụaka
oke na oru ha ima okenaọrụ ha
3. Ijepụta ejije
4. Ise eserese
3. Akwụkwọ Ụmụakwụkwọ ga- 1. Ọgụgụ akwụkwọ 1. Igu akwụkwọ a họpụtara 1. Ọgụgụ 1. Akwụkwọ Ụmụakwụkwọ:
agụmagụ enwe ike: a họpụtara 2. Ịkọwa isiokwu akwụkwọ 2. Nkọwa ọgụgụ a 1. Ịzatalị ajụjụ
a họpụtara 1. Ịgụ akwụkwọ a 2. Nkọwa ihe 3. Ịkọwa okwu ụfọdụ di 3. Ajụjụ na azịza hpoputara 2. Ikowatali okwu
(EJIJE) họpụtara akwụkwọ na-ekwu n’akwụkwọ 4. Ikwu maka agwa 2. Eserese anọ di n’ihe ha
2. Ịkọwa isi ihe maka ya 4. Ikwu maka agwa di iche di iche iche 3. Foto guru
akwụkwọ na-ekwu 3. Nkọwa okwu iche 5. Ikwu uche ha 4. Akpụrụakpụ 3. Ikwu agwa
maka ya ụfọdụ dị n’akwụkwọ 5. Ikwu uche ha banyere banyere isiokwu di ma o bu masiri ha n’ihe ha
3. Ịkọwa okwu ụfọdụ 4. Agwa ụfọdụ di isiokwu di n’akwukwo na n’akwụkwo na atụrụatụ gụrụ
di n’akwukwo a gụrụ n’akwụkwọ a guru agwa ụfọdụ agwa ụfọdụ 5. Tepurekọda 4. Ikwu ihe atọ
Akwụkwọ 4. Ikwu uche ha 5. Uche ụmụaka 6. Iwepụta omenala ndi 6. Iwepụta omenala 6. Redio kpatara agwa ahụ
4. agụmagụ banyere isi ihe a gụrụ banyere na agwa pụtara ihe ndi pụtara ihe 7. Tiivii ji masị ha.
a họpụtara na agwa ụfọdụ ụfọdụ 7. Ije ejije 7. Ije ejije
170
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TAAM NKE MBỤ

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IHE ỤMỤAKWU- NKA NGWA

KWỌ GA-EME NKUZI NKUZI
5. Ọgụgụ na Ụmụakwụkwọ ga-enwe ike: 1. Ọgụgụ Igu ihe Ọgụgụ 1. Ọgụgụ 1. Akwukwo Ụmụakwụkwọ:
aghotaazaa banyere
1. Igụtali Igbo were werena 2. Nkọwa ihe bu 2. Iju na iza Ajụjụ 2. Nkọwa Ọgụgụ 1. Iko ihe atọ ha
iji mmadụ atuososo iji mmadu atu 3. Ikowa mkpuruokwu 3. Ajụjụ 2. Eserese nurula gbasara iji
mgbere 2. Ịkọwa isi ihe a gụrụ mgbere ndi siri ike 4. omụmaatụ 3. Tiivii mmade atu
gbasara iji mmawdu atu 3. Uche 4. ikwu uche ha banyere 5. mkparịtaụka 4. Redio mgbere
mgbere umuakwukwo iji mmadu atu mgbere 6. Ejije 2. Ije ejije gbasara
3. Ịkọwa okwu ndi siri ike banyere ihe ha 5. mkparịtaụka banyere 7. Nkiri onyonyo iji mmadu atu
n’ihe a guru guru iji mmadu atu mgbere na Tiivii mgbere
4. Ikwu uche ha banyere ihe 6. Ije ejije
ha guru 7. ikiri onyonyo na video
NGALABA ỌMỤMỤ: EDEMEDE
6. Ide Leta (Nkeonye) Ụmụakwụkwọ ga-enwe ike: 1. Udi leta di iche 1. Ikparita uka maka leta 1. Nkọwa 1. Leta Ụmụakwụkwọ:
1. Ikwu udi let di iche iche iche 2. Iko usi leta di iche 2. Nduzi 2. omụmaatụ 1. Izatali Ajụjụ
2. Ikwu etu e si ahazi leta 2. Ikwu mpaghara iche 3. Ajụjụ na azịza 3. Chaatị 2. Ikwutali
3. Ide udi leta do iche iche di iche iche e 3. Ikwu ka e si ahazi leta 4. Mkparịtaụka 4. Stampụ mpaghara abụọ dị
4. Ikwu uzo e si eziputa leta nwere na leta 4. Ide udi leta di iche 5 Odide 5. Ọbọleta na leta
3. Ikwu etu e si iche (mvelopu) 3. Ikwu uzo atọ e
ahazi leta 5. Ngughari na si ezisa ozi
4. Ide udi di iche idezighari ihe ha dere
Ide Leta iche 6. Iziputa leta ha dere
7. (Aņamacho-ihe)
NGALABA ỌMỤMỤ: AGỤMAGỤ
8. Agụmagụ Ụmụakwụkwọ ga-enwe ike: 1. Akụkọ ifo di 1. Ige akụkọ ifo 1. Ọkụkọ 1. Eserese Ụmụakwụkwọ:
ọdịnaala (Akụkọ 1. Iko akụkọ ifo iche iche dịka: 2. Iko akụkọ ifo 2. Ọgụgụ 2. Akpụrụakpụ 1. Ije ejije
Ifo) 2. Iko akụkọ ifo nke okike, nke na- 3. Igụ akụkọ ifo 3. Nzipụta 3. Chaatị 2. Iko akụkọ ifo
3. Iwepụta akparamagwa akuzi ezi omume 4. Iju na iza ajụjụ 4. Omụmaatụ 4. Akukwo 3. Ikwu ihe
n’akụkọ ifo 2. Ihe mmụta 5. Ije ejije 5. Ajụjụ na aziza Ọgụgụ mmụta si n’akụkọ
4. Ikwu ihe mmụta si ifo
n’akụkọ ifo
171
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AFỌ ATỌ
TAAM NKE MBỤ

