FEDERAL CAPITAL TERRITORY, ABUJA
S S TWO (2)
2014 Edition
EDUCATION RESOURCE CENTRE
Federal Capital Territory, Abuja
FCT SENIOR SECONDARY SCHOOL TEACHING SCHEMES
2014 Edition
Third Edition: 2014
Produced by ERC Mini Press
Table of Contents
Foreword---------------------------------------------- Acknowledgement----------------------------------
Civic Education-------------------------------------- English Language----------------------------------- General Mathematics------------------------------- One Trade Subject----------------------------------
Biology-------------------------------------------------- Chemistry---------------------------------------------- Computer Science----------------------------------- Further Mathematics-------------------------------- Health Education------------------------------------- Physical Education---------------------------------- Physics-------------------------------------------------
Basic Electricity-------------------------------------- Basic Electronics------------------------------------- Building Construction------------------------------- Clothing and Textile--------------------------------- Foods and Nutrition--------------------------------- General Metal Work--------------------------------- Home Management--------------------------------- Technical Drawing----------------------------------- Wood Work-------------------------------------------- Data Processing------------------------------------ Dying and Bleaching------------------------------ Machine Wood Work------------------------------ Marketing-------------------------------------------- Photographic--------------------------------------- Salesmanship-------------------------------------- Tourism---------------------------------------------- Radio, TV and Electrical work------------------ Auto Mechanic Work------------------------------ Upholstery------------------------------------------- Painting and Decoration------------------------- Printing Craft--------------------------------------- GSM-------------------------------------------------- Refrigerator and Air Conditioning ----------- Animal Husbandry-------------------------------- Furniture Making---------------------------------- Book Keeping------------------------------------- |
Christian Religious Studies----------------------- Economics-------------------------------------------- French------------------------------------------------- Geography------------------------------------------- Government----------------------------------------- Hausa Language----------------------------------- History------------------------------------------------ Igbo Language------------------------------------- Islamic Studies------------------------------------- Literature-in-English------------------------------ Music------------------------------------------------- Visual Arts------------------------------------------- Yoruba Language---------------------------------
Commerce------------------------------------------- Financial Accounting------------------------------ Insurance-------------------------------------------- Office Practice-------------------------------------- Store Management--------------------------------
Block Laying, Brick laying and Concrete work Carpentry and Joinery------------------------------- Catering Craft------------------------------------------ Cosmetology------------------------------------------- Electrical Installation------------------------------ Fishery------------------------------------------------ Garment Making------------------------------------ |
Agricultural Science---------------------------------
Auto-Mechanics--------------------------------------
Arabic Language------------------------------------
Forword
It is my utmost pleasure to introduce the 2014 edition of the FCT Senior Secondary School Teaching Scheme. The previous edition was printed in 2004. Recent developments in Education Policy had necessitated the provision of an entire new teaching scheme for the senior secondary school. The NERDC has developed a new SSS Curriculum which took effect from September, 2011.
In this new curriculum by NERDC, there are four compulsory subjects which are English Language, Mathematics, Civic Education and a Trade Subject. There are also 34 trade subjects from which schools can select the ones they can adequately teach.
It is my hope that like the previous one, this edition will make teaching more convenient, purposeful and result-oriented for our Teachers, Principals, Monitors and Inspectors.
I wish to appreciate the effort of the FCT Education Resource Centre, especially the Curriculum Development Division for the production of this vital educational material.
Finally, I recommend the 2014 new Senior Secondary School Teaching Schemes to all our Public and Private Senior Secondary Schools.
Kabir Usman
Secretary for Education
FCTA, Abuja
2014
Acknowledgement
The review of the 2004 edition of FCT Senior Secondary School Teaching Scheme was prompted by the approval of the new National Senior Secondary School Curriculum developed by the Nigeria Educational Research and Development Council (NERDC) by the National Council on Education in 2011.
Consequently, some staff of the FCT Education Resource Centre (ERC) in partnership with selected subject teachers had to develop new Teaching Schemes for Senior Secondary School subjects which are grouped into Compulsory Cross-Cutting Subjects, Senior Secondary Science, Senior Secondary Business, Senior Secondary Humanities, Senior Secondary Technology and the 34 Trade Subjects.
In this regard, I wish to register my unreserved gratitude to the Director, FCT Secondary Education Board and all the teachers who participated in the exercise. I also wish to acknowledge the following ERC staff especially of the Curriculum Development Division who facilitated the success of the exercise. They include Mrs. E.J. Akpabio, Head of Division, Mrs. S.A Mustapha, Mrs. F.R Omowale, Mrs. S.B Saleh, Mrs. Osuji R.A., Mrs. Sai Msurshima, Mrs. B.O Edegbe, Mrs. Maryam Yakubu, Mrs. Amaefule Genevieve, Mal. Harisu Aminu, Mr. Bere B. Friday, Mrs. Ajinomoh Maryam, Mr. Aribi Dan Asabe, Mrs. Kunle Kunbi T.T., Mrs. Anthonia Okoro-Opara, Mal. Samba Bashir M., Mrs. Adesina Victoria, Mrs. Gloria Opera C., Mrs. S.N. Enekebe, Mrs. Jongas Mercy, Mrs Felicia Okoh, Miss Egwu Patience M., Mrs. Roseline Katuka, Mr. Okoro Chinasa, Miss Batubo Kaine, Mr. Fakaa Timothy and Mr. Ibrahim Dalhatu.
I specially thank all others who contributed in various ways to the successful completion of the exercise. We are very grateful to the Hon. Minister of FCT, Senator Bala Mohammed and the Secretary for Education, Kabir Usman for their kind support.
Mrs. Ramatu A. Ibrahim
Director, ERC
2014
CROSS CUTTING SUBJECTS
ENGLISH LANGUAGE
SS II 1st TERM
WEEK | TOPIC | CONTENT | ACTIVITIES |
1 | Speech | Listening comprehension: listening to answer questions on a given passage or recorded tapes on HIV/AID, drug abuse or real life situation | The teacher presents an interesting passage to students and asks the students to listen and identify main points/ideas discusses the passage with students while they respond appropriately. |
Vocabulary | Words associated with the human internal body system and function | The students should be able to mention the human internal body systems and list their functions. | |
Structure | Noun phrases: position and functions | Identify features or functions of noun phrases and use noun phrases in sentences. | |
2 | Speech | Listening comprehension: Listening to recorded speeches/teachers model speech for comprehension | Students should listen attentively to the speeches for comprehension and also plan their speeches before delivery. |
Vocabulary | Words associated with health; sickly, well, condition, diagnoses, casualty, emergency etc | Mention words association with health and use these words freely. | |
Structure | Pronouns: relative and demonstrative pronouns: functions and position | Identify relative and demonstrative pronouns and use them freely in sentences. | |
Continuous writing | Expository essay: eg
| Discuss the style/format of expository essay and write expository essay | |
3 | Speech | Making a toast: a. Meaning of a toast b. Occasions for a toast | Define a toast, prepare a toast and deliver a toast appropriate to a given occasion |
Reading Comprehension | Reading for implied meaning | Read to grasp the main points, extract points from the passage and write the difference between stated and implied meaning. | |
Structure | Nominalization | Identify words that are nominalized in passages, turn adjectives and verbs to nouns and use them in sentences appropriately. | |
Continuous writing | Writing speeches for specific purposes. Introduction, purposes and features of speeches | Discuss the various purposes of speech, features and write a speech on a given topic. | |
4 | Speech | Unstressed vowel sounds e.g /a/ | Identify the unstressed vowels sounds, pronounce them and use them appropriately. |
Structure | Pronouns: Other types of pronouns | Identify the other types of pronouns, give examples and use them in sentences. | |
Reading Comprehension | Reading for critical evaluation | Read a passage carefully and detect in various reading materials evidence of illogicality, inconsistency, faulty reasoning etc. | |
Continuous writing | Argumentative essay: Introduction; definition and features | Define argumentation essay and explain the features | |
5. | Speech | Consonant clusters: two consonants in initial position e.g slice, troupe, scalp, cloud, crush etc | Pronunciation drills, give examples of two consonant clusters at the initial position and use them in sentences. |
Vocabulary | Modifiers [word modifiers] adjectives of colour and small, adverbs of manner, rate of occurrence and degree | Explain how a modifier adds more meaning to a word, identify the modifiers and use them in sentences | |
Summary writing | Reading to summarize longer sentences into a specified number of sentences | Read the passage identify topic sentences and write out the sentences using their own words | |
Continuous writing | Argumentative essay a. Should female circumcision be abolished b. Military rule in better than certain rule | Write a well composed argumentative essay | |
6 | Speech | Three consonants in initial position E.G Sprint, splash strong, shrike, spray e.t.c | Pronounce correctly the three consonants Chester at initial position and use them in sentences. |
Reading comprehension | Reading for main gist in a prose passage | Indentify the main ideas, keys sentences and answer question on the given passage. | |
Structure | Adjectival phrases and their grammatical function in a sentence. | Identify adjectival phrases, say their function and use them in sentence | |
Continuous writing | Creative writing {i} features of a short story e.g plot, characters, action, style, setting, theme etc. [2] features of a person eg high, concise language, | Discuss the features of a short story, poem and be able to write a short story and poem | |
7 | Speech | Listening comprehension: listening for details/examples | Listen attentively to a recorded passage or read, identify the main points and give details of what they have listened to |
Vocabulary | Spelling of words: 1. Treatment of commonly miss pelt words 2. Dictation exercise and corrections. b. Use of dictionary | Explain meaning of words learnt, appreciate the importance of use of dictionary, make a list of commonly miss pelt words, write the dictated words correctly. | |
Summary writing | Reading to summarize longer selections into a specific number of sentences | Read materials, identify topic sentences and write the topic sentences using their own words | |
Continuous writing | Narrative essay | Discuss the features of a narrative essay and write a well composed narrative essay. | |
8 | Speech | Vowels: /e/ and /ɜ:/ E.g /e/ - set, bread / ɜ:/ - first, learn | Identify the vowels, /e/ and /ɜ:/, pronounce them in words where they occur, give their own examples of words where they occur and use them in sentences correctly. |
Structure Adverbial phrases | Adverbial phrases and their grammatical functions | Identify the vowels,/e/ and /z:/, pronounce them in words where they occur, give their own examples of words where they occur and use them in sentence correctly. | |
Reading Comprehension | Reading chapters of books and making notes | {1} Explain note making {2} explain the interrelatedness of listening and reading as receptive language skills. {3} make reference to previous passage relevant to this task. {4} Explain the purpose and approach of note making. {5} Engage in extensive work and practice in within and out side the classroom on note making {6} Explain clearly the difference between note making and reading books. | |
Continuous writing: Formal letter | Letter of complaint feature of a formal letter, letter of complaint. | Differentiate between a formal letter and an informal letter. Discuss the features of a formal letter with reference to letter of complaints. Discuss similar WAES, SSCE and NECO past questions and write a well composed letter of complaint. | |
9. | Speech | Diphthongs; /i/, /ai/, /au/, /ei/, /e/, etc. | Identify the eight diphthongs correctly, pronounce them, list of words associated with the diphthongs and use them in sentences. |
Reading comprehension | Words substitution in passages {connotation and denotation} | Read passage carefully, Explain meaning of word in context and substitute words according to the contexts of usage answers question on the passages. | |
Summary writing | Reading to summarize in a specific number of sentences | Read the passage carefully, identify the topic sentences and rewrite using their own words. | |
Continuous writing | Formal letter: Letter of request with particular reference to a. Features of a formal letter b. Language | Discuss extensively past questions from NECO/WAEC examinations. Identify features of a formal letter. Write a well composed formal letter of request. | |
10 | Speech | Vowels /i/ and /i:/ e.g bit and beat, bid and bead | Pronounce the vowels correcting, differentiate between the vowels /i/ and /i:/, list words associated with the vowels and use them in sentences |
Structure | Determiners e.g few, many, some, a little etc | Explain determiner, identify them and give examples. Use them correctly in sentences. | |
Reading comprehension | Reading for critical evaluation | Read a passage carefully and defect in various reading materials evidence of illogicality, inconsistency, faulty reasoning etc. | |
Continuous writing | Formal letter [other types] e.g application, apology, order, etc | Identify features of a formal letter, discuss the features of formal letters, discuss a model formal letter of application apology etc and write a well composed letter of application, apology etc. | |
11 | Speech | Vowels /u/ and /u:/ e.g /u/ - full and would /u:/ - fool and coup | Identify the two vowels, pronounce the vowel /u/ and /u:/ correctly, differentiate between the two vowels, list words associated with the vowels, portray many examples and use them correctly in sentences. |
Reading comprehension | Word substitution in passages | Read the passage carefully, explain the meaning of words, substitute the underlined words with other words according to the context of usage. Answer question on the passage. | |
Continuous writing | Revision [formal letter: Complaints, request, application apology etc] | Identify features of a formal letter, discuss the features, write a formal letter. | |
12 | Speech | Revision of vowels taught [pure vowels and diphthongs] | Pronunciation drills. Practice on exercises. |
Reading comprehension | Revision {guidelines on answering comprehension passage using a passage} | ||
Vocabulary | Revision: Exercises on lexis. | ||
Continuous writing. | And narrative essays | Expository and narrative assays. | Discuss and write expositing and narrative essays. |
13 | General renewal | General renewal | General renewal |
Examination and closing. | Examination and closing. | Examination and closing. |
ENGLISH LANGUAGE
SS II SECOND TERM
WEEK | TOPIC | CONTENT | ACTIVITY |
1 | Reading comprehension | Reading for main gist. | Read the passage carefully identify points and their inter relationship with each other. Answer questions an the passage. |
Structure | Prefixes as word extension making for new meaning e.g ‘un’ ‘nus’ ‘il’ ‘in’ ‘im’ etc healthy – unhealthy, belief – unbelief spell – misspell understand – misunderstand etc | Explain how prefixes can generate new word and meanings from basic root words. Use prefixes to create antonyms and draw up a list of words to give antonyms of the words using prefixes. | |
Vocabulary development | Words associated with environment: Meaning, environmental problem e.g; environmental pollution, pest control, bush burning, disposal of refuse, sewage system, smoking, drainages, environmental degradation etc. | Explain meaning of environment, mention types of environmental problems, list the importance of a clean environment and write the environmental problems. | |
2. | Speech | Listening to poetry for comprehension/pleasure e.g 1. Type dirge, epic, lyric 2. language {a} concise {b} unique {c} high | Read the poems while students listen. Discuss content of the poem, identify different types of poetry, identify the different types of language of poetry, compose a poem of their own. |
Vocabulary Development | Words associated with building with building and building construction {meaning of building, types of words associated with building e.g foundation, walls, land, documents etc. | Define meaning of building, mention types of building, list words associated with building and explain their meanings, use these words in sentences, engage students in spelling drills in words associated with building. | |
Structure | Preservative prefixes e.g. ‘re’ as in, work – rework Examine - reexamine Affirm – reaffirm Elect – reelect Form – reform etc. | Explains the meaning of preserve, pronounce the words formed from the suffix, discuss the use of these words and use the words in sentences | |
Continuous writing | Free writing: (1) A short write – up such as a story, poem, play on anything of interest or a personal experience (2) Short stories dealing with daily events (3) features of short stories, plays, poems with attention to literacy devices: rhythm, simile, metaphor etc. | ||
3 | Speech | Listening comprehension: listening to summarise speeches, lectures and note making |
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Structure | Figures of speech e.g: Simile, metaphor, personification, hyper-bole, etc |
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Reading comprehension | Reading for specific structural pattern (selected passages from the main textbook or magazine on topics such as; gender issues, deregulation, religious and ethnic conflicts, human right issues, youth unemployment and restivenss) |
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Continuous writing | Speech writing: An address given on a prize given day. Features of a speech
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4 | Speech | Oral: argument/debate: debates on the following topics:
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Structure | Suffixes e.g –able, age, arian, cide, ify etc |
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Vocabulary development | Words associated with law and order e.g. order in court, legal actions, police turture, judge, defence lawyer, etc. |
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Continuous writing | Argumentative essay:
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Summary writing | Reading to pick out topic sentences in paragraphs and longer sentences |
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5. | Speech | Words stress (monosyllabic and polysyllabic words) |
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Vocabulary development | Words associated with medicine, diagnoses, hospital, nurses, doctors, clinics, treatment, etc |
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Structure | Verb forms (participation) active and passive forms of verb |
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Reading comprehension | Reading for specific structural pattern: passage on scientific report or medicine |
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6 | Speech | Words of five syllables stressed in the first, second, third and forth syllables e.g. |
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Structure | Adjectives: (i) types of adjectives (ii) order of adjectives |
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Reading comprehension | Reading to para-phrase poems and dramatic works.
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Vocabulary development | Words associated with government e.g. democracy, electoral commission, legislative, executives, etc. |
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7 | Speech | Words with six syllables stressed on the fifth syllable e.g |
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Structure | Adverbs (comparison) and functions e.g. much, more, most |
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Summary writing | Reading to summarize a given passage |
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Continuous writing | Semi – formal letters: (1) features (2) language |
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8 | Speech | Intonation pattern: expressing surprise/disbelief (exclamation) example: (Ade is a witch) reality?! (Musa is a millionaire) you must be joking! (Rechard is a spy) I don’t believe it (Ibrahim is dead) is he? |
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Vocabulary development | Words associated with traveling e.g. car park, air port, journey, adventure, etc |
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Reading comprehension | Reading to para-phrase a poem (1) types: e.g. dirge, epic, lyric etc. (2) language; concise, unique and high |
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Summary writing | Reading to summarize an argumentative passage |
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9 | Speech | Rising tune. E.g.
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Structure | Sequence of tense |
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Reading comprehension | Reading to answer questions |
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Continuous writing | Informal letters (1) features (2) language |
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10 | Speech | Intonation pattern (falling tone: statement and other types of surfaces) e.g.
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Structure | Phrasal verbs with more than one particles e.g. cut down on, get away with, stay away from, etc |
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Vocabulary development | Words related to sports
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11 | General revision | ||
12 | Examination/closing |
Will you come home tonight?
Can David do this, for me
There will be a match at the National Stadium tomorrow
There will be a class quiz tomorrow evening
Where are you going?ENGLISH LANGUAGE SCHEME OF WORK FOR
SS II THIRD TERM
WEEK | TOPIC | CONTENT | ACTIVITY |
1 | speech comprehension | Listening comprehension: listen to speeches and other oral presentations for critical evaluation
| Explain what is required of critical evaluation in speeches, listen to practice critical evaluation of the speeches through extensive discussion either in groups or as a whole class. Different facts from opinions in the speeches |
Structure | Introduction to clauses
| Explain what a clause is. List and explain the features of a clause. Explain the types and give examples of clauses | |
Vocabulary development | Words associated with agric and horticulture e.g. livestock and domestic animals, dairy products, land, flowers, plants, farming animal disease, types of food produce, vetenary medicine farm manager | Explain agriculture and horticulture. Mention and write words associated with agriculture and horticulture. Explain their meanings and use them correctly in sentences. Teachers should encourage students to mention as many words as possible, and use them to make correct sentences and engage students in spelling drills. | |
2. | Speech | Listening comprehension: listening to debates for main points and passing judgment
| Explain what a phrase is and what a clause is. Differentiate between a phrase and a clause using examples. Identify phrases and clauses in sentence |
Reading comprehension | Reading to answer question on a given passage | Read the passage carefully, identify difficult words, explain their meanings and answer questions on the passage. | |
Vocabulary development | Words associated with commerce e.g. good/services, price index, market, buyer, seller, industry etc. | Explain commerce. Mention words associated with commerce. Explain their meaning, engage students in spelling drills. Use the words in sentences correctly. | |
3 | Speech | (oral) giving clear, concise and correct directions. Relevant textbooks and passages that have to do with new locations e.g. travelling to a new town, village, market, ways to cities | Explain what road sign boards are. Read posters and charts. Listen attentively to discussion in class and exchange views on the signs. Use these signs to give clear, concise and correct directions in sentences. Put these directions down in writing. |
Structure | Noun clause: types and functions. E.g.
| Explain Noun clause. Cite many examples. Mention and explain the different types of Noun clauses. Explain their functions and identify them in sentences and passages in reading comprehension. The teacher is advised to expose students to as many exercises as possible on noun phrases to make them conversant with the grammatical structure. | |
Summary writing | Reading to summarize in a specific number of sentences | Read the passage carefully. Identify topic sentences and main ideas. Summarize in a given number of sentences. | |
Continuous writing | Expository essay. E.g.