IZUUKA
IHE ỤMỤAKWU- NKA

ISIOKWU MBUNUCHE NDỊNISIOKWU NGWA NKUZI NNWALE
KWỌ GA-EME NKUZI
9. Ejije na Abu Ụmụakwụkwọ ga-enwe 1. Ejije odinaala na 1. Ikwuputa udi ejije 1. Nkọwa 1. Eserese Ụmụakwụkwọ:
Odinala ike: abu di iche iche e na abụ ọdịnaala Igbo 2. Akụkọ 2. Tepurekoda 1. Ịkpọpụta ejije
1. Ikwu udi ejije na abụ nmwere n’ala igbo di iche iche 3. Ajụjụ na azịza 3. Ngwa egwu ọdịnaala ise, na abụ
ọdịnaala ndi e nwere n’ala 2. Uru di n’ime ejije 2. Ikowa etu e si 4. Ntulekọta 4. Unuakwukwo atọ
Igbo na abu ndi a eme ụfọdụ ejije ndi a uche n’onwe ha 2. Ịkọwa uru di
2. Izipụta njirimara ja 3. Nkọwa etu e si 3. Ibu ụfọdụ abụ 5. Ejije na abụ n’ejije na n’abụ ndi
3. Ịkọwa etu e si eme eme ha odinaala a
ụfọdụ ejije ma o bu bua 4. Ime ejije ụfọdụ 4. Ịkọwa uru ejije na
abu ụfọdụ 5. Ikowa uru ejije na abụ ọdịnaala bara
4. Ikwu uru ejije na abụ abụ ọdịnaala bara
ọdịnaala bara
5. Ije ejije ma buokwa abu
ọdịnaala ufodu
10. Ọgụgụ na Ụmụakwụkwọ ga-enwe 1. Ọgụgụ gbasara 1. Ịgụ ihe Ọgụgụ 1. Ọgụgụ 1. Akwụkwọ Ụmụakwụkwọ:
aghotaazaa ike: mpụ n’ule 2. Iju na iza ajụjụ 2. Nkọwa Ọgụgụ 1. Igu ihe e
1. Ịgụtali Igbo werewere na 2. Nkọwa ihe bu 3. Nkọwa 3. Ajụjụ na azịza 2. Eserese wepụtara banyere
osoosa mpu n’ule mkpụrụokwu ndi siri 4. omụmaatụ 3. Tepurekoda mpụ n’ule
2. Ịkọwa isi ihe bu mpu 3. Nkọwa okwu ndi ike 5. mkparịtaụka 4. Redio 2. Iza Ajụjụ banyere
n’ule siri ike n’ihe a guru 4. Ikwu uche ha 6. Ejije. 5. Tiivii ihe ha gụrụ
3. Ịkọwa okwu ndi siri ike 4. Ajụjụ gbasara ihe banyere mpụ n’ule 3. Ikwu ọghọm mpu
na iza ajụjụ n’ihe ha gụrụ a gụrụ 5. Ịkparita ụka n’ule
4. Ikwu ọghọm di na mpụ 5. Ọghọm mp n.ule banyere mpụ n’ule 4. Ikwu uche ha
n’ule 6. Ikwu uche ha 6. Ije ejije. banyere mpụ n’ule
banyere ihe a gụrụ.
11. MMỤNWE
12. ULE
172
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AFỌ ATỌ
TAAM NKE ABỤỌ

IZUUKA

KWỌ GA-EME NKUZI
1. Akwụkwọ Ụmụakwụkwọ ga-enwe ike: 1. Ọgụgụ akwụkwọ 1. Ịgụ akwụkwọ a 1. Ọgụgụ 1. Akwụkwọ Ụmụakwụkwọ:
agụmagụ a 1. Ịgụ akwụkwọ a họpụtara a họpụtara họpụtara 2. Nkọwa Ọgụgụ a họpụtara 1. Izatali Ajụjụ
họpụtara 2. Ịkọwa isi ihe akwụkwọ 2. Nkọwa isi ihe 2. Ịkọwa isiokwu 3. Ajụjụ na aziza 2. Eserese 2. ikowatali okwu
(Abụ) na-ekwu maka ya akwụkwọ na-ekwu akwụkwọ 4. Ntulokota 3. Foto anọ di n’ihe ha guru
3. Ịkọwa okwu ụfọdụ di maka ya 3. Ịkọwa okwu 5. Odide 4. Akpuruakpu ma 3. Ịkwu agwa masiri
n’akwụkwọ a guru 3. Nkọwa okwu ụfọdụ di n’akwụkwọ 6. Ejije o bu aturuatu ha n’ihe ha guru
4. Ikwu uche ha banyere isi ụfọdụ di 4. Ikwu maka agwa 7. Njem 5. Tepurekoda 4. Ikwu ihe atọ
ihe a guru na-agwa ụfọdụ n’akwụkwọ di n’akwụkwọ nchoputa 6 Redio kpatara agwa ahụ ji
4. Agwa ụfọdụ di 5. Ikwu uche ha 7. Tiivii mas ị ha
n’akwụkwọ a guru banyere isiokwu na
5. Uche ụmụaka agwa ụfọdụ
2. Akwụkwọ banyere isi ihe a 6. Iweputa omenaala
agumagu a guru na agwa ụfọdụ ndi putara ihe
họpụtara 7. Ije ejije
(Abu)

3. Mgbanwe na- Ụmụakwụkwọ ga-enwe ike: 1. Nkọwa ihe bụ 1. Ịkọwa ihe bụ 1. Nkọwa 1. Eserese Ụmụakwụkwọ:
abata n’omenala 1. Ịkọwa ihe bu omenala omenala omenala 2. Ajụjụ na azịza 2. Ngwa mmetụ 1. Iju na iza Ajụjụ
2. Ịkọwa pụta ihe mgbanwe 2. Mgbanwe ụfọdụ 2. Ikwu mgbanwe 3. Ejije Igbo aka 2. Ikwu omenala ndi
ụfọdụ na-abata n’omenala na-abata n’omenala ụfọdụ na-abata ụfọdụ 3. Akwukwo batara ọhụrụ
obodo dịka : nri, ejije, Igbo n’omenala obodo 4. Ngosipụta Ọgụgụ na ihe 3. Ikwu omenala ndi
uri/egwu, dgz 3. Nkwuputa 3. Ikwu uru ikwalite 5. Omụmaatụ Ọgụgụ ndi ozo dechapụrụ adachapụ
3. Izipụta mmasi n’ikwalite omenala ụfọdụ na- omenala Igbo bara 4. Idepụta aha
omenala ụfọdụ ndi di mma ala azu 4. Ijuputa nne na nna omenala ise
na-adaghachi azu dịka : 4. Uru ikwalite ha omenala ụfọdụ
mgba, egwu ọnwa, itu okwe omenala Igbo bara nke obodo ha
dgz
4. Ikwu uru ikwalite
omenala Igbo bara
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NGALABA ỌMỤMỤ-ASỤSỤ
IZUUKA