| Explain expository essay. Read and discuss model expository essay. Identify features of an expository essay. Write a well composed expository essay | |
4 | Speech | Sentence stress: emphatic stress. E.g. JAMES borrowed the novel (James and not anybody else borrowed the novel) | Explain what emphatic stress is. Answer exercises on emphatic stress. Make sentences using emphatic stress |
Structure | Adjectival clauses:
| Explain what an Adjectival clause is. Cite many examples using sentences. Engage in as many exercises as possible and state the functions. Identify Adjectival clauses in sentences and passages in reading comprehension. Make use of Adjectival clauses in sentences. | |
Reading comprehension | Reading for implied meaning | Read carefully to grasp main points extract main points from the passage and write the difference between stated and implied meaning. Answer questions on the passage. | |
Continuous writing | Article writing (introduction, illustration and practice) | Discuss the format for writing articles, expose students many illustrations read and discuss a mode. Discuss past questions (WAEC and NECO) on article writing. Write a well composed article | |
5 | Speech | Consonant sounds: plosives; b/and/pl, it/and /d/, /k/ and /g/ | Identify the sounds pronounce the sounds correctly, mention words with the Consonant sounds. Expose students to letters represented by these sounds, use the words where they occur in sentences. Students should be encouraged to mention as many words as possible, words with these Consonant sounds . |
Structure | adverbial clauses: types and functions | Explain what an adverbial clause is. Mention different types of adverbial clauses. Identify the adverbial clauses in sentences and passage in reading comprehension. State the functions of adverbial clauses. Use the adverbial clauses in sentences correctly. | |
Reading comprehension | Reading for meaning in context | Read the passage carefully, bring out difficult words or key words, explain their meaning according to context of usage in passage substitute the words with another suitable words. Answer questions on the passage read. | |
Continuous writing | Informal letter: features and language | Explain what an Informal letter is. Explain the features and language of an Informal letter. Read and discuss a model Informal letter. Discuss past questions (WAEC and NECO) an Informal letters and write well composed Informal letter. | |
6 | Speech | Speaking to persuade, convince and sway opinion on topics like;
| Listen attentively to any of the topics discussed by the teacher. List key words in the discussion, identify sentences types used for persuasion and give their opinions and any of the treated topics. |
Structure | Auxiliary verbs e.g. modal Auxiliary and primary Auxiliary verbs | Explain what Auxiliary verb is. Mention and explain the types of Auxiliary verbs. Identify them in sentences and use them to construct correct sentences. | |
Vocabulary development | Words associated with plumbing e.g. pipes, plumber, connect, plumb line, sink, tap etc. | Explain plumbing’ mention words associated with plumbing. Spelling drills on words associated with plumbing. Explain the meaning of the words and use them in sentences. | |
Continuous writing | Semi – formal letter
| Explain what a Semi – formal letter is. Explain the features of a Semi – formal letter. Read a comprehension Semi – formal letter and discuss the features and context in relation to language. Differentiate between a Semi – formal letter and informal letter. Discuss WAEC and NECO past questions on Semi – formal letters. Write a well composed Semi – formal letter. | |
7 | Speech | Consonant sound; nasal: /n/, /m/ and /g/ | Identify the sounds in words. Pronounce the words correctly. Mention words with the nasal sounds. Identify the letters represented by the nasal sounds, give more examples of words and use the words in sentences. |
Structure | Concord (agreement between subject and verb) | Explain Concord between subject and verb in a sentences. Give examples in sentences and explain the various ways of showing Concord between subject and verb | |
Summary writing | Summarizing a given passage in a specific number of sentences | Read the passage carefully. Mention and discuss the main ideas in summarise the passage in a specific number of sentences. | |
Continuous writing | Formal letter
| Explain what a Formal letter is. Mention the various types and discuss them. List and explain the features of a Formal letter. Read a sample of a Formal letter in class. Discuss the content, features and language of a Formal letter with regards to the letter read. Discuss more past questions on Formal letters and write a well composed Formal letter. Students should be exposed to the differences between the different types of letters (formal, semi-formal, informal letter) | |
8 | Speech | Rhymes e.g. obtain – detain | Explain rhymes, give examples of rhyming words. Engage students in pronunciation drills . |
Structure | Adjuncts | Identify Adjuncts. Explain what Adjuncts are. Give examples of Adjuncts and use them in sentences | |
Continuous writing | Exposition on scientific facts | Explain Exposition and scientific facts. List and explain the features of Expository essay. Read and discuss a model Expository essay on scientific facts. Write a well composed expository essay. | |
Reading comprehension | Reading to answer questions on a given passage | Read passage carefully. Mention and discuss main ideas. Identify and explain meaning of key words. Answer questions on the passage. | |
Speech | Consonants /s/and /z/, /s/ and /z/, /ts/ and /dz/ | Pronounce the Consonants. Identify the Consonants in words. Identify their differences and give examples of letters represented by the sounds. Give examples of words with the Consonants and use them in sentences | |
Structure | Tag questions. e.g. this is your book. Isn’t it? | Identify Tag questions in sentence structures. Explain what they are. Give examples of Tag questions in sentences | |
Summary writing | Using simple sentences in summary writing | Read passage carefully, identify the main points in the passage. Write out the main points using simple sentences. | |
Continuous writing | Argumentative essay (debate) | Explain features of debate in writing with reference to opening vocatives, body and conclusion. Discuss debate topics and write a well composed debate. | |
10 | Speech | Sibilants and the ‘s’/’es’ suffixes | Identify these Sibilants. Pronounce them correctly and identify the changes in pronunciation as these suffixes are added to the root words. |
Structure | Complex, compound, compound complex sentences | Explain the different sentence structure and give examples of each. | |
Reading comprehension | Reading to answer questions on a given passage | Read the passage carefully, bring out the main points and answer questions on the passage. | |
11 | Speech | Revision of consonants | Identify the twenty-four consonants. Engage students in pronunciation drills. Give examples associated with the sounds. |
Structure | Idiomatic expressions e.g. under a cloud, take heart, hold your head high, etc. | Explain the meaning. Give examples of Idioms and explain their meanings and use them in sentences correctly. | |
Reading comprehension | Revision on guide lines to answering comprehension exercises | Practice on reading comprehension exercise | |
Summary writing | Guidelines to answering summary writing exercise. | Practice on summary writing exercise | |
12 | General revision | General revision | General revision |
13 | Examination | Examination | Examination |
GENERAL MATHEMATICS
GENERAL MATHEMATICS
FIRST TERM SS TWO
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | LOGARITHMS i. Revision of logarithm of numbers greater than one. ii. Characteristics of logarithm of numbers greater than one and less than one and standard form of numbers. iii. Logarithm of numbers less than one, multiplication, division, power and roots. iv. Solution of simple logarithmic equations v. Accuracy of results of logarithm table and calculator. | Teacher: Guides students to:- -Revises laws of logarithm -Reads logarithm table and does calculation involving multiplication, division, power and roots of numbers greater than 1. -Shows the relationship between the characteristics of logarithms and standard form of numbers. -Calculation involving multiplication, roots of number less than 1 and less than 1. Students: Study the solution chart of logarithm. State laws of logarithm, read logarithm table and use logarithm table in calculation involving multiplication, division powers and roots of numbers greater than 1. Given a set of number, write them in standard forms and compare the characteristics of such numbers with the standard forms. Solve simple equations involving logarithms. Instructional Resources: Logarithm table, booklet, solution chart of logarithm etc flex banner showing logarithms and antilogarithm of numbers). |
2 | APPROXIMATION i. Rounding up and down of numbers to significant figures, decimal places and nearest whole numbers. ii. Application of approximation to everyday life. iii. Percentage error. | Teacher: Guides the students to -approximate given data to hundred, thousand, billion and trillions. -solution using logarithm tables and calculator -make comparison between results obtained from solution with logarithm table and calculator. -calculate percentage error. -solve examples of approximation in schools, health sector and social environment etc. Students: Approximate to hundred, thousand, million, billion and trillion. Solve problems in approximation solve problems using logarithm table and calculators. -compare the result obtained from the two calculations. Calculate percentage error of a given instrument. Instructional Resources: Financial reports and budget population figures logarithm table, calculators data from school records, health sector, economy etc. |
3 | ALGEBRAIC FRACTIONS (I) i. Simplification of fractions ii. Addition, subtraction, multiplication and division of algebraic fractions. | Teacher: Guides students to: -determining the L.C.M. of the denominators of the fraction and simplify the fractions. -perform addition, subtraction, division and multiplication on the fractions. Students: Simplify a given algebraic fraction using the LCM Perform addition, subtraction, division and multiplication on algebraic fractions. Instructional Resources: Chart showing LCM, addition, subtraction, multiplication and division etc. |
4 | ALGEBRAIC FRACTIONS (II) i. Equation involving fractions ii. Substitution in fractions iii. Simultaneous equations involving fractions. iv. Finding the value of unknown to make a fraction undefined. | Teacher: Guides students to: -solve equation involving fraction -substitute for a given value in a fraction. -solve simultaneous equation involving fractions -guides students to determine undefined value of a fractions. Students: Follow the procedures for solving equations involving fraction. Perform substitution in a given fraction. Solve simultaneous equation, involving fraction. Determine undefined value of a fraction. Instructional Resources: Oranges, apple, rule, sticks etc. |
5 | SEQUENCE AND SERIES 1 Arithmetic Progression (AP) i. Meaning of sequences indicating first term (a) common difference (d) and the nth term of an Arithmetic Progression (A.P) and calculating the nth term of an A.P. ii. Arithmetic mean and sum of an A.P. iii. Practical problem solving involving real life situation on arithmetic mean of an A.P. iv. Practical problem solving involving real life situation on sum of A.P.` | Teacher: Guides students to: -discover the meaning and types of sequences. -identify examples of Arithmetic Progression (A.P.) -derive the formula for the nth term of an A.P. -define and use the formula for the sum of an A.P. Gives exercises on A.P. Students: State the rule that gives a sequence. Define and give an arithmetic progression. Participate in deriving the formula for the nth term. Calculate the nth term and sum of an A.P. Solve problems on arithmetic progression. Instructional Resources: Ages of students, poles and pillars of different height, other objects of different sizes, numbers, etc. |
6 | SEQUENCE AND SERIES (II) Geometrical Progression (G.P) i. Meaning of Geometry Progression (G.P.) indicating first term (a), common ratio (r) and nth term of a G.P and calculation of nth term of G.P. ii. Geometric mean and sum of terms of G.P. iii. Sum of infinity of G.P. iv. Practical problem involving real life situation on G.P. | Teacher: Guides students to: -define and give examples of geometric progression. -leads students to derive and use the formula for the nth term of a G.P, calculate the sum of G.P. Students: Calculate the sum of G.P when n>1and n<1 Solve problems on geometric progression, including practical problems. Instructional Resources: As in week 5 above. |
7 | QUADRATIC EQUATION (I) i. Revision of factorization ii. Finding what should be added to an algebraic expression to make it a perfect square. iii. Quadratic equation using completing the square method. iv. Deducing the quadratic formula from completing the square and its application to solving problems. | Teacher: Revise factorization of perfect squares i.e. x2+2ax+a2 as (x+a)(x+a) Leads students to realize that all perfect squares are factorizeable. Guides students in the steps involved in solving quadratic equation using completing the square method. Leads students’ to deduce the completing the square method and solve some problems. Students: Expands and factorize perfect squares such as (x+3)2. Use quadratic box to expand quadratic equations. Follow the teacher’s examples to find constant k that makes quadratic expression a perfect square. Participate in solving quadratic equations by completing the square. Deduce quadratic formula from the method of completing squares. Instructional Resources: Quadratic equation box, completing the squares sheet.. |
8 | QUADRATIC EQUATION (II) 1. Word problem leading to quadratic equation 2. Application of quadratic equation to real life situation. | Teacher: Guide students in steps involved in the formation of quadratic equation using sum and product of roots. Transforms a word problem into quadratic equation. Obtains quadratic equation given roots of the equation using sum and product of the given roots. Transform a word problem into quadratic equation. Solve students’ activities; quadratic equation formed from word problem. Attempt the exercises given with the roots supplied. Instructional Resources: As in week 7 above. |
9 | SIMULTANEOUS LINEAR AND QUADRATIC EQUATION (I) i. Revision of simultaneous linear equations ii. Simultaneous linear and quadratic equation by elimination method. iii. Simultaneous linear and quadratic equations by substitution method. iv. Graphical method v. Word problem leading to simultaneous linear and quadratic equation. | Teacher: Guides students to solve simultaneous linear equations using elimination, substitution, graphical methods. -Solves linear and quadratic equation using substitution method, to construct tables of values of y given the values of x. -finds the solution of other related equation. Students: Solve problem in simultaneous linear equation using elimination, substitution and graphical method. Solve simultaneous linear and quadratic equation. Construct tables of value. Instructional Resources: Graph board, graph book, mathematical sets. |
10 | SIMULTANEOUS LINEAR AND QUADRATIC EQUATION (II) 1. Revision of linear and quadratic graph 2. Simultaneous linear and quadratic equations by graphical method. | Teacher: As in week 9 above Students: As in week 9 above Instructional Resources: As in week 9 above. |
11 | GRADIENT OF A CURVE 1. Revision of a straight line graph 2. Gradient of a straight line. 3. Drawing tangent to curve 4. Determination of gradient of a curve. | Teacher: Identifies x- intercept and y- intercept of linear graph. Draw the graph Guides students to: - discover the meaning of gradient of a line - find the gradient of a straight line. - form straight line equation -draw tangents to a curve at a given point. Students: Draw a straight graph of a given function, determine the gradient, determine gradient of a straight line give -2points on the line – A point and the gradient of the line. -draw tangents to a curve at a given point. Instructional Resources: Graph board, graph book, ruler. (Mandatory) |
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13 | Examinations | Examinations |
GENERAL MATHEMATICS
SS 2 SECOND TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | LOGICAL REASONING: 1. Simple and compound statement 2. Logical operation and truth tables 3. Conditional statements and indirect proofs. | Teacher: Gives collection of simple and compound statement and guides students to distinguish them. -Leads students to construct truth table chart for each of the given logical operations. -Guides students to state the converse, inverse and contra positive operation of a given conditional statement. Students: Write examples of simple and compound statements: -construct truth table chart for each of the five logical operations -prove the converse, inverse and contra positive of a given conditional statement. Instructional Resources: Truth tables. |
2 | LINEAR INEQUALITIES 1. Linear inequalities in one variable 2. Linear inequalities in two variables 3. Range of values of combined inequalities 4. Graph of linear inequalities in two variables. 5. Maximum and minimum values of simultaneous linear inequalities and application of linear inequalities in real life situation. | Teacher: - Uses scale balance to introduce inequality, and illustrate further using number line. -leads students to solve problem on inequalities in one variable and two variables. -guides students to combine the solution of two inequalities -guides students to construct the table of values, plot the values and highlight the region that satisfies the inequality. -locates the highest value and the lowest value. Students Follow teacher illustration and find what should be added or subtracted to make the scale balance. -combine the solutions of two inequalities -construct the table of values, plot the values, highlight the region that satisfies inequalities and locate the maximum and minimum values. Instructional Resources: Scale balance, number line chart, graph board, mathematical sets. |
3 | CHORD PROPERTIES 1. Angles suspended by a chord in a circle. 2. Angles subtended by chord at the centre. 3. Perpendicular bisectors of chords. 4. Angles in alternate segment 5. Cyclic quadrilaterals | Teacher: - Leads students in constructing models to show angles subtended at the centre, perpendicular bisectors of chord and angles alternate segments. -leads students in carrying out the formal proof of each one. -leads students in solving practical problems using the models. Students: Participate in constructing models using cardboard paper -draw diagrams of models and write down their observations against each model -follow the teacher in deductive proof -solve problems using the models. Instructional Resources: Card board, cardboard showing chords and segments of a circle. |
4 | CIRCLE THEOREMS 1. Proof of the theorem: the angle which an arc suspend at centre is twice the angle subtended at the circumference. 2. Proof of the theorem: the angles in same segment are equal. 3. Proof of the theorem: the angles in a semi-circle is one right angle. 4. Proof of the theorem: the opposite angles of a cyclic quadrilateral are supplementary. 5. Proof of the theorem: the tangent to a circle is perpendicular to the radius. | Teacher: Leads students to review the format for proving Euclidean Geometry such as: Given: Required to prove: Construction, Proof, and Conclusion. -leads students to prove the theorem by asking them to suggest reasons why certain conclusions should hold. -demonstrates the solution of practical problems leading to the theorem. Students: Participate in the revision by mentioning the format along with the teacher. -suggest reason for the conclusions arrived at each point in the process. -solve problems given by the teacher. Instructional Resources: Models of circle theorem. |
5 | CALCULATION ON CIRCLE THEOREM 1. Angle at centre is twice angle at the circumference of circle 2. Angles in the same segments are equal. 3. Angles in a semi-circle is 90o 4. Opposite angles of a cyclic quadrilateral are supplementary (i.e. when the opposite angles are added, they give 1800) 5. Tangent to a circle (i.e. Radius of a circle is perpendicular to the tangent of a circle). | Teacher: -leads the students to measure the angles on the circumference and draw the diagram that represents their model. -leads students to carry out the formal proof using the model to explain the steps involved. Students: Construct the models, measure, the angles on the circumference, draw the diagram and participate in the formal proof using inference from the drawing. Instructional Resources: Cardboard. |
6 | TRIGONOMETRY (I) 1. Derivation of sine rule and its application 2. Derivation of cosine rule and its applications. | Teacher: Shows the chart of acute and obtuse angle -leads students to use the charts to explain conventional methods of denoting vertices of triangles -guides students to match corresponding sides to the corresponding angle of the triangle. -leads students to identify angle 900 and proves the sine rule to arrive at the expression a = b= c SinA SinB SinC -applies the sine rule in solving problems -shows students cosine rule chart -guides students to derive the expression for the cosine rule and apply the rule in solving problems. E.g. (c2=a2+b2-2abCosC) and the likes Students: Study the two charts and follow teacher’s explanation on deriving the sine and the cosine rule. -apply the rules in solving problem. Instructional Resources: Acute angle chart and obtuse-angled triangle chart. |
7 | THE RIGHT- ANGLE TRIANGLE Angles of elevation and depression. | Teacher: Guides students on how to draw angles of elevation and depression. Leads students to apply trigonometric ratio, sine and cosine rules to solve problems on angles of elevation and depression. Students: Draw the diagrams. Solve problem on angles of elevation and depression. Instructional Resources: Tree in the school compound, a student standing on a desk. |
8 | BEARING 1. Definition and drawing of 4 cardinal, 8 cardinal points and 16 cardinal points 2. Notation for bearings cardinal notations N30oE, S45oN, 3 digits notations e.g. 075o, 350o etc. 3. Making sketches involving lengths and angles/bearing 4. Problem solving on lengths, angles and bearing. | Teacher: Leads students to define bearing and draw 4, 8 and 16 cardinal points. -leads students to mention the two types of bearing notation giving examples of each. -leads students to do exercise on writing bearings. -guides students to represent problems on bearing with diagram. -leads students to use Pythagoras theorem, trigonometric ratios, sine and cosine rules etc to solve problems on bearing. Students: Mention the two types of notations and state their own examples -draw diagram on word problem on bearing -use the Pythagoras theorem, trigonometric ratios, sine and cosine rules to solve the problem. Instructional Resources: Charts illustrating cardinal points, ruler, pencil, protractor, computer assisted instructional resources. |
9 | PROBABILITY (I) 1. Throwing of dice, tossing of coin and pack of playing cards 2. Theoretical and experimental probability. 3. Mutually exclusive events. | Teacher: Leads students to examine the coin, die and pack of cards, identify the number of faces of the coin, die and number of cards. Ask students to throw or toss the coin/die and note the outcome. -Leads students to identify the die, the card and coin, pack of card as instruments of chance. -Teacher explains theoretical and experimental probabilities and mutually exclusive events. Students: - Examine the coin, die and pack of cards. -identify the number of faces of the coin and die and number of cards. -throw or toss die/coin and record outcome and consequently define theoretical, experimental probabilities and mutually exclusive events. Instructional Resources: Ludo, die, park of playing cards. |
10 | PROBABILITY (II) i. Independent events ii. Complementary events iii. Outcome tables iv. Tree diagram/practical application of probabilities in health, business and population. | Teacher: Leads students to define mutually exclusive independent and complementary events. -Asks students to derive other examples on those types each. -leads them to evolve the rules using the chart. -to use the rule to solve problems on independent events and complementary events. -to draw questions on probability etc. Students: Solve problems on selection with or without replacement -study and copy the derived questions and approaches relevant to probabilities in practical situations. -students solve the derived questions. Instructional Resources: Cut a newspaper of stock market reports. Annual reports of shares, published statistics on capital market. |
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12 | Examinations | Examinations |
13 | Examinations | Examinations |
GENERAL MATHEMATICS
SS 2 THIRD TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | STATISTICS I 1. Meaning and computation of mean, median and mode of ungrouped /discrete data 2. Explain meaning of dispersion and define-range, variance and standard deviation for ungrouped data. 3. Presentation of grouped figures 4. Class interval 5. Determination of class boundaries from class interval and class mark. | Teacher: Revises mean, median, mode of set of numbers with students. -leads students to calculate mean, mode of ungrouped frequency tables manually and with calculator. -On computation of these measures -determine class boundaries, class interval, mid-value etc. Students: -write scores of 50 students -appreciate need for grouping -calculate class boundaries, class interval and class mark. Instructional Resources: Ages of students, poles of different height, different objects, and score chart showing grouped frequency table. |
2 | STATISTICS (II) Grouped data (drawing and reading of histogram) | Teacher: Asks students to suggest and write possible scores of 50 students in mathematics -leads students to see need for grouping -constructs grouped frequency table using specified intervals. - Teaches the steps for calculating class boundaries, class interval and class mark. Students: - Suggest and write scores of 50 students and record the scores. -appreciate need for grouping -calculate class boundaries, class internal and class marks. Instructional Resources: Poles of different heights, ages of large number of students, prices of goods in the market, objects etc. |
3 | STATISTICS (III) Measure of Central Tendency 1. Mean of grouped data 2. Median of grouped data 3. Mode of grouped data | Teacher: Shows score charts that will lead to grouped frequency distribution to the students. -guides students to identify the highest and lowest marks and construct class interval -constructs grouped frequency table by using class interval. - calculates the mean, median, mode of grouped data. Students: Study the score charts, -identify the highest and lowest score -follow the teacher’s guide to calculate the grouped frequency table. Instructional Resources: Score chart containing marks of 50 students in a class ranging from 5 to 92, computer will be relevant software. |
4 | STATISTCIS (IV) Measures of dispersion 1. Mean deviation of grouped data 2. Standard deviation of grouped data. 3. Variance of grouped data and range 4. Calculation of standard deviation by using assumed or working mean (A). | Teacher: Explains concept of variability or dispersion to the students. -leads students on computation of these measures. -solves problems -explains terms including secondary market transaction. Note: (The Secondary market also known as the aftermarket, is the financial market where previously issued securities and financial instruments such as stock, bonds, debentures are bought and sold) Students: Solve problems with the help of the teacher in groups, identify areas of application. Instructional Resources: Posters containing some data from published statistics. Posters showing areas of application of measure of dispersion. |
5 | CUMULATIVE FREQUENCY I i. Construction of cumulative frequency table to include class intervals, tally, frequencies, class boundaries. ii. Drawing of histogram and frequency polygon iii. Deduce frequency polygon from histogram iv. Drawing of frequency polygon using mid-value and the frequency. v. Review of (i-iv) by engaging the students with various class work. | Teacher: Suggests 30 quantitative values less than 100. Writes down the values on board, leads students to construct cumulative frequency tables. -constructs class boundaries of the cumulative frequency curve. -draws the cumulative frequency curve using the upper class boundaries and the cumulative frequencies -draws histogram and read from the graph. Students: Suggests values to teacher -copy suggested values -construct grouped frequency table -construct cumulative frequency under teacher’s supervision Instructional Resources: Cumulative frequency curve chart, graph board, graph book, pencil etc. (graph board is mandatory) |
6 | CUMULATIVE FREQUENCY II
| Teacher: Guides students to plot the points of class boundaries and cumulative frequency on the graph. -Uses free hands to join the points. -shows students various ways of locating the points -guides students to read quartiles, percentiles, deciles from the ogive Students: -plot points o the graph with teacher’s supervision. -join points together to have the graph, determine, median, deciles, quartiles and percentiles from the graph (ogive) Instructional Resources: Graph board, graph book, pencil etc. |
7 | CUMULATIVE FREQUENCY III i. Meaning of deciles ii. Examples showing median and quartiles from graph iii. More examples on interquartiles, range (quarter deviation) by using formula. | Teacher: Guides students to calculate deciles, quartiles by formula. -reads the values from the graph by writing the y – axis and x-axis. -writes down the values. Students: Calculate deciles, quartiles, percentiles, decile etc. Instructional Resources: Graph board, graph book. |
8 | CUMULATIVE FREQUENCY IV 1. Explain the meaning of median on a cumulative frequency curve, percentiles, quartiles, deciles. 2. Determination of median, deciles, quartiles and percentiles, by formula method. | Teacher: Leads students to define median from cumulative frequency curve, deciles, quartiles and percentiles. -guides students to draw Ogives of data and make interpretation -calculates the mean, median and the mode of the grouped frequency table manually. Students: Calculate class boundaries -plot cumulative frequency curves in graph paper, follow steps for estimated median, quartiles and percentiles from the graph under teacher’s supervision. Instructional Resources: Graph board, graph book, ruler, pencil, published charts of cumulative frequency curve. Data from capital market, stock market used in previous lessons. |
9 | SURDS I i. Rational and irrational numbers revision showing examples of surd. ii. Simplification of surds iii. Addition and subtraction of surds (stating the rule that guides addition and subtraction of similar surds) iv. Multiplication and division of surds to include rationalization. | Teacher: Guides students to: -differentiate between rational and irrational numbers. -defines surds -performs the operations of addition and subtraction on surds -conjugates binomial surds using the idea of difference of two squares. Students: Differentiate between rational and irrational numbers leading to the definition of surds -perform and solve problems on addition, subtraction, multiplication and division of surds. -verify the rules of the operation of mathematical operations -apply the principles. Instructional Resources: Charts showing addition, subtraction, multiplication, division and conjugate. |
10 | SURDS II i. Conjugate of binomial surds. ii. Simplification of surds including difference of two squares in the denominator. iii. Application to solving triangles involving trigonometric ratio of special angles 30o, 60o and 45o. iv. Evaluation of expression involving surds. | Teacher: Guides students to conjugate binomial surds using the idea of difference of two squares. Leads students to appreciate the application of surds to trigonometric ratios e.g.