KWỌ GA-EME NKUZI
4. Ekwumekwu Ụmụakwụkwọ ga-enwe ike: 1. Nkọwa ihe bụ 1. Ikowa ihe bụ 1. Nkọwa 1. Ọgwụ Ụmụakwụkwọ:
banyere izụ na 1. Ikwu ihe bụ ịzụ na inụ ọgwụ ọgwụ 2. Omụmaatụ 2. ngwa ogwụ 1. Iza Ajụjụ
inụ ọgwụ ọgwụ 2. Mgbe eji anụ 2. Ikwu mgbe e ji 3. Ajụjụ na azịza 3. eserese 2. Ikwu ebe kwesiri
agharaaghara 2. Ikwu mgbe e ji anu ọgwu ogwụ anu ọgwụ 4. Mpoputa 4. Charrti izuta ọgwu.
na onye kwesiri ide ọgwụ 3. Onye kwesiri ide 3. Iku onye kweriri 5. mkparịtaụka 5. Foto 3. Ikwu mgbe e ji
3. Ikwu nsogbu di n’izụ na ogwu ide ogwu 6. Ngosipụta 6. Onyeobia puru anu ogwu
inụ anwụrụ ike 4. Ebe e kwesiri 4. Ikwu ebe e 7. Ejije iche 4. Ikowa ihe bu inu
4. Ikwu ebe e kwesiri izụta izuta ogwu kwesiri izụta ogwụ 8. Eserese 7. Akwukwo ọgwu agharaaghara
ogwụ na nsogbu di n’izụ na 5. Nsogbu di n’izu 5. Ikwu nsogbu di Ọgụgụ 5. Ije ejije
inu ọgwụ agharaaghara na n’inụ anwụrụ ike n’izu na inu anwuru 6. Isi ihe
ike 7. Ikwu nsogbu atọ
6. Ikwu nsogbu di di n’ịnụ ọgwụ
n’izu na n’inu ogwu agharaaghara
agharaaghara
7. Ije ejije
5. Nkebiahịrị Ụmụakwụkwọ ga-enwe ike: 1. Ihe bu nkebiahịrị 1. Ikwu ihe bu 1. Nkọwa 1. Eserese Ụmụakwụkwọ:
1. Ikọwa ihe bụ nkebiahịrị 2. Nkebiahịrị di iche nkebiahịrị 2. Ọgụgụ 2. Mgbubam 1. Ikowa ihe bụ
2. Ikwu udi nkebiahịrị di iche 2. Irugosi nkebiahịrị 3. Akuakuzinwo 3.Akwukwo nkebiahịrị
iche iche ma nye omụmaatụ 3. Nrụgosi n’ahịrịokwu 4. Ajụjụ Ọgụgụ 2. Inye omụmaatụ
ha nkebiahịrị 3. ideputa nkebiahịrị 5. Odide 4. Flanel graf nkebiahịrị atọ
3. Irugosi nkebiahịrị di iche n’ahịrịokwu di n’ahịrịokwu 6. Omimaatu 5. Chaatị 3. Irugosi nkebiahịrị
iche n’ahịrịokwu. 7. Nrụgosi n’ahịrịokwu
8. Asommpi
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IGBO
AFỌ ATỌ
TAAM NKE ABỤỌ

IZUUKA

KWỌ GA-EME NKUZI
6. Akwụkwo Ụmụakwụkwọ ga-enwe ike: 1. Ọgụgụ akwụkwo 1. Ịgụ akwụkwo a 1. Ọgụgụ 1. Akwụkwo Ụmụakwụkwọ:
agụmagụ a 1. Ịgụ akwụkwọ a họpụtara a họpụtara họpụtara 2. Nkọwa Ọgụgụ a họpụtara 1. Izatali Ajụjụ
họpụtara: 2. Ikọwa isi ihe akwukwo 2. Nkọwa isi ihe 2. Ikowa isi ihe 3. Ajụjụ na azịza 2. Eserese 2. Ikowatali okwu
(ọdịnịịgha) na-ekwu maka ya akwukwo na-ekwu akwukwo na-ekwu 4. Ntulokota 3. Akouruakpu ma anọ di n’ihe ha gụrụ
3. Ikọwa okwu ụfọdụ di maka ya maka ya 5. Odide o bu aturuattu 3. Ikwu agwa masiri
n’akwụkwọ a gụrụ. 3. Nkọwa okwu 3. Nkọwa ikowu 6. Ejije 4. Foto ha n’ihe ha gụrụ
4. Ikuru uche ha banyere isi ụfọdụ di n’akwukwo ụfọdụ di n’akwukwo 7. Njem 5. Tepurekoda 4. Ikwu ihe atọ
7. Akwụkwọ ihe a guru na agwa ụfọdụ 4. Agwa ụfọdụ di 4. Agwa ụfọdụ di nchọpụta 6. Redio kpatara agwa ahu ji
agụmagụ a n’akwụkwọ a gụrụ n’akwụkwọ a gụrụ 7. Tiivii mas ị ha
họpụtara: 5. Uche umuaka 5. Uche umuaka
(Iduuazị) banyere isi ihe a banyere isi ihe a
gụrụ na agwa ụfọdụ gụrụ na agwa ụfọdụ
8. ọnụọgụgụ Ụmụakwụkwọ ga-enwe ike: 1. ọnụọgụgụ site 1. Igupụta ọnụọgụgụ 1. Ọgụgụ 1. Ngwa e ji Ụmụakwụkwọ:
(1 – 1000) 1. Ịgụtali ọnụọgụgụ site n’otu ruo n’otu puku 2. Idepụta ọnụọgụgụ 2. Ngosipụta ọnụọgụgụ dịka : 1. Ịjụ na iza Ajụjụ
n’otu ruo puku (1 – 1000) suo asusu 3. Ọmụmaatụ ukwu osisi ekere 2. Ịgụ ihe
2. Iji ọnụọgụgụ ndi a sụọ 2. Odide ọnụọgụgụ 3. Ịmakọta noma na 4. Nkọwa eke na nari na nari 3. Iji ọnụọgụgụ sụọ
asụsụ 3. Asụsụ nabatara ọnụọgụgụ 5. Odide 2. Chaatị asụsụ
3. Idetali ọnụọgụgụ ndi a ọnụọgụgụ 6. Mmakota 3. Kaadi ọnụọgụgụ 4. Ịmakota nomba
na ọnụọgụgụ
175
IGBO
AFỌ ATỌ
TAAM NKE ABỤỌ

IZUUKA

KWỌ GA-EME NKUZI
9. Akpaala-okwu Ụmụakwụkwọ ga-enwe ike: 1. Akpaalaokwu di 1. Ige nti 1. Ọgụgụ 1. Chaatị Ụmụakwụkwọ:
1. Inye omụmaatụ dịka : iche iche 2. Inye omụmaatụ 2. Ọmụmaatụ 2. Eserese 1. Ịjụ na iza azịza
(a) ime aka abụọ 2. Nkọwa ha 3. Ikowa 3. Nzipụta 3. Kaadi 2. Igụ ihe
(b) afọ ita mmiri 3. Nziputa ha akpaalaokwu 4. Ajụjụ na aziza 4. Akwukwo 3. Ide ahịrịokwu
(c) igbu oge n’ahịrịokwu 4. Ịjụ na iza Ajụjụ 5. Ọgụgụ Ọgụgụ abụọ nwere
2. Ịkọwa ihe akpaalaokwu 4. Uru ha bara 5. Ide ihe 6. Odide akpaalaokwu
pụtara 6. Ịgụ ihe 4. Ịzipụta
3. Ịzipụta akpaalaokwu 7. Ịkowapụta uru akpaalaokwu
n’ahịrịokwu akpaalaokwu bara n’ahịrịokwu
4. Ịkwu uru akpaalaokwu
bara asusu
10. Okwuntụhị na ilu Ụmụakwụkwọ ga-enwe ike: 1. Okwuntụhị di 1. Ige nti 1. Nkọwa 1. Eserese Ụmụakwụkwọ:
1. Ikwuputa ma kowaputa iche iche 2. Ikwu okwuntụhị 2. Omụmaatụ 2. Chaatị 1. Iju Ajụjụ
okwuntụhị nkw oma 2. Itu ilu di iche iche 3. Iju Ajụjụ 3. Ngosipụta 3. Kaadi 2. Ikwu okwuntụhị
2. Ichotali okwu ndi ha na 3. Iza Ajụjụ 4. Ajụjụ 3. Igu okwuntụhị
ibe ha yiri n’uda 4. Igu okwuntụhị 4. Ide okwuntụhị ise
3. Igosipụta mmasi na obi 5. Ide okwuntụhị 5. Ide ilu anọ
uto di n’ikwu okwuntụhị 6. Itu ilu, ide, na
4. Itu ilu di iche iche iguputa ha
11. MMỤNWE
12. ULE
176
IGBO
AFỌ ATỌ
TAAM NKE ATỌ
IZUUKA
IHE ỤMỤAKWU- NKA NGWA