Students: Apply the principles of difference of two squares to the conjugate of surds expressions. -relate surds to trigonometric ratios. Instructional Resources: As in week 9 above. |
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12 | Examinations | Examinations |
13 | Examinations | Examinations |
sin 600 = Ö3/2
sin 450 = 1/Ö2 etc.CIVIC EDUCATION
SS 2 FIRST TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | CITIZENSHIP EDUCATION
| Teacher: Define citizenship education. Mention the duties and obligation of citizens to their communities. Students: Dramatize their duties and obligations as citizens to the communities. |
2 | CITIZENSHIP EDUCATION (CONT.)
| Teacher: Demonstrate skills necessary for preservation of traditions, customs, beliefs etc. list and explain what promotes national consciousness, integrity and unity. |
3 | CAPITALIST DEMOCRACY
| Teacher: Explain the meaning of capitalist democracy and its characteristics. Lead the students in seeing how political parties compete for power. |
4 | CAPITALIST DEMOCRACY CNTINUED
| Teacher: Explain to the students how employment can alleviate poverty. Explain the importance of responsible governance and popular participation in promoting guaranteed employment etc. |
5 | APATHY
| Teacher: Define meaning of apathy and explain its forms. Explain reasons for political apathy. |
6 | REASONS AND EFFECTS OF LEADERSHIP FAILURE TO THEIR FOLLOWERS
| Teacher: Explain why leaders fail to protect their followers’ interest |
7 | POPULAR PARTICIPATION i. Meaning/definition of popular participation ii. Reasons why people do not participate in politics – economics, obstacles, discriminations, illiteracy etc.
| Teacher: Define the meaning of popular participation. Give reasons why people do not participate. Demonstrate how popular organizations are formed. |
8 | HUMAN RIGHTS
| Teacher: Explain the meaning and characteristics of human rights. Give some examples of human rights limitation. Describe what happens during emergency. |
9 | HUMAN TRAFFICKING
| Teacher: Explain the meaning of human trafficking. Mention the causes of human trafficking |
10 | HUMAN TRAFFICKING CONTINUED
| Teacher: Identify the effects and consequences of human trafficking. Mention the efforts of government in stopping trafficking. |
11 | HUMAN TRAFFICKING CONTINUED
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12 | Revision | Revision |
13 | Examination | Examination |
CIVIC EDUCATION
SS 2 SECOND TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | INTERPERSONAL RELATIONS
| Teacher:
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2 | INTERPERSONAL RELATIONS
| Teacher:
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3 | INTER-COMMUNAL RELATIONSHIP
| Teacher:
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4 | DRUG ABUSE
| Teacher:
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5 | DRUG ABUSE CONTINUED
| Teacher: Bring resource person from drug enforcement agency e.g. NDLEA. Explain the law against drug abuse. |
6 | PUBLIC SERVICE
| Teacher: Explain the meaning of public service. Mention and explain the characteristics of public service. |
7 | PUBLIC SERVICE CONTINUED
| Teacher: Identify reasons for the short coming in the public service. Mention ways of improving the public service n Nigeria. |
8 | RESPONSIBLE PARENTHOOD
| Teacher: Explain and define parenthood. Explain the roles of responsible parents e.g. providing for household needs, caring, education, good home training etc. |
9 | RESPONSIBLE PARENTHOOD
| Teacher: Lead the students in enumerating the importance of responsible parenthood |
10 | TRAFFIC REGULATION
| Teacher: Explain the meaning of traffic regulations. Identify some traffic regulations to the students. |
11 | TRAFFIC REGULATION CONTINUED Roles of individuals and government in maintaining traffic regulation e.g. FRSC. | Teacher: Invite a resource person to explain the roles of individuals and government in maintaining traffic regulations. |
12 | Revision | Revision |
13 | Examination | Examination |
CIVIC EDUCATION
SS 2 THIRD TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | HUMAN RIGHTS Meaning/definition of Human rights | Teacher: Define Human Rights |
2 | HUMAN RIGHTS Characteristics of Human Rights e.g. universality of Human rights, inalienability of Human rights etc. | Teacher: Mention the characteristics of human rights. Invite a resource person to discuss with the students in the human rights. |
3 | HUMAN RIGHTS Categories of Human right e.g. civic and political rights, economic and social rights, environmental rights. | Teacher: Identify the categories of Human Rights. |
4 | FIGHTING POLITICAL APATHY Meaning and definition of political apathy and characteristics | Teacher: Explain political apathy. Mention various characteristics of political apathy. |
5 | FIGHTING POLITICAL APATHY CONT. Ways of fighting apathy e.g. knowing and defending our rights, participation in elections, joining popular organisations. | Teacher: explain ways of fighting political apathy. |
6 | PUBLIC SERVICE Meaning/definition of public service. | Teacher: Explain the meaning of public service. Mention and explain the characteristics of public service. |
7 | WAYS OF IMPROVING THE PUBLIC SERVICE IN NIGERIA.
| Teacher: Invite a resource person to discuss about code of conduct to the students. . |
8 | CIVIL SOCIETY Meaning and definition of civil society | Teacher: Explain and define the meaning of civil society. |
9 | CIVIL SOCIETY CONTINUED Functions and needs for civil society. | Teacher: Identify some qualities and problems of civil society. |
10 | CIVIL SOCIETY CONTINUED Qualities and problems of Civil Society | Teacher: Explain and define the meaning of civil society. |
11 | POPULAR PARTICIPATION Meaning/definition of popular participation | Teacher: Explain the meaning of popular participation. |
12 | Revision | Revision |
13 | Examination | Examination |
SENIOR SECONDARY SCIENCES
BIOLOGY
SS 2 FIRST TERM
WEEK | TOPIC | CONTENT | ACTIVITIES |
1. | DIGESTIVE SYSTEM | i). Modification of the feeding habits; filter feeders;- fluid feeders,- insects feeders;-parasitic and saprophytic feeders ii) feeding in protozoa and hydra etc. iii). feeding in mammals; iv). modification of pests to effect digestive function of man, dog, rabbits etc. | i) Use the specimens and charts of the digestive system of housefly, butterfly, cockroach, tapeworm sheep or dog to illustrate different types of feeding mechanism ii) students should observe provided specimens noting the various modification found in the animals |
2. | TRANSPORT SYSTEM | Definition of transport system; importance of diffusion osmosis to transport system; transport system in large organisms (plants and animals); importance of transport system; materials for transport structures of arteries, veins, vascular bundles | i)set up an experiment on rate of diffusion of a colored liquid. ii)students to observe and record the time taken by the colored |
3. | TRANSPORT SYSTEM CONTINUES | i)media of transportation e.g blood, latex, cell, sap, cytoplasm e.t.c ii) components and structure of blood;- white blood, red blood cells, platelets and plasma | i)instruct students to detach, the leaves of pawpaw, cassava, allemande or robber ii)observe and make inference on the materials the plants detached above |
4. | TRANSPORT SYSTEM CONTINUES | Mechanism of transport in i)simple organism; multi-cellular, organism ; higher plants and animals; higher; asopthon and transportation of waters and mineral salts | i)explain the structure of artery vein using well drawn diagrams |
5. | RESPIRATORY SYSTEM | i) Types of respiratory system; body surface respiration, Gill system; trached system; lungs | i) Display the Gills remove from a dead tilapia for students to observe the various structures. ii)students to observe the gill flakes, gill arch and gill filaments |
6. | RESPIRATORY SYSTEM CONTINUES | i) Mechanism of respiration in higher animals (inhalation and exhalation) ii) mechanism of respiration in lower animals | i). Mouth prepared slides showing respiratory organs of the earthworm, tilapia, toad, grasshopper and rats. ii).Observe that respiratory organs of various animals |
7. | EXCRETORY SYSTEM | i). Contractive vacuoles, flame cell, malpighian tubules, kidneys, stomata and lenticels | i). ask students to observe malpighian tubules in a dissected cockroach and rat ii). Students to observe and saw malpighian tubule and the excretory system in rat and record their observations. |
8. | NUTRIENT CYCLING IN NATURE | i). Definition of nutrient cycling e.g. carbon cycle, oxygen and water cycle ii). Representation and processes of each of the nutrient cycle listed above iii). Importance of nutrient cycle to plants, animals and man iv).Carbon-oxygen balance | Lead students to perform experiment to show absorption of carbon dioxide and release of oxygen during photosynthesis ii) draw the carbon cycle and water cycle |
9. | DECOMPOSITION IN NATURE ECOLOGICAL MANAGEMENT: TOLERANCE | i). Micro and macro decomposers ii).Importance and roles of decomposers to man iii). Concept of minimum and maximum of tolerance. iv). Geographic range-graph illustrating maximum and minimum range tolerance. | i). The teacher shall mount experiment to show that carbon dioxide, ammonia are released during decomposition ii).Show through experiment that heat is released during decomposition iii).The students should identify the gases released during decomposition iv).To guide the student to perform experiment showing limit to tolerance v).The students shall subject the tilapia fish to different level of salt concentration and record the observation on the opercula movements |
10. | ECOLOGICAL MANAGEMENT CONTINUES (B)ADAPTATION | i)types of association; symbiosis (mutualism), parasitism, commensalism ii) features of biological importance possessed by organisms to an association i).In form and functions; due to environmental conduction ii).Effect of water availability to adaptive modification iii).Structural adaptation of tadpole and fish to life in water iv).Structural adaptation in birds | i).Ask students to collect ticks from cows and dogs and were possible the hermit crab .ii)students collect ticks from cow and dogs i). Places chameleon against different back ground ii).Ask students to observe and record color change |
11. | POLLUTION | i). Atmospheric pollution – nature, names, and sources of air pollution ii). Effect of air and noise pollutants iii).Water and soil pollution – types, composition and side effects | i). Lead students to an industrial estate ii). Students observe the effect of industrial waste on the environment. |
12 | Revision | Revision | Revision |
13 | Examination | Examination | Examination |
BIOLOGY
SS 2 SECOND TERM
WEEK | TOPIC | CONTENT | ACTIVITIES |
1. | CONSERVATION OF NATURAL RESOURCES | i). Definition ii).Needs or importance of conservation iii). Methods or ways of consenting natural resources (legislation Education, Erection of packs, and reserves). iv). Agencies responsible for conservation v).Problems associated with conservation. | i). Pass round the Law of conservation document ii).Proffer solutions to photocopy of conservation by students. |
2. | PEST AND DISEASES OF CROPS | i). Definition of pest ii).Classification of pest by (a) the pest of the plants they attacks e.g. (stem borers, root feeders, leaf feeder, plants and seed feeder) ii). The animals types (invertebrates e.g. nematodes, arthropode, locust etc) (c) Vertebrate pests (bird) e.g. gull, weaver bird, mammal e.g. rodent monkey) | (i) the teacher together with the students should create a table showing the relationship of crop disease, their agents and method of control. |
3. | PEST AND DISEASES OF CROP | i). Life cycle and control of pest ii). Disease caused by pest and their agents e.g. viral disease, bacterial diseases and fungi disease iii). Methods of pest diseases control- Physical, Biological and chemical methods. | i). Trace the life cycle of some pest |
4. | REPRODUCTIVE SYSTEM IN FISH AND REPTILES | i). Structures of male and female reproductive organ ii). Parts and functions of male and female reproductive organ of fish and reptiles iii).Structure of male and female gametes v). Differences b/w male and female reproductive organ of fish and reptiles. | i).Present to students, the dissected male and female vertebrate showing their reproductive organs. |
5. | REPRODUCTIVE SYSTEM IN BIRD AND MAMMALS. | i). Structures of male and female reproductive system ii). Parts and function of the reproductive system. iii).Structures and Differences of male and female gametes iv). Differences between male and female reproductive organ. | Mount fresh sperm specimen from rat under a microscope. Students to observe, draw and label the spasm cell. |
6. (B) | REPRODUCTIVE SYSTEM IN BIRD AND MAMMALS CONTINUES REPRODUCTIVE SYSTEM IN PLAITS | i).Structural differences in the egg of vertebrates ii). Tabulation and comparison of reproduction in fish, reptiles, birds and mammals. i). Structure and function of the floral parts ii). Arrangement of the major reproductive parts (whorls) | i).Mount fresh sperm specimen from rat under a microscope. Students to observe, draw and label the spasm cell i). Ask students to examine the various parts of a flower provided |
7. | REPRODUCTIVE SYSTEM IN PLANTS CONTINUE | i). Types of flower (ii) types of ovaries (iii) important terms often used to study flowers e.g. Bisexuals, mono-sexual, inflorescence, Regular incomplete etc. | ii).Students to point out the essential and non essential parts of a flower. |
8. | POLLINATION IN PLANTS | i). Definition and types, ii). Features of self pollinated flower iii). Features of cross pollinated flowers; iv). Agents of pollination – Water, wind, insect animals. | i). Teacher to ask students to relate the position of stigma and stamens to the type of pollination students also to examine the nature of the pollen grain. |
9. | REGULATION OF INTERNAL ENVIRONMENT | i). Definition of homeostasis ii).Organs and processes involved in homeostasis iii). The structure, function and disease of kidney. Effects of kidney diseases and their possible remedies | i). Show students photographs of normal and diseased liver and kidney. |
10. | THE LIVER | i)The structure, function and diseases of liver ii). Effects of liver diseases and remedies iii). Processes and metabolism of deamination, and metabolism of carbohydrate and lepids. | i). Make labelled diagram of the liver and the organs around it. |
11. | PLANT HORMONES | i). Definition and types ii). Functions of the plant hormones iii). Effects axin on lateral development, leaf fall and initiation of adventious roots iv). Modern application of axin and other hormones, and with reference to early flowing, crop harvest and weed control etc. | i). Tabulate the list of plant hormones and their application |
12. | Revision | Revision | Revision |
13. | Examination | Examination | Examination |
BIOLOGY
SS 2 THIRD TERM
WEEK | TOPIC | CONTENT | ACTIVITIES |
1 | REGULATION OF INTERNAL ENVIRONMENT CONTINUES ENDOCRINE GLANDS | i). The endocrine glands and its hormones ii).Functions of the endocrine glands iii).Effect of under-secretion or over-secretion of endocrine hormones | i). Observe the distribution of endocrine glands on charts and photographs |
2. | THE SKIN | i). Structure of mammalian skin ii). Functions of the mammalian skin iii).Care of the mammalian skin | i). The teacher shall mount the skin of a mammal on the microscope and students should observe and identify the different parts |
3. | NERVOUS COORDINATION | i). Organization of the nervous system ii). The central nervous system (CNS) iii). Peripheral nervous system (PNS) | i). The students shall be asked to draw the dorsal part of the brain of rabbit and the diagram of a neurone |
4. | THE CENTRAL NERVOUS SYSTEM (CNS) | i) Position, structure and function of the brain ii) The position, structure and function of the spinal cord | i) The students shall be asked to draw and label the diagram of a simple reflex act |
5. | THE PERIPHERAL NERVOUS SYSTEM (PNS) | i) The flow chart representing the different part of the P.N.S ii) The somatic NS (iii) Autonomic NS iv) Sympathetic N.S and parasympathetic N.S | i) The differences between sympathetic and parasympathetic N.S in tabular form |
6. | STRUCTURE AND FUNCTION OF A NEURONE | i). Types of neuron (motor, sensory and relay) ii). Structure of a neuron. iii). Transportation of nerve impulse iv). Reflex actions voluntary actions (examples) v). Pavlov experiment on dog, food and bell | i). Guides students to perform experiment show reflex action: flicked a hand kerchief across the student eyes. |
7. | SENSE ORGANS | A) Organ of smell (ii) Mechanism of smelling with the help of olfactory chemorecptor (iii) adaptation for survival e.g. animals (dog) sniff during hunting Presence of chemoreceptors in insects (butterflies). Antenna for sensing the environment. Taste buds on tongue and part played in testing. Sensory nerve ending/receptors associated with skin touch, deep pressure, heart and pain Structure of the ear and past played by the various parts. | i) Smell a released cooking gas ii) Note the area of tongue, which are sensitive to sweetness and bitterness etc |
8. | SENSE ORGANS CONTINUES | i) Organs of sight (eye) and its parts ii) Functions of the different parts of the eyes iii) The role of the eyes in image formation and accommodation iv) Eye defects: Myopia, hypermetropia, presbyopia, astigmatism Eye problem/diseases: Cataract, night blindness, colour blindness etc. | i) Using model, students are made to identify the various part of the eye. |
9. | ECOLOGY OF POPULATION | (a) Succession i). meaning of succession ii).Structural change in species composition, variety and increase in number iii).Primary succession in an aquatic habitat iv).Secondary succession : meaning and examples v) characteristics of a stable community (b) Overcrowding i). Population density studies and available resources ii).Importance of factors affecting population space | i) Take a the students to a nearby pond to observe colonizers ii) Ask students from other classes to join your class and find out the effect of the increased population on students. |
10. | ECOLOGY OF POPULATION CONTINUES | i) Relationship between competition and succession ii) Factors that cause overcrowding iii).Ways of avoiding overcrowding . Effect of food shortage: competition, reproduction, emigration rate | i) Observe the activities of grasshopper in two boxes |
11. | BALANCE IN NATURE | i) Factors affecting population - biotic - Abiotic ii) Dynamic equilibrium in nature iii) Factors that maintain dynamic equilibrium such as availability of food Natural disaster iii) Family planning - Natural and artificial methods of population control (sex education) | i) Map out an area in the school ii) Plant seedling to show inter-specific and intra-specific competition iii) Display a chart showing the family planning methods |
12. | Revision | Revision | Revision |
13 | Examination | Examination | Examination |
CHEMISTRY
SS 2 FIRST TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | ALKANOLS
| Teacher
-dehydration -oxidation to: a. alkanol b. alkanoic acids. Instructional Resources: 1. Ethanol 2. KMnO4 3. Water 4. H2SO4 5. Test tubes, test-tube racks, etc. |
2 | PERIODIC TABLE 1. Periodic law 2. Blocks of elements:- Metals, non-metals, metalloids and transition metals. 3. Families: s-p-d-f (according to group I-VIII, i.e. group IA-Alkali metals, Group IIA – Alkali Earth and other family names). | Teacher: Use the periodic table template and the atomic structure of common elements to guide students to deduce the periodic law and group elements into families based on shared characteristics. Instructional Resource: 1. Periodic table chart of elements 2. Blank periodic table template. |
3 | PERIODIC TABLE 4. Properties: -changes in sizes and changes down the group and across periods and accompanying changes in properties. 5. Diagonal relationships 6. Ionization energy and electron affinity; changes down the group and across the period | Teacher: Initiates and guide class discussions on: -Atomic and ionic sizes -Ionization energy and electron affinity -Gradation in properties of elements down the groups and across periods. -Diagonal relationships. Instructional Resources: 1. Sodium metal 2. Magnesium ribbon 3. Aluminium metal 4. Heat source 5. Water 6. Glass trough 7. Beakers. |
4 | CHEMICAL REACTIONS 1. Basic concepts: Reactants, products, reaction time and reaction rate. 2. Introduction to collusion theory. | Teacher: -Guide the students to identify reactants and products of chemical reaction -Use simple experiments to illustrate:-the concept of reaction rates. Instructional Resources:
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5 | CHEMICAL REACTIONS 3. Factors affecting the rate of chemical reactions: - Nature of substance -Concentration -Pressure -Temperature -Catalyst 4. Types of chemical reactions: -Endothermic reaction -Exothermic reaction | Teacher: 1. Effects of the nature of substances, concentration/pressure, temperature and catalyst on reaction rates, using simple experiments to illustrate. 2. Use simple experiments also to illustrate endothermic and exothermic reactions. 3. Initiate class discussion of the energy relationships in endothermic and exothermic reactions i.e. ΔG=ΔH-TΔS (graphical representations only). Instructional Resources: 1. Common reagents like HCl, CuSO4, NH4Cl, NaCl, NH4OH, etc. 2. Heat source, water, test-tubes and beakers. |
6 | CHEMICAL REACTIONS 5. Chemical equilibrium: Introduction using simple equations; Le chatellier’s principles. 6. Factors affecting equilibrium of chemical reactions: -concentration -temperature -pressure. | Teacher: 1. Explain Le chatellier’s principle 2. Demonstrates the effects of changes in temperature, concentration and pressure on chemical reactions. 3. Guides students to write and balance equations for chemical reactions on equilibrium. Instructional Resources: Common chemical equations. |
7 | MASS VOLUME RELATIONSHIPS 1. Basic concepts: -Mole, molar quantities, molality. -Standard temperature and pressure (s.t.p). -Relative densities and relative molar mass. | Teacher: 1. Explain the concept of mole, molar, s.t.p. relative densities and relative molecular mass etc and their units. 2. Guide students to calculate: -masses of reactants and products -number of moles of reacting substances and products. Instructional Resources: 1. Students’ textbooks and workbooks. 2. HCl, NaOH, magnesium ribbons, copper, copper oxide, etc. |
8 | MASS VOLUME RELATIONSHIPS 2. Calculations involving mass and volume 3. SI units of quantities i.e. length, mass, volume etc. | Teacher: 1. Relative densities of substance: -molarity -molality -volumes of gas in chemical reactions 2. Give students practice questions 3. Mark and review students assignment 4. guide students to deduce the SI units of quantities. Instructional Resources: Students’ textbooks and workbooks. |
9 | ACID, BASE REACTIONS 1. Common indicators and their pH ranges 2. Simple acid-base titrations. | Teacher: 1. Guides students to: -prepare standard solutions -identify appropriate indicators for acid-base titrations. 2. Display and explain the apparatus necessary for carrying out simple titrations. 3. Demonstrates the process of acid-base titration according to instructions. 4. Guide students to carry out the acid-base titration according to instructions. 5. Ensures students record properly and perform relevant calculations. Instructional Resource: 1. Distilled water or deionized water 2. Titration apparatus. Retort stand, beaker, burettle conical falsk, pipette, white tile, etc. 3.Indicator. 4. Weighing balance 5. Acids, Bases 6. Petri-dish 7. Practical notebooks 8. Measuring cylinder and funnel. |
10 | ACID, BASE REACTIONS 3. Simple acid-base titration continued. | Teacher: Same as above. Instructional Resources: Same as above. |
11 | ACID, BASE REACTIONS 4. Heat of neutralization (introductory) 5. Construction of wooden retort stand. | Teacher: Make arrangement for students to visit the introductory technology workshop to construct wooden retort stands. |
12 | Revision | Revision |
13 | Examinations | Examinations |
14 | Examinations | Examinations |
CHEMISTRY
SS 2 SECOND TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | WATER 1. Structure of water 2. Solubility (Basic concepts: solute, solvent, solution) 3. Solubility of different substances 4. Factors that affect solubility/uses of solubility curves. | Teacher: -Perform experiment to help students to determine the solubility of substances (use sodium chloride in water at room temperature). -Demonstrates the application of solubility (removal of stains from cloth using kerosene). -Demonstrate the removal of hardness in water: using washing soda, boiling. Instructional Resources: 1. Samples of hard water 2. washing soda 3. source of heat 4. sodium chloride 5. kerosene |
2 | WATER 5. Hardness of water and removal of hardness 6. Purification of water 7. Municipal water supply 8. Production of distilled water | Teacher: -Explains the various stages in water treatment for consumption - Leads students on excursion to water works (observe water distillation process) -Demonstrates the laboratory distillation of water. Instructional Resources: 1. Weighing balance 2. Evaporating dish 3. Water bath 4. Distillation apparatus 5. Bath water |
3 | AIR 1. Air: - constituents - percentage composition 2. Properties of air 3. Flame | Teacher: Teacher should perform experiments to show: -composition of air - properties of air -lights the Bunsen burner, regulate the flame so as to produce the different zones of flame. -guides students to draw and label the flame correctly. Instructional Resources: -Bunsen burner -Sources of gas -Match stick/box -Candle stick -magnesium ribbon -alkaline pyrogallol. |
4 | HYDROGEN 1. Hydrogen: -configuration and possible oxidation numbers -isotopes of hydrogen -unique position of hydrogen in the periodic table 2. Laboratory preparation of hydrogen 3. Industrial preparation of hydrogen 4. Physical and chemical properties of hydrogen 5. Uses of hydrogen. | Teacher: -Should guide students to write and draw the electronic configuration of hydrogen. -should guide students to: Name isotopes of hydrogen and write their electronic configuration. -Explain the unique position of hydrogen on the periodic table. -Sets up apparatus for the laboratory preparation of hydrogen using an active metal (e.g. zinc) and an acid (e.g. H2SO4) -Performs simple experiments to show the physical and chemical properties of hydrogen -Guides class discussion of the uses of hydrogen. Instructional Resource: -periodic table -charts (hydrogen ballon, welders at work, etc.) -laboratory apparatus for the preparation of hydrogen. |
5 | OXYGEN 1. General properties of oxygen group 2. The electronic structure and bonding capacity of oxygen 3. Laboratory and industrial preparation of oxygen 4. Physical and chemical properties of oxygen 5. Reaction of oxygen (oxidation) 6. Compounds of oxygen 7. Uses of oxygen. | Teacher: 1. Explain the general properties of oxygen group in the periodic table 2. Guides students to: -write and draw the electronic configuration of oxygen. 3. Set up apparatus and demonstrate the laboratory preparation of oxygen using hydrogen peroxide and manganese (iv) oxide as catalyst. 4. Demonstrate the test for oxygen using a glowing splint. 5. Performs simple experiments to demonstrate the physical and chemical properties of oxygen. Instructional Resources:
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6 | HALOGENS 1. Electronic configuration of halogens 2. Physical properties of halogens and gradation down the group. 3. Chemical properties of halogens and gradation down the group. | Teacher: 1. Guides the students to write and draw the electronic configuration of some halogens 2. Set up the apparatus and demonstrate the laboratory preparation of chlorine 3. Performs simple experiments to illustrate the physical and chemical properties of halogens. Instructional Resources: 1. Periodic table 2. Table showing physical properties of halogens and similarities among halogens 3. Litmus paper (red and blue). |
7 | HALOGENS 4. Compounds of halogens 5. Uses of halogens (Cl2, Br2, I2) 6. Preparation of chlorine. | Teacher: 1. Explains the gradation of these properties down the group 2. Illustrate the bleaching action of chlorine. 3. Leads class discussion on the uses of halogens. Instructional Resources: 1. Water 2. Apparatus and reagents for the preparation of chlorine gas. 3. Bromine 4. Iodine. |
8 | NITROGEN 1. General properties of nitrogen family group V elements 2. Laboratory preparation of nitrogen. | Teacher: 1. Explains the general properties of the nitrogen family 2. Demonstrates the laboratory preparation of nitrogen. Instructional Resources: 1. Charts tabulating the properties of nitrogen group, laboratory preparation of nitrogen, nitrogen cycle 2. Periodic table. |
9 | NITROGEN 1. Industrial preparation of nitrogen from liquid air 2. Properties of nitrogen | Teacher: 1. Guides students to record, observe and draw appropriate diagrams on the laboratory preparation of nitrogen. 2. Explains the industrial preparation of nitrogen from liquid air. Instructional Materials: Same as above wk. |
10 | NITROGEN
| Teacher: 1. Guides the students to: -find out the uses of nitrogen and their gradation down the group. -find out the use of nitrogen from text book, internet etc. Instructional Resources: Books, virtual libraries (internet). |
11 | NITROGEN 1. Compounds of nitrogen: a. oxides of nitrogen b. ammonia 2. Test for ammonia. | Teacher: 1. Guides the students to: -identify and name other compounds of nitrogen 2. Demonstrates the test for ammonia gas using: a. a damp red litmus paper b. conc. HCl 3. Demonstrates removal of stains on wood work using liquid ammonia. Instructional Resources: -Glass with grease -Painted wood work -Samples of fertilizer -Chemicals containing nitrogen e.g. HNO3, conc. HCl etc. |
12 | Revision | Revision |
13 | Examinations | Examinations |
14 | Examinations | Examinations |
CHEMISTRY
SS 2 THIRD TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | SULPHUR 1. General properties of group VI A elements 2. Electronic structure of sulphur 3. Allotropes of sulphur 4. Uses of sulphur | Teacher: 1. Explain the general properties of group VIA elements. 2. Guide students to write the electronic configuration of sulphur. 3. Explain the meaning of allotropy and guides students to identify allotropes of sulphur and their uses. Instructional Resources: 1. Chart showing the allotropes of sulphur 2. Sulphur ointment 3. Sulphur pellets or flower of sulphur |
2 | SULPHUR 1. Compounds of sulphur 2. Industrial preparation of H2SO4 3. Uses of H2SO4 | Teacher: 1. Guides the students to draw correctly and explain the contact process for the manufacture of H2SO4 2. Lead students on excursion to a tyre manufacturing industry. Instructional Resources: i. chart on the contact process for the preparation of H2SO4 ii. H2SO4 (car battery acid). iii. Matches |
3 | OXIDATION-REDUCTION (REDOX) REACTIONS 1. Oxidation: definition 2. Reduction: definition 3. Redox Reactions 4. Oxidation numbers of central elements in some compounds. | Teacher: i. Guides students to define oxidation and reduction ii. Calculate oxidation numbers, using the rules set under objectives (e.g. to calculate oxidation number of central atom in H2SO4, HNO3, KClO3) and hence give their IUPAC names. Instructional Resources: i. Students textbooks ii. chalk board iii. flip-charts |
4 | OXIDATION-REDUCTION (REDOX) REACTIONS 1. Connection of oxidation numbers with IUPAC name 2. Oxidizing and Reducing agents 3. Redox equation | Teacher: i. Name inorganic compounds x e.g. Pb(NO3)2, FeSO4, 7H2O, [Cu(NH3)4]2+ etc. ii. Identify the process of oxidation and reduction in a given redox reaction e.g. –X4+Y->X2++Y2+ iii. Write the formula of a compound giving its IUPAC name e.g. iron(II) trioxosulphate (iv). -identify reductants and oxidants in a redox reaction. -Write equations for half reactions and overall reactions using IUPAC system. -Balance redox equations. Instructional Resources: i. Iron(ii) oxide ii. KMnO4, etc. |
5 | IONIC THEORY 1. Electrovalent and covalent compounds. 2. Electrolytes and non-electrolytes 3. Weak and strong electrolytes 4. Electrochemical series 5. Factors affecting the preferential discharge of ions. | Teacher: i. Guides students to distinguish between: -electrovalent and covalent compounds. -electrolytes and non-electrolytes ii. Demonstrates experiments on: -movement of ions in solution -strong and weak electrolytes iii. Guide students in the discussion of the relationship between the nature of ions and their ranking in the electrochemical series. iv. Explain the factors affecting the preferential discharge of ions in solution. Instructional Resources: 1. Samples of electrovalent and covalent compounds. 2. Apparatus for electrolytes 3. Sample of weak and strong electrolytes. |
6 | ELECTROLYSIS 1. Meaning of electrolysis 2. Terminologies: -electrodes -electrolyte -electrolytic cell -electrochemical cells, etc. 3. Electrolysis of acidified water, copper (ii) sulphates (CUSO4) and brine. | Teacher: 1. Guide students to: -define electrolysis -distinguish between strong and weak electrolytes. -construct electrolytic and electrochemical cells. 2. Demonstrates electrolytes of: -acidified water using Hoffmans’ voltammeter -brine -copper sulphate. Instructional Resources: 1. An electrolytic cell apparatus 2. Hoffman’s voltammeter 3. An electrochemical cells apparatus. 4. Copper sulphate solution 5. Dilute H2SO4 6. Brine |
7 | ELECTROLYSIS 1. Faraday’s laws of electrolysis and the calculations 2. Uses of electrolysis: purification, extraction and electroplating of metals. | Teacher: 1. Explain the Faraday’s first and second laws of electrolysis 2. Demonstrate the uses of electrolysis 3. Guide students to calculate amount of substances librated or deposited at electrodes during electrolysis. Instructional Resources: i. Student textbooks ii. Students workbook iii. Copper sulphate solution |
8 | QUANTITATIVE AND QUALITATIVE ANALYSIS 1. Acid-base titrations (neutralization) continued. 2. Redox titrations involving KMnO4, Fe2+, C2O4, I2, KI, S2O32- | Teacher: 1. Carryout titrations to determine: -percentage purity -heat of neutralization -water of crystallization, etc. Instructional Resources: i. Indicator extract from flowers. ii. Bomb calorimeter iii. Relevant acids and base. |
9 | QUANTITATIVE AND QUALITATIVE ANALYSIS Test for oxidants reductions. | Teacher: i. Analyze substances and test for: -cations and anions (e.g. Fe2+, Cu2+, NH4+, SO42-, SO32-, etc. ii. Guides students to: -test for oxidants in redox reactions Instructional Resources: Relevant salts. |
10 | QUANTITATIVE AND QUALITATIVE ANALYSIS 1. Identification of ions (Fe2+, NH4+, Fe3+, Cu2+, Pb2+, etc) chlorides nitrates, sulphates, sulphide, bicarbonates, carbonates, sulphite, etc. | Teacher: Guide students to identify ions (cations and anions) Instructional Resources: Relevant salts. |
11 | QUANTITATIVE AND QUALITATIVE ANALYSIS 1. Test for hydrogen, NH3, HCl, NO3, Oxygen, CO2, Cl (bleaching action) 2. Identification of fats and oils, simple sugar, proteins, starch. | Teacher: Guide students to: -test for oxidants and reductants in redox reactions -test for simple sugars. fats and oils, proteins, starch etc. Instructional Resources: -Relevant salts. -Starch, fats and oils, proteins etc. |
12 | Revision | Revision |
13 | Examinations | Examinations |
14 | Examinations | Examinations |
PHYSICS
SS 2 FIRST TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | HEAT ENERGY -Temperature and its measurement -Types of thermometer -Absolute scale of temperature | Project: Teacher to guide students on calibration of a thermometer in Celsius scale. |
2 | HEAT ENERGY MEASUREMENT -Concept of specific heat capacity i) Its measurement ii) Its significance | The teacher leads the students on how to determine the specific heat capacity of -A solid -Liquid, using method of mixture |
3 | HEAT ENERGY MEASUREMENT -Latent heat -Evaporation, boiling and sublimation -Relative humidity and due point | The teacher guides the students on the determination of the specific latent heat of fusion of ice/specific latent heat of vaporization of steam by method of mixtures |
4 | GAS LAWS -Measurement of gas pressure -Barometers in practical use -Boyle’s Law and its application -Charles Law and its application -The pressure law -The general gas law | The teacher to demonstrate Boyle’s law using Boyle’s law apparatus. |
5 | PRODUCTION AND PROPAGATION OF WAVES -Production of mechanical waves -Pulsating system i) Energy transmitted with definite speed, frequency and wave length -Wave form i) Description and graphical representation -Mathematical relationships among: f, λ, T and V | -Students to generate mechanical waves using ropes and springs. -The teacher to set up the ripple tank and demonstrate how it is used to generate various waves |
6 | TYPES AND PROPERTIES OF WAVES -Longitudinal waves -Transverse waves -Wave equation: Y= Asin(wt-2πx/λ) -Properties of waves: Reflection, Refraction, Diffraction, Interference, Polarization | The teacher to use the ripple tank to demonstrate the interference of water waves. |
7 | LIGHT WAVES -Sources of light -Light and matter -Transmission of light shadows, Eclipse, the pinhole camera | Project: Students to be guided on how to construct a pinhole camera |
8 | LIGHT WAVES -Reflection of light at plane and curved surfaces -Laws of Reflection -Formation of images by plane and curved mirrors -Application of plane and curved mirrors | Project: Students to construct a simple periscope. Teacher to guide the students on the determination of the focal length of a concave mirror. |
9 | LIGHT WAVES -Refraction of light through rectangular glass block -Laws of refraction -Real and apparent depth -Total internal reflection -Critical angle | Teacher to lead the students to verify Snell’s law using a rectangular glass block |
10 | LIGHT WAVES -Refraction of light through triangular glass block -Angle of minimum deviation -Totally reflecting prisms | Teacher to guide the students to verify Snell’s law using triangular glass block |
11 | LIGHT WAVES -Dispersion of white light -Refraction of light through converging and diverging lenses -Images formed by lenses | The teacher to demonstrate the dispersion of light by a triangular glass prism The teacher to lead the students to verify the lens formula using illuminated object |
12 | APPLICATION OF LIGHT WAVES -Simple camera and film projector -The human eye -The simple microscope and compound microscope -Telescope -Prism binoculars | Project: Teacher to guide the students to construct a simple box camera |
13 | REVISION | |
14 | EXAMINATION |
PHYSICS
SS 2 SECOND TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | SOUND WAVES -Sources of sound -Transmission of sound -Speed of sound in solid, liquid, and gas -Characteristics of sound | The teacher guides students to demonstrate that sound does not travel in a vacuum by using the electric bell enclosed in a bell jar |
2 | SOUND WAVES -Noise and music -Forced vibration-Resonance, harmonics and overtones -Stationary waves | The teacher guides students to demonstrate forced vibration with the resonance tubes and sonometer. |
3 | APPLICATION OF SOUND WAVES -Vibrations in strings and pipes -Wind instruments -String instruments -Percussion instruments -Echoes and their application -Hearing aids | Project: Teacher to guide the students on how to construct any local musical instrument of their choice |
4 | MOLECULAR THEORY OF MATTER -Pressure in fluids i) Concept of pressure ii) Pressure in liquids iii) Atmospheric pressure -Applications of atmospheric and gas pressure -Pascal’s Principle | Using a small open can, teacher should demonstrate increase of pressure with depth Project: Teacher to guide the students to construct a hydraulic press |
5 | ELECTROMAGNETIC WAVES -Electromagnetic spectrum | The teacher leads the students on different types of radiation in electromagnetic spectrum |
6 | GRAVITATIONAL FIELD -Gravitational force between two masses (Newton’s law of universal gravitation) -“G” as a universal constant -Gravitational potential -Escape velocity | The teacher discuss the movement of the planets in the solar system using a chart |
7 | GRAVITATIONAL FIELD -Solar system -Kepler’s laws -Natural and artificial satellites | The teacher to show films on the launching of satellite |
8 | ELECTRIC FIELDS -Production of continuous charges: primary cells, secondary cells -Electric Circuit: series and parallel arrangement of cells and resistors | The teacher leads the students on how to arrange cells in series and in parallel and determine the resultant e.m.f |
9 | ELECTRIC FIELDS -E.m.f of a cell -Internal resistance of a cell -Standard resistors and rheostats -Resistivity and conductivity | The teacher to guide the students on the use of potentiometer wire to: i) Measure e.m.f ii) Compare the values of two e.m.f |
10 | ELECTRIC FIELD -Shunts and multipliers (Galvanometer conversions) -Principle of the potentiometer -Wheatstone bridge -Meter bridge | The teacher guides the student on how to set up potentiometer circuit and calibrate it. |
11 | Revision | Revision |
12 | Examination | Examination |
PHYSICS
SS 2 THIRD TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | ELECTRIC FIELD -Electrical conduction through liquids(Electrolysis) i) Electrolytes and non-electrolytes ii) Dynamics of charged particles(ions) in electrolytes iii) Voltameter iv) Examples of electrolysis -Faraday’s law of electrolysis -Applications of electrolysis | The teacher leads the students to identify solutions that conduct electricity and those that do not |
2 | ELECTRIC FIELD -Conduction of electricity through gases -Hot cathode, thermionic emission -The diode valve -Application of hot cathode(thermionic) emission i) Cathode-ray oscilloscope | The teacher to lead discussion on how the reduction in pressure of a gas in a suitable container is applied in the fluorescent tube and cathode ray oscilloscope |
3 | ELECTRIC FIELD -Electric force between point charges(coulomb’s law) -Concept of electric field i) Electric field intensity ii) Electric potential | The teacher guides the students on how to calculate the electric force between two points charges in free space and to compare this force with the gravitational force between two protons |
4 | ELECTRIC FIELD -Capacitors and Capacitances i) Definition ii) Arrangement of capacitors -Energy stored in a capacitor -Application of capacitors | The teacher leads the students to determine the equivalent capacitance for; series and parallel arrangement of capacitors |
5 | MAGNETIC FIELD -Concept of magnetic field i) Properties of magnet ii) Magnetic flux and flux density -Magnetic field around: i) A bar magnet ii) A straight conductor carrying current iii) A solenoid -Methods of making magnets -Methods of demagnetization | The teacher demonstrate how to distinguish between magnetic and non-magnetic materials |
6 | MAGNETIC FIELD -Magnetic properties of iron and steel -Magnetic screening or shielding -Electromagnets and application of electromagnet -Temporary magnet i) The electric bell ii) Telephone earpiece, etc | The teacher guides the students on how to investigate the field around a conductor by using a compass needle and iron fillings |
7 | MAGNETIC FIELD -The earth’s magnetic field i) Magnetic elements of a place *Angle of declination *Angle of dip *Horizontal component of the earth’s magnetic field -Bar magnet in earth’s field: Neutral point -Mariner’s compass | The teacher leads the students on how to suspend a bar magnet horizontally and locate the earth’s N-S direction |
8 | ELECTROMAGNETIC FIELD -Magnetic force on a charge moving in a magnetic field -Concept of electromagnetic field -Interaction between magnetic field and currents in: i) A current –carrying wire in a magnetic field; ii) A current-carrying solenoid in a magnetic field -Applications of electromagnetic field: i) Electric motor ii) Moving coil galvanometer | The teacher guide the students to investigate the effect of passing current through a solenoid in a magnetic field |
9 | ELECTROMAGNETIC FIELD -Electromagnetic induction -Faraday’s law -Lenz’s law -Motor generator effect -Eddy currents | The teacher guide the students to investigate the effect of rotating wire in magnetic field |
10 | ELECTROMAGNETIC FIELD -The transformer -Power transmission -The induction coil | The teacher guides the students to investigate the effect of moving a magnet in a solenoid or coil carrying current near a solenoid |
11 | Revision | Revision |
13 | Examination | Examination |
FURTHER MATHS
SS 2 FIRST TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | ROOTS OF QUADRATIC EQUATION i. Sum and product of roots ii. forming quadratic equation given sum and product of root iii. condition for quadratic equation to have: - Equal roots (b2=4ac) - Real roots (b2>4ac) - No roots (b2<4ac) (complex) | Teacher: leads students to find sum and products of roots of quadratic equation Students: use formular to find sum and product of roots of quadratic equation Instructional Resource: charts showing a quadratic equation |
2 | ROOTS OF QUADRATIC EQUATION II i. Conditions for given line to intersect a curve, be tangent to curve, not intersect a curve. ii. Solution of problems on roots of quadratic equation | Teacher: states condition for quadratic equation to have equal roots, real roots and no roots(complex roots). Students: solve various problems on root of quadratic equation Instructional Resource: charts showing condition for lines to intersect curve and not to intersect. |
3 | POLYNOMIALS i. Definition of polynomial a. addition b. subtraction c. multiplication ii. Division of polynomials by a polynomial of lesser degree | Teacher: gives definition and examples of polynomials Students: state definition and examples of polynomial Instructional Resource: charts giving examples of polynomials of various degrees. |
4 | POLYNOMIALS i. Reminder theorem ii. Factor theorem iii. Factorization of polynomials | Teacher: demonstrates how to find remainder when a polynomial is divided by another polynomial of lesser degree. Students: solve problems on remainder theorem and factor theorem Instructional Resource: charts showing sum of root and product. |