KWỌ GA-EME NKUZI NKUZI
1. Oruuru onye na-

Ụmụakwụkwọ ga-enwe ike: 1. Izu na ire ahịa 1. Ikwu maka izu na ire 1. Nkọwa 1. Eserese Ụmụakwụkwọ:
azu ahi 1. Ikwu maka azum ahịa 2. Nsogbu ndi a na- ahịa 2. Omụmaatụ 2. Ngwa ahịa 1. Izatali Ajụjụ
2. kwue nsogbu onye gara wnwe ma a gaa izu 2. Ikwu umu nsogbu 3. Ejije 3. Chaatị gbasara izu na ire
izu ihe n’ahịa nwere ike ahịa onye gara izu ihe 4. Mkparịtaụka ahịa
inwe 3. Uzo e si arụgbu n’ahịa nwere ike inwe 5. Njem 2. Ikwu ụzọ anọ e si
3. Kwue uzo e si arụgbu onye gara izu ahịa 3. Ikwu orụụrụ onye nchọpụta arụgbu onye gara
onye gara izu ahịa 4. Orụụrụ onye gara gara izu ahịa izu ahịa
4. Ikwu oruuru onye gara izu ahịa 4. Ije nkem nchọpụta 3. Ikwu oruuru onye
izu ahịa gara izu ahịa
NGALABA ỌMỤMỤ-ASỤSỤ
2. Oru “na? Ụmụakwụkwọ ga-enwe ike: 1. Ọrụ di iche iche 1. Ikowaputa oru "na" 1. Nkọwa 1. Chaatị Ụmụakwụkwọ:
n’ahịrịokwu 1. Ikowaputa oru di iche "na" na-aru na-aru n’ahịrịokwu 2. Ajụjụ 2. Kaadi 1. Ikọ oru anọ ‘na’
iche « na » na-aru n’ahịrịokwu 2. Igosipụta ebe ‘na’ 3. Omụmaatụ mgbubam na-aru n’ahịrịokwu
2. Ika ihe n’okpuru ‘na’ 2. Ebe ‘na’ na-aru di na-aru oru di iche iche 4. Ọgụgụ 2. Ikọ ihe n’okpuru
n’ebe o ruru oru di iche iche iche iche 3. Imebe ahịrịokwu iji 5. Odide ebe ‘na’ na-aru oru
3. Imeputa ahịrịokwu iji 3. Ahịrịokwu di gosipụta oru ‘na’ dịka di iche iche
gosipụta ebe "na” na-aru iche iche na- mbuụzo, njiko, 3. Idepụta ahịrịokwu
oru n’ahịrịokwu dịka egosipụta oru ‘na’ nnyemakangwaa anọ iji gosipụta uzo
mbuụzo, nkiko, dịka mbuụzo, njiko, ọrụ anọ ‘na’ na-aru
nnyemakangwaa nnyemakangwaa
3. Edemede Nduzi Ụmụakwụkwọ ga-enwe ike: 1. Nkọwa edemede 1. Ikwu maka nrụkọrịta 1. Nkọwa 1. Foto Ụmụakwụkwọ:
1. Ide edemede di mfe gara 2. Nkebi edemede oru dịka : 2. Ndizi 2. Eserese 1. Ise eserese
nusoro banyere "nrulorita 3. ọkpụrụkpụ okwu (a) usoro nrụkọrịta oru 3. Mkparịtaụka. 3. Chaatị 2. Iko akụkọ maka
oru" 4. Nhazi edemede (b) uru di na nrụkọrịta 4. Ajụjụ nrụkọrịta oru
2. Iziputa nhazi edemede oru 5. Odide 3. Ide ahịrịokwu
(ch) Omụmaatụ maka nrụkọrịta oru
nrụkọrịta oru
2. Ihoputa ọkpụrụkpụ
okwu di n’edemede
3. Ihazi edemede
4. Ide edemede
177
IGBO
AFỌ ATỌ
TAAM NKE ATỌ