5 | POLYNOMIALS i. Roots of cubic equation a. Sum of roots α+ᵝ+ᵟ = -b/a b. sum products of two roots α ᵝ + αᵟ + ᵝᵟ = c/a c. product of roots αᵝᵟ = -d/a where ax3+bx2+cx+d=0 | Teacher: leads students to solve problem on roots of cubic equation Students: solve problems on roots of cubic equation. Instructional Resource: charts showing sum of roots, sum of product of two roots and products of three roots of a cubic equation. |
6 | PROBABILITY i. Classical, frequential and axiomative approaches to probability ii. Sample space and event space iii. Mutually exclusive, independent and conditional events. | Teacher: leads students to evolve concepts of classical and frequential approaches using ludo dice. Students: identify the classical, frequential and axiomatic definition of probability Instructional Resource: ludo dice, coin, pack of cards. |
7 | PROBABILITY i. Conditional probability ii. Probability trees | Teacher: solves conditional probability Students: solve problems on conditional probability Instructional Resource: ludo dice, coin, pack of cards. |
8 | VECTORS IN THREE DIMENSIONS i. Scalar product of vector in three dimensions ii. Application of scalar product | Teacher: gives examples of vectors in three dimensions Students: write out more examples of three dimensional vectors Instructional Resource: charts depicting example of three dimensional vectors. |
9 | VECTORS IN THREE DIMENSIONS i. Vector or cross product in three dimensions ii. Application of cross product | Teacher: guides students to find cross product of two vectors and leads them to solve problems on application Students: solve problem on cross product of two vector and practical application of dot product. Instructional Resource: charts showing short cut method of finding dot product. |
10 | LOGICAL REASONING i. Fundamental issues in intelligent system ii. Fundamental definition iii. Modelling the world. | Teacher: guides students to identify fundamental issues in intelligent system Students: Identify fundamental issue in intelligent system Instructional Resource: charts showing critical issues in intelligent system. |
11 | LOGICAL REASONING i. Introduction to propositional and predicate logical resolution ii. Introduction to theorem proving | Teacher: introduces propositional and predicate logical resolution Students: explain propositional and predicate resolution Instructional Resource: charts showing points to note in proving of theorem. |
12 | Revisions | Revisions |
13 | Examinations | Examinations |
14 | Examinations | Examinations |
FURTHER MATHS
SS 2 SECOND TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | DIFFERENTIATION i. Limits of a function ii. Differentiation from first principle iii. Differentiation of polynomials | Teacher: guides students on how to find limits of a function and differentiate from first principle. Students: Evaluate limits of a function at a given value and differentiate from first principle. Instructional Resource: charts showing rules of differentiation. |
2 | DIFFERENTIATION Differentiation of transcendental function such as sin x, eax, log 3x | Teacher: leads students to differentiate transcendental functions Students: Differentiate transcendental functions. Instructional Resource: chart showing areas of application |
3 | DIFFERENTIATION i. Rules of differentiation ii. Product rule iii. Quotient rule iv. Function of function | Teacher: guides students to use rules of differentiation Students: use rules of differentiation Instructional Resource: charts showing rules of differentiation |
4. | DIFFERENTIATION i. Application of differentiation to a. rate of change b. gradient c. maximum and minimum values d. equation of motion | Teacher: leads students to use differentiation in finding: rate of change, gradient of a function and optimization involving maximum and minimum values. Students: use differentiation in finding: rate of change, gradient of a function and optimization involving maximum and minimum values. Instructional Resources: chart showing areas of application. |
5 | DIFFERENTIATION i. Higher derivatives ii. Differentiation of implicit functions. | Teacher: guides students to higher derivative and differentiation of implicit functions Instructional Resource: chart showing areas of application. |
6 | BINOMIAL EXPANSION i. Pascal triangle ii. Binomial expression of (a+b)n where n is +ve integer, -ve integer or fractional value | Teacher: guides students to demonstrate the Pascal triangle and write out the binomial expansion. Students: construct the Pascal triangle and write our binomial expansion. Instructional Resource: charts showing Pascal triangle |
7 | BINOMIAL EXPANSION i. Finding nth term ii. Application of binomial expansion | Teacher: leads students to extend the power of negative integer and fractional values. Students: use the knowledge of expansion of positive expansion to negative and fractional powers. Instructional Resources: charts showing nth term of a given binomial expansion. |
8 | CONIC SECTION: THE CIRCLE i. Definition of circle ii. Equation of circle given centre and radius | Teacher: leads students to define circle and explain concept of a circle as conic section . Students: solve various types of problems on circles. Instructional Resources: chart depicting circle as section of a cone. |
9 | CONIC SECTION: THE CIRLCE i. General equation of a circle a. finding centre and radius of a given circle b. finding equation of a circle given the end point of the diameter c. equation of a circle passing through three points. | Teacher: guides students to solve various types of problems on circles. Students: solve various types of problems on circle. Instructional Resources: chart showing equation of circle passing through 3 points. |
10 | CONIC SECTION: THE CIRCLE i. Equation of tangent to a circle ii. Length of tangent to a circle | Teacher: leads students to find the equation of a tangent to circle Students: learn technique of finding equation of tangent to circle Instructional Resources: chart showing tangent of circle and length of tangent. |
11 | Revisions | Revisions |
12 | Examinations | Examinations |
13 | Examinations | Examinations |
FURTHER MATHS
SS 2 THIRD TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | TRIGONOMETRIC FUNCTION i. Knowledge of six trigonometric functions of angles of any magnitude (since, cosine, tangent, secant, cosecant, cotangent). ii. Range and domain of specified trigonometric functions iii. Graphs of trigonometric ratios with emphasis on their amplitude and periodicity. | Teacher: leads students to identify and find trigonometric function of angles Students: identify angles of the six trigonometric ratios. Instructional Resources: charts showing relationship between the six trigonometric ratios. |
2 | TRIGONOMETRIC FUNCTION i. Relationship between graphs of trig ratios e.g. sin x and sin 2x graphs of y = a sin (bx) + c y = a cos (bx) + c y = a tan (bx) + c ii. Graphs of inverse by ratio | Teacher: leads students to identify relationship between graphs of trigonometric ratios. Students: identify relationship between the graphs of trigonometric ratios e.g. sinx and sin2x. Instructional Resource: charts showing sketches of inverse of sinx, cosx and tanx. |
3 | TRIGONOMETRIC FUNCTION i. solution of simple equation involving the six trigonometric functions ii. proofs of simple trigonometric identities e.g. sin 2x + cos2x = 1 sec2x = 1+tan 2x | Teacher: guides them to solve simple equations involving trigonometric ratios. Students: solve simple trigonometric equation. Instructional Resources: charts showing sketches of inverse of sin x, cosx and tanx. |
4 | PERMUTATIONS AND COMBINATIONS i. Permutation on arrangement ii. Cyclic permutation iii. Arrangement of identical object. | Teacher: guides students to solve problem on cyclic permutation and other types of permutation. Students: solve various problems on permutation Instructional Resources: charts showing :
|
5 | PERMUTATIONS AND COMBINATIONS i. Arrangements in which repetitions are allowed ii. Introduction to combination on selection. a). Conditional arrangements and selection b). Probability arrangement problem involving arrangement and selection. | Teacher: demonstrates application of combination in probability. Students: use concept of combination to solve problem on probability. Instructional Resources: charts showing functional notation. |
6 | DYNAMICS i. Newton laws of motion ii. Motion along inclined plane | Teacher: explains Newton’s law of motion and states the three laws of motion. Students: write down the laws of motion and solve problems on Newton’s laws of motion. Instructional Resources: Ball and heavy block placed on table to demonstrate 3rd law. |
7 | DYNAMICS i. Motion of connected particles ii. Work, Energy and Power iii. Impulse and Momentum | Teacher: guides students to solve problem involving application of Newton’s law of motion. Students: solve problem on motion along inclined plane. Instructional Resources: An inclined plane with object on it. |
8 | DYNAMICS i. Projectiles ii. Trajectory of projectiles iii. Projection along inclined plane. | Teacher: guide students to solve various problem on projectiles. Students: solves various problems on projectile Instructional Resources: Light smooth pulley with two blocks connected by string. |
9. | INVENTORY MODEL i. Concept of inventory ii. Definitions of important terms in inventory. iii. Holding list iv. Ordering list etc. computation of optimal quantity [EOQ model]. | Teacher: guide students to give practical examples on inventory. Students: define various terms on inventory Instructional Resources: charts depicting items on inventory. |
10 | REPLACEMENT MODEL i. Concept of replacement ii. Individual replacement of sudden failure item iii. Replacement of items that wear out gradually. | Teacher: explains the concept of replacement Students: gives practical examples of item that wear out suddenly and gradually. Instructional Resources: charts showing diagrams of items such as plugs, bulbs, generators, grinding machines etc. |
11 | Revisions | Revisions |
12 | Examinations | Examinations |
13 | Examinations | Examinations |
AGRICULTURAL SCIENCE
SS 2 FIRST TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | Agricultural Laws and Reforms Land ownership and tenure systems in Nigeria | State the different land tenure systems in Nigeria. |
2 | Land Use Act of Nigeria Land use Act of 1978:
| State and explain the different laws on land with emphasis on land use Act of 1978 |
3 | Role of Government in Agricultural Production Role of government in Agricultural production e.g.
| Class discussion |
4 | Forest Management Forest management techniques:
| Students should visit forest reserves |
5 | Diseases of crops Diseases of major crops: e.g.
| i. Diseased crop items should be observed to identify some crop diseases ii. field observation and identification of different types of crop diseases and mouldy grains in storage. |
6 | Symptoms and economic importance of crop diseases
| Describe the disease symptoms and damage done to crops |
7 | Preventive and Control Measures of diseases Preventive and control measures:
| i. State the control measures ii. Identify some chemicals used |
8 | Pests of crops Important insect pests of major crops:
| i. Students should collect and preserve some insect pests ii. Definition of pest |
9 | Other important pests Other important pests e.g.
| Observe some damaged crops by rodents and monkey |
10 | Economic importance of selected pests i. Economic importance of pests e.g. - reduction in quality of crops - reduction in quantity of crops - makes vegetables unattractive and unmarketable etc. ii. Preventive and control measures: - cultural methods - biological methods - chemical methods iii. Side effects of the various preventive and control methods: - chemical pollution, poisoning etc. | Use sprayers and insecticides to control pests in the field. |
11 | Pasture and forage crops Morphology of the common grass and legume species of Nigerian pastures | Each student to collect a pasture and legume crop (a grass and a legume) |
12 | Types of Pastures i. Types of pastures: permanent pasture, rotational pasture, temporary pasture, irrigated pasture. ii. Factors affecting pasture:
iii. Management practices of a pasture land. | Prepare a pasture/forage album. |
13 | Revision | Revision |
14 | Examination | Examination |
AGRICULTURAL SCIENCE
SS 2 SECONDTERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | Range Management and Improvement
| State importance of rangeland to livestock production. |
2 | Rangeland Improvement Methods of rangeland improvement:
| Describe the methods of improvement |
3 | Animal Nutrition
| Collect and identify samples of feeding stuff. |
4 | Rations
| Students should feed animals on the farm using various feeds. |
5 | Environmental factors affecting Agricultural Production Climatic factors: rainfall, temperature, light, and wind. | Grow plants under different conditions of moisture and light, for comparison purpose. |
6 | Biotic factors affecting agricultural production Biotic factors: predator, parasites, soil micro organisms, pests and disease organisms etc. | Grow plants under different conditions of moisture and light, for comparison purpose. |
7 | Edaphic Factors affecting agricultural production Edaphic facrors: soil types, soil PH, soil texture etc. | Grow plants under different conditions of moisture and light, for comparison purpose. |
8 | Plant nutrients
| Prepare water/sand culture to demonstrate deficiency of various elements in different crops. |
9 | Factors influencing availability of nutrients Factors: soil PH, excess of other nutrients, leaching, crop removal, oxidation etc. | |
10 | Methods of replenishing plant nutrients in the soil Methods of replenishing plant nutrients:
| Apply fertilizers to field crops. |
11 | Nutrients cycles
| Prepare charts of the nutrient cycles |
12 | Effects of farming practices on the soil Farming practices and the soil effects: bush burning, over-grazing, clean clearing, stumping, fertilizer application, inorganic manuring etc. | |
13 | Revision | Revision |
14 | Examination | Examination |
AGRICULTURAL SCIENCE
SS 2 THIRDTERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | Farm Machinery Farm machinery:
| Visit agro-service centres or mechanized farms and identify these farm machinery and implements. |
2 | Farm machinery continues
| Visit agro-service centres or mechanized farms and identify these farm machinery and implements. |
3 | Tractor – coupled implements Tractor-coupled implements: Ploughs, harrows, ridgers, planters, harvesters, sprayers. | Name the major parts of tractor-coupled implements and their functions. |
4 | Surveying and planning of farmstead
| Carry out the layout of the school farm. |
5 | Surveying equipment Common surveying equipment e.g. ranging pole, measuring tape, peg, gunters chain, theodolite etc. | Identify simple survey equipment |
6 | Planning of farmstead
| Class discussion |
7 | Basic Economic Principles
| Use graphs to show response of prices to supply and demand. |
8 | Demand and Supply Inter-relationship of demand and supply as it affects prices and profits | |
9 10 | Farm Accounts Entries of sales and purchases. Farm Accounts Profit and loss accounts | Prepare entries of sales and purchases Prepare profit and loss account |
11 | Practicals
| Collect pests, soil samples, rocks and identify them. |
12 | Revision | Revision |
13 | Examination | Examination |
PHYICAL EDUCATION
SS 2 FIRST TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | Athletics-Middle And Long Distance Races -Definition -Types of middle and long distance races -Strategies of long distance races -Rules and regulations of middle and long distance races | -The teacher defines the middle and long distance races -Discusses the types of middle and long distance races -Demonstrates the strategies of middle and long distance races -The students practice the running style -Instructional, Picture, magazine, I.A.A.F hand-book, note, book |
2 | Javelin Throw -Nature of the event -Equipment and facilities -Basic skills in javelin -Rules and regulations | -The teacher describes the nature of the event -Draws the throwing sector -Lists the equipment and skill -The students demonstrates the various skill and take note -Instructional Resources;- Javelin, real and white flags, measuring tape, the throwing sector |
3 | Shot Put -Nature of the event -Equipment and facilities -The basic skills -Rules and regulations | -The teacher explains the nature of the event -Draws the shot put throwing sector -Lists the equipment and facilities -Mentions the skills, rules and regulations -The students demonstrate the various skills -Instructional Resources:- -Short put, throwing sector, measuring tape, -Red and white flags. |
4 | High Jumppole Vault -The nature of the event -Equipment and facilities -Styles in high jump -skills in pole vault and high jump -Rules and regulations of both jumps | -The teacher explains the nature of high jump and pole vault -Lists the equipment and facilities of the both jumps -Describes the jumping styles in high jump and pole vault -Mentions the skills and rules of the jump -The students participates in the discussions and practice the skills. -Instructional Resources:- Upright stand, crossbar, landing mattress and the pole, pole vault box. |
5 | Long Jump -The nature of the event -Equipment and facilities -The basic skills I long jump -Rules and regulations | -The teacher explains the nature of the event -Mention the equipment and facilities -Lists the basic skills and the rules and regulations -The students take note and practice the skills -Instructional Resources:- -Take-off board, measuring tape, white and red flags, writing materials, landing pit, rake |
6 | Triple Jump -Nature of the event -Equipment and facilities -Basic skills in triple jump -Rules and regulations | -The teacher describes the nature of the event -Explains the equipment and facilities -Enumerates the skills in triple jump -Lists rules and regulations -the students participate in the discussions and practice the skills -Instructional Resources;- Take-off board, -Measuring tape, rake, writing materials, landing pit white and red flags |
7 | Muscles -Definition -Major muscles of the body -Muscles involved in movements | -The teacher defines muscles identifies and explains the major muscles of the body -Discusses the function of any given muscle in movement -The students participates in class discussions on the function of any given muscle in movement -Instructional Resources:- -Textbooks, diagrams, models, CD-ROMs, projectors |
8 | Muscles Continue -Types of muscle contraction -Muscle cramp -a) Definition b) Causes c) Prevention and first aid | -The teacher lists the types of muscle contraction -Defines muscle cramp, causes, prevention and participate in the class discussions -Instructional Resources;- diagram, textbooks, CD-ROMs projects etc |
9 | Somato Type -Definition of somato type -Description of the various body types -Selection of activities in relation to the body types (cendomorph, ectomorph and mesomorpy) | -The teacher defines somato type -Lists and explains the body type -Classifies the students into the various body types -The students practice the act of classification -Instructional Resources:- -Pictures, charts, posters, films, textbooks, video clips. |
10 | Nervous system -Definition -The brain and its functions -The spinal cord and its importance in the body | -The teacher defines the nervous system -State the functions of the nervous system -Draws the diagram of the nervous systems -Explain the spinal cord and its importance in the body -Students participate in the class discussions and take note -Instructional Resources:- -Textbooks, diagram, CD-ROMs, projectors |
11 | Nervous System Continues -Function of the nerves -The reflex action | -The teacher discusses the importance of the brain in the coordination of the body -Explains the path ways of message to and from the central nervous system -The student list the functions of the nerves -Draw and label the reflex -Instructional Resources;- Textbooks, diagrams, CD-ROMs, projectors |
12 | Revision | Revision |
13 | Examination | Examination |
PHYICAL EDUCATION
SS 2 SECOND TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | Nutrition -Definition -Types of food -Classes of food | -The teacher defines nutrition -Enumerates the types of food -Classifies the various types of food -Displays specimens of various types of food -The students listen to the teacher and group food into different classes -Instructional Resources -Charts, posters, textbooks, food samples etc |
2 | Nutrition Continues -Food nutrients and their functions -Balanced diet -Pre-games nutrition | -The teacher explains food nutrients and their functions -Discusses balanced diet -Mentions pre-games nutrition -Students participate in the classroom discussions and take note -Instructional Resources:- chart, posters food samples, textbooks |
3 | Drugs In Sports -Meaning of drug -Types of drug -Drug use and misuse -The effect of drugs on sports -Performance | -The teacher define drug -Mentions the types of drug -Explains drug use and misuse -States the effects of drug on sports performance -Ask and answer questions on the differences between drug misuse -Participate in class discussion on the effect of drugs on sport performance -Instructional Resources -Specimens, posters, textbooks, handbills, charts and video chips |
4 | First Aid -Definition of first Aid -Objectives -Principles of first aid -Qualities of a good first aider | -The teacher define first aid -States the objectives of first aid -Explains the principles of first aid -Enumerates the qualities of a good first aids -Students listen, ask question and take notes -Instructional Resources :- Charts, First Aid box, and content, textbooks, CD-ROMs |
5 | Sports Injuries -Definition -Common sports injuries-bleeding, sprain, strains | -The teacher defines sports injuries -Enumerates the common sports injuries -Explains the various common sports in injuries and take note -Instructional Resources- First Aid box and content, textbooks, charts |
6 | Sports Injuries Continue -Common sports injuries fracture bruises, and cramps -Causes, Treatment and prevention of sports injuries | -The teacher lists the common sports injuries -Enumerates the causes, treatment and prevention of sports injuries -The students participate in class discussions and treatment of sports injuries -Instructional Resources:- first Aid box, textbooks, charts, CD-ROMs etc. |
7 | Swimming -The origin of swimming -Nature of swimming -Techniques in swimming -Leg action and arm action, breathing, timing (Body alignment) | -The teacher narrates the origin of swimming -Explains the nature of swimming -Mention the techniques in swimming -Describes the leg and arm actions in relation to body alignment in water -The students practice the leg and arm action -Instructional Resources :- swimming pool, floaters swimming trunk, swimming cap, goggles, life guard |
8 | Swimming Continue -Safety education swimming -Sanitary education in swimming -Swimming strokes -Front crawl, breast stroke, butterfly and back stroke, side | -The teacher explains safety education in swimming -Describes the sanitary education in swimming -States and explains the swimming strokes -Students practice in any of the swimming strokes -Instructional Resources:- Swimming pool, -Swimming trunk, cap, life guard, goggles etc |
9 | Life Saving -Definition of life saving -Causes of drowning -Skills for saving a drowning person -Artificial resuscitation -Duties of life guard -Equipment used in life saving | -The teacher defines life saving -Enumerates the causes of drowning -Lists skills in saving a drowning person -Explains artificial respiration -Mentions the duties of life guard and the equipments used in life saving -Students listen and participate in class discussion - Practice artificial respiration -Instructional Resources :- life guards, clean land kerchief, swimming trunk and cap etc |
10 | Practical In Swimming | Practical in swimming Instructional Resources –as listed above |
11 | Revision | Revision |
12 | Examination | Examinations |
PHYICAL EDUCATION
SS 2 THIRD TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | Athletic Track And Field --Safety precaution during jumping -Equipment and facilities -Rules and Regulations | -The teacher explains safety precaution during athletics and the equipment used in various events -The students participate in class discussions ask question and take down notes, -Instructional, charts, handball, video clips, textbooks, documentaries |
2 | Track And Field Event Throwing Event Discus -Basic skill and techniques in discus -Equipment and facilities -Rules and Regulation | -The teacher explains discuss and demonstrates the skills of discuss to the students -He also list the equipment and facilities used in discuss and enumerate the various rules and regulation in discuss - The students listen to teachers explanations and practice the skills in discuss - Instructional Resources:- the discuss the meaning sector materials, rules, book discuss sector, etc |
3 | Track And Field Event (Hammer) -Basic skill and technique in hammer -Equipment and facilities -Rules and regulations | -The teacher explains hammer to the students and demonstrate the skills in hammer -He mention the equipment and facilities used in hammer and enumerated the rules and regulations in hammer students listen to teacher’s explanations and practices the skills in hammer -Instructional Resources:- the hammer meaning tape, writing, material text book etc |
4 | Basket Ball -Brief history of basketball -Nature of the game /Dimension -Equipment & facilities -Rules and regulation -Officials in basketball | -The teacher explains the brief history of basketball -Explains the nature of the game & demonstrate -Lists the skills in basketball -State the equipment of facilities -Enumerates the rules & regulations officials & functions -The students demonstrate the various skills of basketball -Practice the various skills in basketball -Instructional Resources :- basketball, whistle, score sheet & board, hand ball etc |
5 | Ball Games –Volleyball -History of volleyball -Nature of the game -Dimensions of the court -Equipment & facilities -Rules and regulations -Officials in volleyball | -Teacher explains the history o0f volleyball and the nature of the game with court dimensions -States the skills the volley ball -Explains the functions of the officials in volleyball game -Students listen & demonstrate the skills in volleyball -Practice the various skills -Participate in discussion of the officials in volleyball -Instructional Resources:- ball the count, whistle, etc. |
6 | Ball Games (Handball) -History of hand ball -Nature of the game & court dimensions -Skills in handball -Equipment & facilities -Rules & regulations -Officials in handball | -The teacher explains the history of handball -Explains the nature of the game and the court dimensions -List the rules and regulations -Mention the officials in handball and their duties -The students listen, draw the court, -Participate in class discussion of hand ball -Practice the skills -Instructional Resources handball, post net, whistle, the court |
7 | Racket Games (Badminton) -History of badminton -Nature of the game -Basic skills in badminton -Equipment and facilities -Rules and regulations | -The teacher explains badminton and the nature of the game to the students while he demonstrated the various skills in badminton, list the equipment the rules and regulations -The students listen and ask question which they also practice the various skills in badminton -Draws and label the badminton court -Instructional Resources:- -The badminton racket -Shuttle corks -Badminton net /court |
8 | Racket Games (Squash) -History of squash -Nature of squash -Basic skills in squash -Equipment & facilities -Rules and regulation | -The teacher explains squash and nature of squash while he enumerates the basic skills, equipment, facilities, rules and regulations of squash -The students listen, ask question and practice the various skills in squash -Instructional Resources -The squash racket, balls the squash court etc - |
9 | Gymnastics Floor/ Mat Actions Definition -Bandelier of gymnastic -Mat activities in gymnastic e.g. forward roll, backward roll, court wheel etc | -The teacher defines gymnastics and the explains the two branches of gymnastics to the students -While the students participates in close discussion and engage in practical demonstration of forward roll, backward roll, cartwheel etc -Instructional Resources;- gymnastic mats of mattress |
10 | Practical -Floor activities without apparatus forward roll, Backward roll, cart wheel etc | -The teacher demonstrates the skills in each of the activities -The students practices -Instructional Resources:- mat/ mattress, pictures, posters, CD-ROMs |
11 | Revision | Revision |
12 | Examination | Examinations |
13 | Examination | Examination |
HEALTH EDUCATION
SS 2 FIRST TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | PHYLOSOPHY, AIM AND OBJECTIVES OF HEALTH EDUCATION
| Students collect information on philosophy of health education and discuss. Instructional resource: charts and posters showing aims of health education etc. |
2 | SYSTEM OF THE BODY: CIRCULATORY SYSTEM.
| Students draw and label the heart, artery and circulatory system. Instructional resources: chart showing the heart, artery and process of circulation etc. |
3 | CIRCULATORY SYSTEM CONT’D Blood group rhesus factor, haemoglobin, genotype, anti-bodies of antigens, disease of circulatory system and remedies. (anemia, sickle cell, leukemia etc) | Teacher guides students to make chart/table on blood compatibility. Instructional resources: charts on agglutination, blood compatibility etc. |
4 | EXCRETORY SYSTEM.
| Students draw and label the kidney, excretory system and discuss the process of ultra filtration. Instructional resources: charts of the excretory system, kidney etc. |
5 | DIGESTIVE SYSTEM
| Students draw and label the liver and also discuss the process of digestion. Instructional resources: charts showing organs of digestive system, fin chips on the process of digestion etc. |
6 | RESPIRATRORY SYSTEM
| Students label the structure of respiratory system Teacher guide students to tabulate disease associated with the system Instructional resource: charts and CDS showing respiratory system etc. |
7 | NERVOUS SYSTEM
| Students demonstrate response to different examples of stimulus Teacher guide students to draw a reflect arc Instructional resources: charts showing parts of nervous system; pin, needle etc. |
8 | MAINTENANCE OF HEALTH
| Teacher guides students to state the importance of factors that affect maintenance of health Instructional resources: weighing scale, ruler, well equipped first aid box etc. |
9 | FAMILY HEALTH
Functions of the above aspects. | Teacher guides students to demonstrate the skill-based approach in maternal and child health as listed in content. Instructional resources: materials for ORT e g sugar, salt, water bottle, charts, posters etc on maternal health care. |
10 | FAMILY HEALTH CONT.
| Teacher leads the students to draw a simple budget for a family of five (5) Instructional resources: charts showing different family seize etc. |
11 | AGEING AND DEATH EDUCATION
| Teacher guides students to discuss on ways of relating with the elderly. Instructional resources: posters of elderly person using walking sticks, charts of old person telling stories to children. |
12 | Revision | Revision |
13 | Examination | Examination |
HEALTH EDUCATION
SS 2 THIRD TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | ACCIDENTS: TYPES AND PREVENTION -Meaning of accident -Types of accidents: i) Road/traffic vehicle accident ii) Home iii)Industrial iv) School -Causes of accidents at different settings -Prevention of each type of accident | -Students watch video chips on accident -Teacher and students tell stories about accidents INSTRUCTIONAL RESOURCES: Pictures of accident scene, bucket of sand, fire extinguisher, etc |
2 | BEHAVIOUR ALTERING CHEMICALS -Chemical substances that alter behavior: i) Tobacco ii) Alcohol iii) Drugs -Reasons for smoking or drinking alcohol and their effects on human body. -Classify the following: alcohol, wine, heroine, sleeping pills, cocaine, marijuana and beer | Teacher discusses with students the effects of alcohol and tobacco on human body. INSTRUCTIONAL RESOURCES: Posters and charts showing examples of drugs, alcohol and tobacco. |
3 | NON COMMUNICABLE DISEASES -Definition of non-communicable diseases -Differences between communicable and non-communicable diseases -Types of non-communicable diseases: i) Deficiency diseases(scurvy, pellagra, rickets, kwashiorkor, anemia, beri-beri, marasmus, exophthalmia ii) Diseases due to growth in cells, hereditary and hormonal disorders(Cancer, diabetes, epilepsy, hemophilia, heart disease, ulcer, hypertension, infertility, asthma, albinism, etc) | Teacher guides students to list types of non-communicable diseases, giving examples in each case. INSTRUCTIONAL MATERIAL: Charts and posters showing non-communicable diseases |
4 | NON COMMUNICABLE DISEASES CONT. -Signs and symptoms of non-communicable diseases -Causes of non-communicable diseases -Management of non-communicable diseases -Prevention of non-communicable diseases | Teacher guides students to identify signs and symptoms of non-communicable diseases and also to discuss management and prevention of non-communicable diseases. INSTRUCTIONAL RESOURCES: Posters and charts showing non-communicable diseases, etc |
5 | FAMILY LIFE CHALLENGES -Challenges facing the family in Nigeria(e.g. widowhood, acceptance of PLWHA, single parent, pre-marital and extra-marital sex, in-laws, etc) -Agencies promoting healthy family living(school, community, religious group, NGOs, social welfare etc) | Teacher leads students in discussion on problems of widowhood and single parents in Nigeria INSTRUCTIONAL RESOURCES: CDs showing family life challenges, etc. |
6 | FAMILY PLANNING AND SAFE MOTHERHOOD -Meaning and advantages of i) family planning ii) birth control methods iii) safe motherhood -Differences between family planning and safe motherhood | Students dramatize benefits of small family size INSTRUCTIONAL MATERIAL: Charts and posters on family planning methods, etc. |
7 | MENTAL HEALTH -Definition of mental health -Promotion of mental health -Types and prevention of mental illness -Importance of mental and social health | Teacher and students discuss types, causes, prevention and importance of mental illness. INSTRUCTIONAL RESOURCES: Posters, charts showing types of mental illnesses, etc. |
8 | FACTORS INFLUENCING CHOICE OF CONSUMER PRODUCTS AND SERVICES -Factors influencing choice of products and services: i) Authenticity ii) Cost iii) Availability iv) Accessibility v) Avoidability vi) Advertisement | -A visit to stores and services providing centers -Mention reasons why students and/or their parents, guardians, friends prefer particular items of the same type against others. INSTRUCTIONAL RESOURCES: Real, objects, posters, showing consumer goods. |
9 | CONSUMER HEALTH CARE SERVICES -Types of health care services: i) Traditional medicine ii) Orthodox medicine iii) Alternative methods of healing(acupuncture, yoya, faith health) | -Teacher guide students to identify available health care services in Nigeria. -Field trip to health care facilities in their locality. INSTRUCTIONAL RESOURCES: CDs, posters and charts showing different types of health care facilities. |
10 | QUACKS AND QUACKERY -Define the term i) quack ii) quackery -Types of quackery i) mechanical quackery ii) electrical quackery iii) drug and cosmetics quackery iv) medical quackery | Students collect products of quackery and bring to class; and discuss the different types of quackery with their teacher. INSTRUCTIONAL RESOURCES: Real objects, charts, posters, showing products of quackery. |
11 | Revision | Revision |
12 | Revision | Revision |
13 | Examination | Examination |
COMPUTER STUDIES
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | CENTRAL PROCESSING UNIT(CPU) -Arithmetic and logic unit and control unit -Function of ALU and Control unit | -Teacher leads students to list CPU components e.g. ALU, Control unit, etc. -States functions of ALU and control unit e.g. explains ALU-accept and executes any arithmetic and logic operations while control unit controls all operations inputted to the system. |
2 | MEMORY UNIT -Types of memory -Description of: i) Primary memory ii) Secondary memory | - Teacher leads students to list types of memory e.g. i) Primary memory(main memory) ii) Secondary memory(auxiliary) -Description of: primary memory i) Random access memory(RAM) ii) Read only memory(ROM) Secondary memory: Flash drive, hard disk, compact disk(CD), digital video disk (DVD) |
3 | MEMORY UNIT -Differences between primary and secondary memory | - Teacher leads students to display auxiliary storage devices as secondary storage e.g. floppy disk, flash drive, compact disk, etc. -Units of storage: Bits, nibble, bytes, kilobytes(KB), megabytes(MB), gigabytes,(GB), terabytes(TB) |
4 | MEMORY UNIT i) Conversion from one unit to the other ii) Comparison of auxiliary storage devices. | - Teacher leads students to compare presently available storage devices(size, memory capacity) e.g. size, speed, technology(optical, magnetic and semiconductor) - Teacher leads students to carry one simple arithmetic on conversion from one unit to another. E.g. 1Kilobyte(KB)=1000 bytes etc. |
5 | LOGIC CIRCUITS -Definition of logic gate -Types of logic gates | - Teacher leads students to define logic gate -Guides students to list types of logic gates e.g. AND, NOT, OR, by the use of drawing charts. |
6 | LOGIC CIRCUITS -Symbols of each logic gate -Input and output signals for AND, NOT, OR gates. | -Displays symbols of logic gates on a chart - Teacher guides students to identify the signals in each gate symbol. |
7 | LOGIC CIRCUITS -Truth table construction for AND, NOT, OR -Equation for: AND, NOT,OR gates. | - Teacher guides students to construct truth table for gate -Write logic equations, etc |
8 | LOGIC CIRCUITS -Uses of logic gates -Logic circuits II(AL)Alternative logic gates) | - Teacher leads students to state the differences among the three gates -As building blocks for hardware/electronic components. -Description of alternative logic gates. |
9 | ALTERNATIVE LOGIC GATES II -Types of alternative logic gates -Symbols of each logic gate -Input/output signals | - Teacher leads students to list types of alternative logic gates, e.g. NAND, NOR, etc. -Displays symbols of alternative logic gates on a chart -Guides students to identify the signals in each gate symbol, i.e. NAND, NOR. |
1O | ALTERNATIVE LOGIC GATE II -Truth table construction -Equation for: NAND, NOR gates -Uses of logic gates | - Teacher guides students to construct truth table for each gate: i.e. NAND, NOR -Write a logic equation for each -Uses of logic gates: As building blocks for hardware or electronic components etc -Construction of simple comparators using NOR/NAND, XOR gates |
11 | COMPUTER DATA CONVERSION -Definition -Types of registers -Function of each register and main memory | - Teacher leads students to define: i) Register ii) Address iii) Business - Teacher guides students to list types of MDR, CIR, and SQR. -State the functions of each register and main memory. |
12 | COMPUTER DATA CONVERSION -Differences between register and main memory -Outline steps -Factors affecting speed data transfer | - Teacher guides students to identify differences between register and main memory -Outline steps in data conversion e.g. ‘data-fetch-execute’ cycle in a simple form. -States factors affecting data transfer: BUS-Speed, BUS-Width, etc. |
13 | Revision | Revision |
14 | Examination | Examination |
COMPUTER STUDIES
SS 2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | CONCEPT OF COMPUTER FILES -Definition -Types of data items -File structure organization | - Teacher leads students to define each term i) Computer ii) Record iii) Field iv) Data item -Guides students to list the types of data item: numeric, alphabetic, alpha-numeric -File structure organization(from data item) |
2 | CONCEPT OF COMPUTER FILES -Type of file organization -Methods of accessing files -Classification of file | - Teacher leads students to list types of file organization i) Serial ii) Sequential iii) Indexed iv) Random -Methods of accessing of files, e.g. as above -Classification of: i) Master file ii) Transaction file iii) Reference file -Criteria for classifying files: Nature of content. -Organization method -Storage medium |
3 | HANDLING COMPUTER FILE: -Basic operation on computer files -Steps involved in creating sequential file -Steps involved in accessing sequential file above using basic file | - Teacher guides students to list basic operations on computer files, e.g. creation, deletion, copy, retrieval, view, update, open, close. -Outlines steps involved in file creation using BASIC processing statements e.g. Exam file with math and English and hands-on-experience(H-O-E) -Outline steps involved in file accessing using BASIC processing statements. |
4 | HANDLING COMPUTER FILES -Basic file processing -Effect of file insecurity -Methods of file security | -Describes file insecurity and its effects i) Data loss and is causes ii) Over writing -Leads students to mention file security methods: i) Use of back ups ii) Use of antivirus iii) Password iv) Proper label of storage devices, etc. |
5 | HANDLING COMPUTER FILES -Difference between computer files and manual files -Advantages of computerized files -Limitations | - Teacher lead the discussion to identify differences between computer files and manual filing system -Advantages are: more secured, fast to access, less laborious, more reliable, neatly modified -States limitation of computerized file e.g. Expensive to set it up -Irregular power supply, etc. |
6 | LOGIC CIRCUITS -Symbols of each logic gate -Input and output signals for AND, NOT, OR gates. | -Displays symbols of logic gates on a chart -Guides students to identify the signals in each gate symbol. |
7 | LOGIC CIRCUITS -Truth table construction for AND, NOT, OR -Equation for: AND, NOT,OR gates. | - Teacher guides students to construct truth table for gate -Write logic equations, etc |
8 | LOGIC CIRCUITS -Uses of logic gates -Logic circuits II(AL)Alternative logic gates) | - Teacher leads students to state the differences among the three gates -As building blocks for hardware/electronic components. -Description of alternative logic gates. |
9 | ALTERNATIVE LOGIC GATES II -Types of alternative logic gates -Symbols of each logic gate -Input/output signals | - Teacher leads students to list types of alternative logic gates, e.g. NAND, NOR, etc. -Displays symbols of alternative logic gates on a chart -Guides students to identify the signals in each gate symbol, i.e. NAND, NOR. |
1O | ALTERNATIVE LOGIC GATE II -Truth table construction -Equation for: NAND, NOR gates -Uses of logic gates | - Teacher guides students to construct truth table for each gate: i.e. NAND, NOR -Write a logic equation for each -Uses of logic gates: As building blocks for hardware or electronic components etc -Construction of simple comparators using NOR/NAND, XOR gates |
11 | COMPUTER DATA CONVERSION -Definition -Types of registers -Function of each register and main memory | -Leads students to define: i) Register ii) Address iii) Business -Guides students to list types of MDR, CIR, and SQR. -State the functions of each register and main memory. |
12 | COMPUTER DATA CONVERSION -Differences between register and main memory -Outline steps -Factors affecting speed data transfer | -Guides students to identify differences between register and main memory -Outline steps in data conversion e.g. ‘data-fetch-execute’ cycle in a simple form. -States factors affecting data transfer: BUS-Speed, BUS-Width, etc |
13 | Revision | Revision |
14 | Examination | Examination |
COMPUTER STUDIES
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | ALGORITHMS AND FLOW CHART -Definition -Characteristics of Algorithms -Functions of Algorithm | - Teacher leads students to define algorithm and flow chart -List the functions of algorithm - Teacher guides students to list characteristics of algorithm, e.g. finite, effective and unambiguous, etc |
2 | ALGORITHM AND FLOW CHART -Writing algorithm for solving a given problem. | Teacher guides students to write a simple algorithm for: -Computing average of a given set of numbers -Evaluation of equation: Y=a (b-c)2/d+2. -Printing out the first ten odd numbers etc. |
3 | ALGORITHMS AND FLOW CHART -Flow chart symbols -Use of each flow chart symbol | -Demonstrate flow chart symbols: I/O, process, decision, etc -States what each symbol represent -Guides students to draw appropriate flow chart to solve a given problem. |
4 | BASIC PROGRAMING II -Build in functions -Basic notations | Teacher leads students to identify build-in functions: i) SQR ii) INT(X) iii) SIN(X) iv) ABS(X) v)RND(X) vi) COS(X) vii) TAN(X) viii) LOG(X) ix) EXP(X) |
5 | BASIC PROGRAMMING II -Basic notation | -Basic notation of algebraic expressions i) ii) (x-y) (x+y) iii) (a+b)+c/sin d iv) b=1/4ac v) ex+y-Sin(x+ny), etc. |
6 | BASIC PROGRAMING II Write a basic program to compute algebraic equations | Teacher leads students to write BASIC programming using built in functions: i) Find square root, S, round up to an integer ii) Find square root of numbers with a given range. iii) Find the cosine of known values iv) Find the tangent of a given angle v) Plot sine wave curve, plot cosine curve. |
7A | INTERNET Definition and some computer internet terms | -Teacher leads students to define: i) Internet ii Some basic terms: Browse, browser, chart room, cyber café, cyber space, download. |
7B | INTERNET Definition of internet and some basic terms | - Teacher guides students to define some basic terms: Home page, HTML, HTTP, Intranet, Internet service provider, upload, protocol, web browser, web page, web site. |
8 | INTERNET Main browsers: - Features in main browsers | - Teacher leads students to list the main browsers: i) Internet explorer ii) Netscape navigation iii) Opera iv) Firefox -Leads students to list the features in main browser, window, title bar, menu bar, tool bar, address bar, etc. |
9 | INTERNET Internet services | -ITeacher instructs students to visit some websites -Write notes on the board on what they learnt on their visit website, e-mail. -Email discussion group -Telnet -Usenet -FTP -WWW, etc |