IZUUKA

KWỌ GA-EME NKUZI
4. Usoro nzikorita Ụmụakwụkwọ ga-enwe 1. Ụzo nziza ozi : 1. Ige nti 1. Nkọwa 1. Ngwa nzizaozi Ụmụakwụkwọ:
ozi odinala na ike: - Keodinala dịka : 2. Ikwu uzo nzizaozi 2. Ngosi 2. Eserese 1. Ikwu ụzo abụọ eji
nke ugbu a 1. Ikwu ụzo di iche e si okwuonu, ekwe, 3. Izi ozi 3. Nduzi 3. Chaatị eziza ozi keodinala
eziza ozi n’ụzo odinala na egbe dg 4. Ikwu uru iziza ozi 4. Nzịrịta ozi 2. Ikwu uzo abụọ eji
n’oge ugbu a - Keugbua dịka : bara 5. Ajụjụ eziza ozi keugbua
2. Izi ozi ụfọdụ ekwentị, redio, tiivii, 5. Ise ihe 3. Ide uru atọ di na
3. Ikwu uru iziza ozi bara nuzpepa, komputa dg 6. Ikpu ihe nziza ozi
2. Uru iziza ozi bara 7. Igu ihe
5. Omenala ndi ozo Ụmụakwụkwọ ga-enwe 1. Nkọwa ihe bu 1. Ịkọwa ihe bu 1. Nkọwa 1. Eserese Ụmụakwụkwọ:
di iche iche ike: omenala omenala 2. Ajụjụ na azịza 2. Ejije 1. Iju na iza ajụjụ
1. Ịkọwa ihe bụ omenala 2. Ikwuputa omenala 2. Ikwuputa omenala 3. Iwa oji 3. Mmadu 2. Ikwu omenala di
2. Ịkpopụta omenala di ụfọdụ ụfọdụ 4. Ichi echichi 4. Ngwa mmetu iche iche
iche iche dịka ichi echichi, 3. Uru omenala bara 3. Ikwu uru omenala 5. Ejije aka 3. Ịgụsita uru
oji, ilu nwanyi, iwa ji, bara 6. Ngosipụta 5. Foto omenala bara
mmannwu, igba ndu, nsọ 4. Ijuputa nne na nna 7. Ọmụmaatụ 4. Idepụta omenala
ala, ihi anu, ịlo uwa dg ha omenala ụfọdụ ise
3. Ikwu uru omenala bara ndi obodo ha na-eme
4. Iziputa mmasị ha 5. Ikọpụta iha ha
banyere omenala juputara
6. Ijụ na iza Ajụjụ
6. MMỤNWE
7. ULE
178

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ACTIVITIES TEACHING AND

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PERFORMANCE AND EVALUATION

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ACTIVITIES TEACHING AND

THEME: NUMBERS AND NUMERATION

ACTIVITIES TEACHING AND

THEME: NUMBERS AND NUMERATION

ACTIVITIES TEACHING AND

THEME: NUMBERS AND NUMERATION

ACTIVITIES TEACHING AND

THEME: NUMBERS AND NUMERATION

ACTIVITIES TEACHING AND

THEME: ALGEBRAIC PROCESSES

ACTIVITIES TEACHING AND

THEME: ALGEBRAIC PROCESSES

ACTIVITIES TEACHING AND

THEME: ALGEBRAIC PROCESSES

ACTIVITIES TEACHING AND

THEME: ALGEBRAIC PROCESSES

ACTIVITIES TEACHING AND

THEME: ALGEBRAIC PROCESSES

ACTIVITIES TEACHING AND

THEME: MEASURATION AND GEOMETRY

ACTIVITIES TEACHING AND

THEME: MEASURATION AND GEOMETRY

ACTIVITIES TEACHING AND

THEME: MEASURATION AND GEOMETRY

ACTIVITIES TEACHING AND

SUB THEME: LEARNING ABOUT OUR ENVIRONMENT

ACTIVITIES TEACHING AND

SUB THEME: LEARNING ABOUT OUR ENVIRONMENT

ACTIVITIES TEACHING AND

SUB THEME: LEARNING ABOUT OUR ENVIRONMENT

ACTIVITIES TEACHING AND

SUB THEME: LEARNING ABOUT OUR ENVIRONMENT

ACTIVITIES TEACHING AND

SUB THEME: LEARNING ABOUT OUR ENVIRONMENT

ACTIVITIES TEACHING AND

SUB THEME: LEARNING ABOUT OUR ENVIRONMENT