10 | ELECTRONIC MAIL(E-MAIL SERVICES) -Definitions | - Teacher leads students to define: i) Electronic mail ii) E-mail; services a. Sending/receiving e-mail b. Charting iii) Steps involved in operating mail box iv) Steps involved in creating e-mail account. |
11 | ELECTRONIC MAIL(E-MAIL SERVICES) -Features in an e-mail address -Definition of charting | - Teacher guides students to write e-mail and website addresses and identify the differences in their features e.g. e-mail address website -Definition of chatting -Steps involved in chatting. |
12 | Revision | Revision |
13 | Examination | Examination |
/2a
SENIOR SECONDARY BUSINESS
FINANCIAL ACCOUNTING
SS2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | MANUFACTURING ACCOUNT
| Teacher discusses the items that make up manufacturing account, uses a flash and demonstrates the different terminologies used in manufacturing account - prepares manufacturing account, trading, profit and loss account and balance sheet format. Students participate in the discussion by listing out the manufacturing items, prepare manufacturing account format. Resources; chart, format of manufacturing account, trading, profit and loss account. |
2 | MANUFACTURING ACCOUNT
| Teacher discusses the items that make up manufacturing account and trading account uses a flash to demonstrate, prepares manufacturing account andtrading account together. Students participate in the discussion by listing out the manufacturing items for trading account. Prepares manufacturing trading account. Resources; chart, format of manufacturing and trading account. |
3 | MANUFACTURING ACCOUNT
| Teacher discusses the items that make up manufacturing account, uses a flash to demonstrate the different terminologies used in preparing manufacturing, trading, profit and loss account. Students participate in the discussion by listing out the manufacturing items, prepares manufacturing, trading, profit and loss account. Resources; chart, format of manufacturing account with trading, profit and loss account. |
4 | MANUFACTURING ACCOUNT
| Teacher discusses the items that make up manufacturing account, uses a flash and demonstrates the different terminologies used in manufacturing account, prepares manufacturing account with trading, profit and loss account, balance sheet. Students participate in the discussion by listing out the manufacturing items, prepare from manufacturing account to the balance sheet. Resources; chart, format of manufacturing account, trading, profit and loss account with the balance sheet. |
5 | ACCOUNT OF NON-PROFIT MAKING ORGANIZATION
| Teacher explains receipts and payments, income and expenditure items, leads students to identify features and limitation, receipt and payment account, income and expenditure. Displays format to show the preparation of receipt and payment account. Prepare receipt and payment account. Students pay attention to the lesson, participate in the activities i.e. receipts and payment account with income and expenditure account, format preparation. Resources; charts, format of receipts and payment accounts, format of the income and expenditure accounts, a flash card. |
6 | ACCOUNT OF NON-PROFIT MAKING ORGANIZATION
| Teacher explains income and expenditure items, plays the income and expenditure, format, prepares income and expenditure account. Students pay attention to the lesson, participate in the preparation of the accounts, i.e. income and expenditure account. Resources; charts, format of the income and expenditure accounts, a flash card. |
7 | ACCOUNT OF NON-PROFIT MAKING ORGANIZATION
| Teacher explains how to derive accumulated fund, prepares the income and expenditure account showing accumulated fund, prepares a balance sheet. Students pay attention to the lesson, participate in the preparation of the accounts, i.e. income and expenditure showing accumulated and a balance sheet. Resources; charts, format of the income and expenditure accounts, a flash card. |
8 | REVISIT BANK RECONCILIATION
| Teacher explains the different types of bank document, interprets the bank statement, work some examples like adjustment of cash book, and bank reconciliation statement preparation. Students write short notes on the following; dishonoured cheque, uncredited cheque, unpresented cheque, commission/interest. They also prepares bank reconciliation statement from a given bank statement e.g. standing order, direct payment. They prepare adjusted cash book, and observe the various stages in cash book. Resources; bank documents, charts, resource person. |
9 | BANK RECONCILIATION STATEMENT
| Teacher works some examples; adjustment of cash book, prepares bank reconciliation statement with items from adjusted cash book and overdraft Students write short notes on the following; dishonoured cheque, uncredited cheque, unpresented cheque, commission/interest. They also prepares bank reconciliation statement showing items from adjusted cash book. Also prepare bank reconciliation statement with dishonoured cheques. Resources; bank documents, charts, resource person. |
10 | REVISIT ACCOUNT CONTROL
| Teacher guides the students to identify sales ledger item, identify purchases ledger item, prepares sales ledger control account, prepare purchases ledger control account. Students listen and take part in the preparation of: sales ledger control account, purchases ledger control account. Resources; charts, format of both the sales and purchases ledger. |
11 | Revisions | Revisions |
12 | Examinations | Examinations |
FINANCIAL ACCOUNTING
SS2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | PARTNERSHIP ACCOUNT
| Teacher explains the meaning of partnership account, guides the students to identify and explain capital accounts and terminologies involved, explains the differences in capital account, prepares the capital account, guides the students to identify current account, identify the different terminologies used in partners’ current account, prepares capital and current account, and discusses the appropriate sharing ratio of partners. Students pay attention, take part in the preparation of capital account and current account. Resources; charts, flashcards of the key words, format. |
2 | PARTNERSHIP ACCOUNT
| Teacher explains the meaning of partners trading account, profit and loss account. Explain the terminologies, displays a format showing trading, profit and loss appropriation account. Students pay attention and take part in the preparation of trading, profit and loss appropriation account. Resources; charts, flashcards of the key words, format. |
3 | PARTNERSHIP ACCOUNT -Partnership current account;- format of profit and loss appreciation account. -Balance sheet of partners. -Layout and preparation. | Teacher guides the students to identify current account, different terminologies used in partners’ current account, prepares current account, discusses the appropriate sharing ratio of partners, displays the format and leads students to prepare current account, profit and loss appropriation account. Students pay attention, participates in the preparation of current account, profit and loss appropriation account. Resources; charts, flashcards of the key words, format. |
4 | PARTNERSHIP ACCOUNT
| Teacher discusses admission of new partners, gives reason for admission of new partners, explains goodwill and discusses valuation of goodwill. Students pay attention, take part in activities involving new partners admission, lists reason for admitting new partners, explain goodwill, prepares goodwill account. Resources; charts, flashcards of the key words, format. |
5 | PARTNERSHIP ACCOUNT
| Teacher explains the meaning of revaluation of assets, explain how to make journal entries. Displays format for preparation of revaluation account, and a new balance sheet preparation. Students pay attention, as the teacher prepares journal entries, participates in the preparation of revaluation accountand a new balance sheet. Resources; charts, flashcards of the key words, format. |
6 | PARTNERSHIP ACCOUNT
meaning/definition
| Teacher explains the meaning of dissolution of partnership account, guides the students to identify reasons for dissolution of partnership, lists the procedures in dissolving a partnership business, guides the students to identify reasons for dissolving partnership business. Lists and discusses procedures for dissolving partnership business, prepares realization account. Students pay attention, take part in giving reasons for dissolution of partnership business, lists reasons for dissolution of a partnership business, mention procedures for dissolving partnership business, preparation of realization account. Resources; charts, flashcards of the key words. |
7 | INCOMPLETE RECORDS (SINGLE ENTRY)
| Teacher explains single entry, I, computes profit from two balance sheet showing opening and closing statement of affairs. Students listen to the teacher and take part in the preparation of Resources; chart, format. |
8 | INCOMPLETE RECORDS
| Teacher explains, prepares statement of affairs to determine capital and statement of profit. Students listen to the teacher and take part in the preparation of the statement of affairs to determine capital and profit. Resources; chart. |
9 | INCOMPLETE RECORDS Conversion of single entry:
| Teacher prepares statement of affairs, analysis of a cash book and reconstructs necessary accounts. Prepares trading, profit and loss account and a balance sheet. Students listen to the teacher and take part in the preparation of the statement of affair, trading, profit and loss account and a balance sheet. Resources; chart. |
10 | INTERPRETATION OF ACCOUNTS USING SIMPLE ACCOUNTING RATIOS EQUITY.
| Teacher explains the different accounting ratio, calculate and show examples, computation and illustration with examples. |
11 | FURTHER TREATMENT OF INTERPRETATION OF ACCOUNTS | Teacher defines capital employed working capital. Students list out the different ways by which we can interpret account, explain the following; capital employed, working capital, ratio of working capital to capital employed, ratio of equity to capital employed. Resources; charts, flash cards. |
12 | Revisions | Revisions |
13 | Examinations | Examinations |
FINANCIAL ACCOUNTING
SS2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | COMPANY ACCOUNT; FORMATION OF A COMPANY Companies and allied matters act 1990 relating to formation of companies.
| Teacher states the requirements of companies and allied matters act of 1990, explain relevant terminologies to the formation of company, list the differences between private and public companies, give specific examples of public and private companies within the locality. Students highlight the requirements for companies and allied matters acts of 1990, participate in the discussion on the terminologies relevant to the company. State the features of public and private companies. Resources; chart, daily official list of companies from Corporate Affairs Commission. |
2 | QUOTED AND UNQUOTED COMPANIES
| Teacher explain quoted and unquoted companies, leads the students to state the differences between quoted and unquoted companies, guides students to name the examples of quoted and unquoted companies. Students list the differences between quoted and unquoted companies, prepare a list of quoted and unquoted companies in your locality. Resources; charts, daily official list from NSC, books. |
3 | COMPANY ACCOUNT (CONT)
| Teacher guides the students to explain the term financial system, ask students to name the components of financial system, illustrates functions and features of each component using charts and reports. Students write short notes on financial system, money market, capital market, insurance. Resources; charts, posters, pictures, short market report. |
4 | METHODS OF RAISING FUNDS FROM THE CAPITAL MARKET;
| Teacher defines capital market, primary and secondary markets, segments of secondary markets, key functions, market institutions, features of capital market (medium or long term), insurance market; definition, key functions market institutions, features of insurance market. Students define offer for sale, offer for subscription, list out the requirements for accessing the capital market, discuss the different benefits of capital markets. Resources; publication of SEC, NSE, video of activities on the floor of stock exchange, dividend warrant. |
5 | BENEFITS OF CAPITAL MARKETS;
| Teacher defines capital market, primary and secondary markets, segments of secondary markets, key functions, market institutions, features of capital market (medium or long term), insurance market; definition, key functions market institutions, features of insurance market. Students define offer for sale, offer for subscription, list out the requirements for accessing the capital market, discus the different benefits of capital markets. Resources; publication of SEC, NSE, video of activities or the floor of stock exchange, dividend warrant. |
6 | ISSUES OF SHARES
| Teacher discusses the differences between classes of shares, highlights the differences between authorized issued shares, discuss the differences between issue of shares at par and at a premium, prepare account to issue shares, illustrate by showing share certificate. Students participate in the discussion of issues of shares and share account, draw a share certificate and study, take part in the preparation of account related to issue of shares. Resources; charts, pictures, publications, securities exchange commission, NSE, share certificate. |
7 | PREPARATION OF SHARE ACCOUNT (CONT)
| Teacher discusses the differences between classes of shares, highlights the differences between authorized issued shares, discuss the differences between issue of shares at par and at a premium, prepare account to issue shares, illustrate by showing share certificate. Students participate in the discussion of issues of shares and share account, draw a share certificate and study, take part in the preparation of account related to issue of shares. Resources; charts, pictures, publications, securities exchange commission, NSE, share certificate. |
8 | LOAN CAPITAL
| Teacher explains the loan capital terminologies, illustrate the differences between shares and debenture account. Students listen and take notes, write short notes on the terminologies, excursion/fieldtrip to capital market. Resources; publication, charts. |
9 | COMPANY ACCOUNT (FINAL ACCOUNT)
| Teacher prepares trading, profit and loss account, appropriation account, shows goodwill written off, preliminary expenses, amount transferred to reserve, bonuses and dividends. Students listen to the teacher, participate in the preparation of trading, profit & loss appropriation account showing goodwill written off, preliminary expenses, transfers etc. Resources; charts, CAMD 1990, SEC & NSC requirement, copies of company’s financial statement. |
10 | COMPANY ACCOUNT (FINAL ACCOUNT)
| Teacher prepares balance sheet using format, analyze the balance sheet, ratio analysis method. Students listen to the teacher, participate in the preparation of balance sheet, analyze/interpret the balance sheet viz current ratio, rate of stock turnover, gross profit to turnover etc. Resources; charts, CAMD 1990, SEC & NSC requirement, copies of company’s financial statement. |
11 | REGULATION OF THE CAPITAL MARKET
| Teacher defines capital market and guides students to appreciate the need for regulating capital market, types of capital market, importance and tools of regulation, and to appreciate the required attributes to capital market operators. Students explain the meaning of regulation, outline the major types of regulation in the capital market, and the required attributes of capital market operators. Resources; publication of; SEC, MSE, CSCS, ASCE. Feature articles from newspapers, video clips, internet. |
12 | Revisions | Revisions |
13 | Examinations | Examinations |
STORE MANAGEMENT
SS 2 FIRST TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | Revision and documentation.
ii. Documentation: filling meaning iii. Features and purpose of good filling system. | Teacher discusses past questions paper with students. Teacher discusses filling, features and purpose. Students ask questions. Teaching Resources. Past questions, trip to an office with a good filling system or files, tags, perforator. |
2 | Documentation cont I. filing- forms of filing: classification; alphabetical filing, benefits and and problems, numerical filing, benefits and problems. II. Chronological filing: meaning, benefits and problems, subject filing: meaning, benefits and problems. III. Geographical filing: meaning, benefits and problems. Alphanumerical filing: meaning, benefits and problems. | Teacher discusses forms of filing, students listen, ask questions. Teaching Resources Visit to an organization / office with a typical filing system. |
3 | Filing and indexing: I. Method of filing- centralized and departmental filing, benefits and problems II. Indexing: meaning, benefits and problems Filing: System of filing-vertical, lateral filing, shelf filing, flat filing, electronic filing, etc | Teacher discusses method of filing, students participate and ask questions. Teaching Resources Visit an organization/ office with good filing system in the students’ environment. |
4 | Source documents I. meaning, types of source documents (a) cheque (b) invoice (c) purchase order II. Types of source documents cont (d) receipt (e) credit note (f) debit note (g) statement of account (h) cash register III. Importance of source document | Teacher discusses the meaning and types of source documents. Students participate in the discussions. Teaching Resources Cheques, invoice, purchase order, etc |
5 | Subsidiary books
II. Return out ward nature uses, illustration III. Sales day book – nature and uses illustration. | Teacher discusses meaning, nature and uses of sales day book and purchases day book with chart showing the ruling. Teaching Resources Chart showing sales day book, invoice, etc. |
6 | Subsidiary book cont.
ii. Cash book – meaning and uses. iii. Cash book types – single Column cash book illustration | Teacher discusses return inward/outward, cash book. Students participate and also ask questions. Teaching Resources Chart showing the ruling. |
7 | Cash book cont.
ii. Three column cash book. iii. More illustration/example | Teacher discusses cash book in double column forms. Students participate and ask questions. Teaching Resources. Chart showing cash book. |
8 | Final account. i. meaning and stages, trading account; - meaning. Items used under it – purchases, sales, stock etc. ii. Trading account:- preparation. iii. Profit and loss account – meaning, items used under it – expenses. | Teacher gives the meaning of trading account, purpose, list items under it. Illustrate posting of items into trading, profit and loss account. Students listen and ask question. Teaching Resources. Chart showing ruling. |
9 | Final account cont.
ii. Balance sheet – meaning, types T and straight line. iii. Balance sheet – items used in preparing the balance sheet. | Teachers discusses determination of profit/loss, meaning and type of balance sheet. Illustrate a balance sheet preparation on the chalk board. Students observe and practise. Teaching Resources Chart showing ruling. |
10 | Final account cont. - Posting of items into balance sheet in T format. - Posting items using horizontal. - More illustration on item posting. | Teacher discusses horizontal format with illustration on the board. Students practice it. Teaching Resources Chart showing vertical and horizontal forms. |
11 | Final account cont. - Balance the balance sheet - More examples on balance sheet. - Importance of balance sheet. | Teacher illustrates more exercises with students. Teaching Resources Chart showing balance sheet. |
12 | Sales Turnover. - Meaning of turnover, meaning of rate of turnover, items used to calculate the rate of turnover e.g. opening stock, etc. - Calculation of opening stock, closing stock, average stock, cost of goods sold, (b) average. - Calculation of (a) percentage gross profit to turnover. b) Percentage net profit to turnover. c) Percentage net profit to capital Investment | Teacher discusses the meaning, list items used in calculating sales turnover. Students listen, participate and ask questions. Teaching Resources Chart showing calculation of rate of turnover, closing stock, average stock cost of goods sold, etc. |
13 | Revision | Revision |
14 | Examination | Examination |
STORE MANAGEMENT
SS 2 SECOND TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | Revision
| Teacher calculate on the chalk board. Students listen, ask question and do some exercise in the classroom. Teaching Resources Chart showing calculation of turnovers. |
2 | Introduction to risk management.
II Risk management method – sound management practices, (ii) reduction of risk, (iii) Transfer of risk through hedging. III Business and employee insurance benefit of risk management. | Teacher discusses method of risk management. Students listen and ask questions. Teaching Resources Chart showing method of risk management. |
3 | Introduction to Impress system. I Meaning of impress system and characteristics. II Items under impress system III Preparation of impress account | Teacher explains impress system, describe the way it works/characteristics. List items under impress system and make illustration on the board. Teaching Resources Cardboard sheet with impress format. |
4 | Impress system cont. I. Advantages of impress system. II. Proceeds for sale – meaning proper recording of transaction. III. accurate calculations of all the receipts using calculator cash registers, etc. | Teacher discusses advantages of impress system, gives meaning of proper record of transaction. Illustrate calculation using cash register. Teachers Resources Cardboard showing prepared format or cash register. |
5 | Proceeds from sales
II. Methods of keeping cash (sales) proceeds – using safe banks. III. Methods of keeping sales proceeds banks – cheques and profits, benefit and problems. | Teacher explains proceed from sales benefit and problems, ways of keeping cash, benefits and problems. describes method of depositing cheque, etc. Students listen, note and ask question. Teaching Resources Calculators, cash register, visit to school tuck up shops, cheque bank draft, etc. |
6 | Investment
II. Security trade on the market – shares, debenture stock bonds. III. Forms of shareholders – ordinary preference shareholder benefits and problems. | Teacher discusses and defines stock exchange and its functions and forms of share. Students participate. Teaching Resources Shares, share certificate. |
7 | Investment cont.
II. Differences between debentures and shares. III. Similarities between debentures and shares. | Teacher discusses meaning, benefits and problems of debenture. Students participate and ask question. Teaching Resources Specimen of bonds, debenture etc. |
8 | Investment cont.
II. Organisational set up cont. (d) Registrars (e) receiving banks (f) Authority clerk (g) Authorise clerk III. Speculation to stock market: meaning, speculators in the stock market (a) broker (b) bear (c) stages meaning and future. | Teacher discusses organisational set up of stock market, students participate, note important points. |
9 | Investment cont.
II. Problems of Nigeria stock market. III. Benefits of shareholder | Teacher discusses importance and problems of stock market and students participate. |
10 | Revision. | Revision. |
11 | Examination. | Examination. |
STORE MANAGEMENT
SS 2 THIRD TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | Revision and Investment
II. Securities and Exchange Commission (SEC) meaning & function III. Central Securities Clearing System (CSCS) meaning and function | Teacher discusses meaning and function of securities and exchange commission. Students note important points and participate Teaching Resources -past question paper -Handbook on Securities and Exchange Commission. |
2 | Investment cont. I. Money market- meaning, regulatory institutions on money market- (a) central bank (CBN) (b) Nigeria Deposit Insurance corporation (c) Commercial banks (d) Issuing houses (e) Depositors II. Instrument of trade on money market
III. Negotiated certificate of deposit e.g. bonds. | Teacher defines money market, list regulatory institution on money market; central bank, Nigeria Deposit Insurance corporation (NDIC), commercial bank, issuing houses and discuss them. Teacher mention instrument of trade on money market and discusses them. Students listen, note the important point and ask questions. Teaching Resources Cardboard paper showing regulatory agencies and specimen of treasury bills, bonds, etc. |
3 | Investment cont. - Instrument of trade on money market; bill of exchange. - Institution involved in money market: a. central bank (b) Commercial bank. - Discount houses - Finance houses. | List institution involved in money market and discuss each of them. Students listen, take note and participate. Teaching Resources Cardboard paper showing institution involved in money market. |
4 | Investment cont. 1. Differences between bonds and shares 2. Differences between treasury bills and shares. 3. Differences between commercial paper and commercial certificate. | Teacher discusses the differences between bond and shares, treasury bills and shares, commercial paper and commercial certificate. Students participate, ask questions. Specimen of bond, shares, treasury bills, commercial certificate. |
5 | Investment cont. 1.Functions of money market. 2. Similarities between money and capital market 3. Differences between money and capital market. | Teacher discusses similarities and differences between money and capital market. Students participate. Teaching Resources Cardboard paper showing the differences. |
6 | Introduction to taxation: 1. Tax – meaning and features of tax. 2. Reasons for tax. 3. Principles of tax. | Teacher discusses meaning, features, reasons and principles of taxation. Students listen and ask questions. |
7 | Taxation 1. System tax – progressive – meaning, benefits and problems. 2. Proportional tax – meaning, benefits and problems. 3. Regressive tax – meaning, benefits and problems. | Teacher discusses meaning, benefits and problems of types of taxes. Students participate. Teaching Resources Cardboard paper showing types of taxes. |
8 | Taxation 1.Types of business taxes: a. Company income tax – meaning and uses b. Import duties – meaning and uses. c. Excise duties – meaning and use. | Teacher continues to discuss types of taxes and their uses. Teaching Resources Cardboard paper showing types of taxes. |
9 | Taxation 1. Value added tax – meaning and uses. 2. Export duties – meaning and uses. 3. Purchase tax – meaning and uses. | Teacher continues to discuss types of taxes and their uses. Teaching Resources Cardboard paper showing types of taxes. |
10 | Taxation 1. Sales taxes – meaning and uses. 2. Benefits of taxes. | Teacher continues to discuss types of taxes and their uses. Teaching Resources Cardboard paper showing types of taxes. |
11 | Revision. | Revision. |
12 | Examination. | Examination. |
OFFICE PRACTICE
SS2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | FILING:
| Students take note of definition; participate in discussion on methods of filing. Students take turns to file various documents in files |
2 | PURPOSE OF FILING
| Students state five characteristics of a good filing system. State the advantages/disadvantages. |
3 | CLASSIFICATION OF FILING SYSTEM
| Students identify at least five classes of filing system, enumerate the steps in filing. |
4 | CLASSIFICATION OF FILING SYSTEM CONT
| Students describe each filing system and state the advantages/disadvantages of each. |
5 | Types of files:—active, semi-active, inactive, pending, temporary, miscellaneous file. | Students discuss different types of files, practice actual filing of documents. |
6 | CATEGORIES OF FILES- open file, confidential file, secret file, top secret file.
| Samples of actual office files, filing equipment and accessories, files and folders. |
7 |
. | Pictures of file equipment, etc |
8 | CORRESPONDENCE;
| Discuss the difference between internal and external memos. Ask questions and copy the notes on the chalkboard. |
9 | CORRESPONDENCE CONT
| Students participate in discussion, take down notes. Specimen memos, business letters, minutes, report. |
10 | TYPES OF BUSINESS LETTERS;
| Students participate in discussion, take down notes. Specimen. |
11 | Revision | Revision |
12 | Examination | Examination |
13-14 | Examination | Examination |
OFFICE PRACTICE
SS2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | METHOD OF PAYMENT- MEANING
| Students take down notes, answer teacher’s question on why payments are made. |
2 | METHOD OF PAYMENT CONT;
| Students take down notes, participate in discussion, and fill out a dummy voucher. |
3 | METHOD OF PAYMENT CONT;
| Students participate in class discussion, take down notes. |
4 | METHOD OF PAYMENT CONT;
| Students participate in class discussion, take down notes. |
5 | WAGES AND SALARIES- MEANING
| Students listen to teacher and take down notes. |
6 | METHOD OF PAYING WAGES
| Students participate in class discussion, and take down notes. Listen to teacher’s explanation and example. Work given exercises. |
7 | DOCUMENTS USED IN PREPARING SALARIES AND WAGES Payroll, pay slip, payment voucher, Calculation of gross pay and net pay. | Students prepare a pay slip. |
8 | IMPREST ACCOUNT- MEANING
| Students define imprest account, preparation of imprest A/C, work exercises on imprest account. |
9 | CLASSIFICATION OF MAILS
| Specimen of petty cash vouchers, salary vouchers, pay slips, cheque, cash postal orders, money orders. |
10 | CLASSIFICATION OF MAILS CONT.
| Students participate in discussion; demonstrate procedures for handling incoming and outgoing mails. |
11 | METHODS OF MAIL DELIVERY
| Specimen of envelops, stamps, letters, mail register. |
12 | Revision | Revision |
13 | Examination | Examination |
OFFICE PRACTICE
SS2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | COMMUNICATION- DEFINITION
| Students listen attentively and write down the definition, participate in discussion, jot points down. |
2 | IMPORTANCE OF COMMUNICATION
| Students participate in discussion, take down notes, go on excursion to a media house, cyber cafe, NIPOST. |
3 | TYPES OF COMMUNICATION;
| Students participate in discussion, list advantages and disadvantages of different method of communication. |
4 |
| Participate in discussion, go on the excursion, ask questions where necessary. |
5 |
| Students participate in discussion, give example of traditional method of communication e.g using real objects. |
6 |
| Specimen; pictures of communication tools, GSM handset, analogue, telephone, fax machine, computer, TV, radio/cassette, recorder, satellite dish, newspaper, journals, hand bills, postage stamps, the internet, reports, letters, minute of meetings etc |
7 |
| Specimen; pictures of communication tools, GSM handset, analogue, telephone, fax machine, computer, TV, radio/cassette, recorder, satellite dish, newspaper, journals, hand bills, postage stamps, the internet, reports, letters, minute of meetings etc |
8 |
| Students take notes and ask questions where necessary, participate in discussion in using real objects for communication. |
9 |
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10-11 | Revision | Revision |
12 | Examination | Examination |
INSURANCE
SS 2 FIRST TERM
WEEK | TOPICS/CONTENT | ACTIVITIES |
1 2 3 4. 5. 6. 7. 8. 9. 10. 11. 12-13 | Motor insurance:
Motor insurance (cont)
-private car, commercial vehicles, motorcycle, Agricultural and forestry vehicles.
Uses and cover provided. Insurance products :- Fire Insurance
Insurance product:- Theft insurance:
Theft insurance (cont.)
Insurance products:-Money insurance cover:- i)Meaning of money , what constitute money-cash,cheque, poster order,etc. that can be insured ii) Money in transit, in safe or strong room after business hours. Iii) Money in custody of a staff e.g. Cashier. Money Insurance Cont. i) Necessity for money insurance. ii) Types of covers available. Insurance Product:- Fidelity guarantees Insurance. i) Meaning of fidelity guarantee insurance ii) Types of policies in fidelity guarantee insurance e.g. Name policy, position policy, blanket policy, bonds. etc. iii) Difference between commercial guarantee and bond. Insurance Products:- credit Insurance i)meaning of credit insurance ii)uses of credit insurance:- own goods in own vehicles, owned goods in hired vehicles iii) Open cover and use of declaration, single transits. Credit insurance (cont.)
Revision Examination | Teacher explains the concept, explains the policies. Students identifies three levels of motor insurance documents Teacher states the scope of motor insurance, Students writes three levels of motor insurance and ECOWAS brown card. Specimen of motor insurance document. Teacher explains fire insurance, properties covered. Students identifies the insurance covered and state perils covered: Instructional resources use of chart. Teachers explains the concept, state properties covered Students defines theft insurance properties covered, explain theft in public premises Instructional resources. Teacher explains theft insurance in private premises, state differences between theft in private and public premises. Students identify the differences, explain theft by key or trick. Use of chart. Teacher explains money etc. students defines money, state what constitute money, state the difference between money in transit and money in custody of staff. Specimen of money. Teacher explains necessity for money insurance and types of cover available. Students state cover available. Chats. Teachers explains the concept Fidelity guarantees state types of policies. Students identify the concept, state examples of the policy, differences between commercial guarantee and bond. Specimen of document/charts. Teacher explains the concepts, state its uses. Students define credit Insurance and give two uses. Specimen of document/charts Teacher explains the concepts, Types, State the necessity of the goods in the transit insurance. Students answer questions use of charts Revision Examination |
INSURANCE
SS 2 SECOND TERM
WEEK | TOPICS/CONTENT | ACTIVITIES |
1 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12-13 | Burglary Insurance:-
Marine Insurance:-
Freight policy Aviation insurance policy:-
Aviation insurance (cont.)
Engineering Insurance:-
Business Interruption Insurance:-
Business Interruption Insurance (cont.)
Risk Management:-
Insurance Product:- Employers’ liability Insurance.
Employer’s liability insurance (cont). Revision Examination. Examination | Teacher explains and differentiates between burglary and theft insurance. Students states two differences of burglary and theft insurance. Use of tabular charts. Teacher explains the concepts, state various perils, properties covered and explain with example each policy. Students mention and various perils, in the sea, explain two types of policies in marine. Specimen documents /Charts. Teacher explains aviation insurance, risks, policies. Students define aviation insurance, state two risk, policies involved. Specimen of aviation Insurance document Teachers explain the concepts, state regulations guiding aviation industry. Students visit to airport. Teachers explain the concepts, scope, and state type of engineering insurance. Students define, explain the scope and type. Use of chart Teachers explain the concepts and its scope. Students define business Interruption Insurance, state three causes of machine breakdown. Use of chart, specimen document. Teachers explain the concepts and its scope. Students define business Interruption Insurance, state three causes of machine breakdown. Use of chart, specimen document. Teachers state the meaning, state risk that can be managed, Students identify risks that need to be managed. Use of chart/internet Teachers explain the concepts, state perils covered, explain workman compensation policy. Students identify perils involved, explain employer’s liability insurance. Use of chart, internet, journals. Teacher explains the concepts, state perils covered, explain workman compensation policy. Students identify perils involved, explain employer’s liability insurance. Use of chart, internet, journals. Revision Examination. Examination |
INSURANCE
SS 2 THIRD T ERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12-13 | INSURANCE PRODUCT: Employer liability insurance (cont.) INSURANCE PRODUCT:- Public liability
Professional indemnity
Insurance products: Term assurance
Insurance products: Endowment assurance
Endowment assurance (cont.)
Insurance product: Whole life assurance policy
Whole life assurance policy (cont.)
Insurance products: Personal accident insurance:
Personal accidents: Insurance Cont.
Revision Examination | Teacher explains the concepts. Students identify the importance of the policy. Internet /chart. Teacher explains the concepts, states circumstances that calls for liability cover. Students state the two types of personal liability. Specimen document /chart. Teacher explains the concepts, state professional that may need this policy Students define this concept, state two professional that needs such policy. Specimen document/chart. Teacher explains the concepts, state forms of term assurance, differences. Students identify each type of assurance and compare them. State two uses of term assurance and two differences between the forms of term assurance. Uses of tabular chart/ internet. Teacher explains the concepts, state types, distinguish between each type, and its use. Student defines the concept, state two types of endowment assurance. Policy document/ internet. Teacher explains the concepts, state its uses and risk covered. Students identify at least two importance of each type of policy. Use of specimen document/ chart. Teacher explains the concepts, state mode of operation. The student states the differences between whole life and endowment. Uses of chart, tabular presentation/ internet. Teacher states the uses, premium payment and maturity, types of whole life assurance. Students identifies type of whole life and differentiate with life assurance Chart /internet. Teacher states/explains concept :- Personal accident. State the forms personal accidents. Insurance cover. Student defines the concept, state who buys it, explains group accidents policy. Policy document specimen Teacher states/explains concept :- Personal accident. State the forms personal accidents. Insurance cover. Student defines the concept, state who buys it, explains group accidents policy. Policy document specimen |
COMMERCE
SS2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | COMMUNICATIONS
| Teacher leads discussion on traditional means of communication. Students participate and give examples. |
2 | COMMUNICATIONS
| Teacher leads discussion on telecommunication and telephone services. Students ask questions on satellite, computer and G.S.M |
3 | COMMUNICATIONS
| Teacher leads discussion on telecommunication and telephone services. Students ask questions on satellite, computer and G.S.M |
4 | COMMUNICATIONS
| Teacher visits the school computer room with the students. Students manipulate computer in the computer room. |
5 | ADVERTISING
| Teacher guides the learners to identify each of the advertising media, conducts mock advertising. Students dramatize the method of advertising in business. Resources; pictures, radio, TV, newspaper etc |
6 | ADVERTISING CONTD
| Teacher guides the learners to identify each of the advertising media, conducts mock advertising. Students dramatize the method of advertising in business. Resources; pictures, radio, TV, newspaper etc |
7 | ADVERTISING CONTD
| Teacher guides the learners to identify each of the advertising media, conducts mock advertising. Students dramatize the method of advertising in business. Resources; pictures, radio, TV, newspaper etc |
8 | TOURISM
| Teacher leads discussion on tourism, organize visit to tourist centres. Students participate in class discussion. Resources; pictures, journals, video clips. |
9 | INSURANCE
| Teacher explains insurance and leads discussion on types of risks. Students write notes on basic principles of insurance. Resources; charts, pictures, posters etc. |
10 | INSURANCE CONTD
| Teacher explains insurance and leads discussion on types of risks. Students write notes on basic principles of insurance. Resources; charts, pictures, posters etc. |
11 | INSURANCE CONTD
| Teacher explains insurance and leads discussion on types of risks. Students write notes on basic principles of insurance. Resources; charts, pictures, posters etc. |
12 | INSURANCE CONTD
| Teacher explains insurance and leads discussion on types of risks. Students write notes on basic principles of insurance. Resources; charts, pictures, posters etc. |
13 | Revision | Revision |
14 | Examination | Examination |
COMMERCE
SS2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | BANKING
| Teacher leads discussion on types of banks. Students role play the banking activities and participate actively in class discussion. Resources; cheque booklets, teller, A.T.M cards. |
2 | TYPES OF BANK ACCOUNT
| Teacher leads discussion on types of banks. Students role play the banking activities and participate actively in class discussion. Resources; cheque booklets, teller, A.T.M cards. |
3 | FORMS OF CHEQUE
| Teacher leads discussion on types of banks. Students role play the banking activities and participate actively in class discussion. Resources; cheque booklets, teller, A.T.M cards. |
4 | PAYMENTS
| Teacher organizes a visit to any ATM and explains in detail how the machine operates. Students identify the benefit of ATM |
5 | CENTRAL BANKING
| Teacher organizes a visit to any ATM and explains in detail how the machine operates. Students identify the benefit of ATM |
6 | SPECIALIZED BANKS
| Teacher organizes a visit to any ATM and explains in detail how the machine operates. Students identify the benefit of ATM |
7 | WAREHOUSING
| Teacher leads discussion on the meaning and importance of warehousing in business. Students fully participate in the discussion. Resources; pictures, diagrams, and charts. |
8 | CAPITAL
| Teacher leads the students to examine annual reports of companies to identify various types of capital. Teacher also works examples on the board. Students should calculate working capital. Resources; annual reports. |
9 | CREDIT
| Teacher invites a local business man/ farmer/trader, who can narrate how credit has helped or ruined his business, collect newspaper cuttings of finance houses, describes credit instruments. Students should listen and ask questions. Resources; newspaper cuttings of finance houses, hire purchase agreement. |
10 | CREDIT CONTD
| Teacher invites a local business man/ farmer/trader, who can narrate how credit has helped or ruined his business, collect newspaper cuttings of finance houses, describe credit instruments. Students should listen and ask questions. Resources; newspaper cuttings of finance houses, hire purchase agreement. |
11 | Revision | Revision |
12 | Examination | Examination |
LITERATURE
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Introduction to the “OTHERO” by William Shakespare |
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2 | Reading and explanation of Act One |
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3 | Reading of Act Two |
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4 | Reading and explanation of Act Three |
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5 | Reading Act Four of “The Tempest” |
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6 | Reading and explanation of Act Five |
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7 | Role-play (Drama) |
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8 | Introduction to the “NATIVE SON” by Richard Wright |
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9 | Themes and style |
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10 | Character Analysis 1 |
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11 | Character Analysis 2 |
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12 | Revision |
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13 | Revision | Revision |
14 | Examinations | Examinations |
LITERATURE
SS 2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 2 3 4 5 6 7 9 10 11 12 13 | Introduction to “FACELESS” by Amma Darko The Themes and style Character Analysis I General overview of the novel-“The Faceless” Introduction to “”the Blood of a Stranger”by Dele Charlery. The Themes and Style Introduction to “She stoops to Conquer” by Oliver Goldsmith The Themes and Style Character Analysis Role –Play “The Blood of a Stranger and “She Stoops to Conquer” Revision Examinations |
Plot and summary
Revision Examinations. |
LITERATURE
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 2 3 4 5 6 7 8 9 10 11 12 13 | Introduction to “Ambush” by Gbemisola Adeoti Introduction to “ The Dining Table” by Gbanabam Hallewell. Introduction to “Home-less Not “Hopeless” by Sola Owonibi. Introduction to “ The Fence” by Lenrie Peters. Introduction to “The School Boy” by William Blake Introduction to “Myopia” by Sly Cheney Coker. Introduction to the “Crossing the Bar” by Alfred Tennyson Introduction to “The Soul’s Errand” by Walter Raleigh. Introduction to “ Upon An Honest Man’s Fortune” General Overview of the Poems Revision Examination Examination |
Revision Examination Ezamination |
COMMERCE
SS2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | CREDIT
| Teacher describes in detail credit instrument. Students to collect newspaper cuttings of finance houses. |
2 | PROFIT
| Teacher leads students to compute gross and net profit from a given data., uses both business mathematics, and accounting approach. Students compute gross and net profit using the two approach. |
3 | TURNOVER
| Teacher works examples on chalkboard for students to copy. Students calculate the rate of turnover from a given data. |
4 | BUSINESS LAW
| Teacher gives simple cases to illustrate the principles of business law, guides the students to interview employers of labour and employee, and report for discussion. Students write short notes on types of business law from the board. Resources; publications on government regulations. |
5 | BUSINESS LAW CONTD
| Teacher gives simple cases to illustrate the principles of business law, guides the students to interview employers of labour and employee, and report for discussion. Students write short notes on types of business law from the board. Resources; publications on government regulations. |
6 | PRINCIPLES OF AGENCY
| Teacher guides students to interview an agent and the principal and report for discussion. Students copy notes from the board. Resources; articles and memorandum of association. |
7 | STRUCTURE OF BUSINESS
| Teacher illustrates with a chart or diagram of an organization and guides the students to interpret organizational set-up. Students outline the departments in organization. Resources; charts, diagrams. |
8 | BUSINESS STRUCTURE CONTD
| Teacher illustrates with a chart or diagram of an organization and guides the students to interpret organizational set-up. Students outline the departments in organization. Resources; charts, diagrams. |
9 | INTRODUCTION TO BUSINESS MANAGEMENT
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10 | BUSINESS ORGANIZATION
| Teacher guides students to discuss business organization, organizes students to develop organizational chart. Students draw organizational chart in their notebooks. Resources; charts, pictures, and newspaper cuttings. |
11 | INTRODUCTION TO MARKETING
| Teacher explains in detail the marketing concept, explains the method of promotion and pricing of products. Students distinguish between market and marketing. |
12 | Revision | Revision |
13 | Examination | Examination |
GEOGRAGHY
SS 2 FIRST TERM
WEEK | TOPIC / CONTENT | ACTITIVIES |
1 | Action of Waves
| Teacher : Uses pictures, films and models to explain - Meaning and characteristics of waves, tides and currents - guide discussions of erosional processes and coastal landforms - help students identify and describe features of coastal erosion and deposition. - Guides and supervises students as they make annotated diagrams of landforms - Takes students on field work to observe features of wave erosion and deposition Students : Draw annotated diagrams of the landforms - Bring pictures of coastal landforms to school - Participate in guided tour to observe coastal landforms. Instructional Materials : Films, Pictures, Models, slides, Sketches and Annotated diagrams. |
2 | Climate 2
| Teacher : uses maps diagrams and sketches to help students identify major climatic types - Uses the globe, maps, diagrams and sketches to explain climatic factors and their influence on weather and climate - Guides class discussions on : - characteristics of major climatic types - their geographic distribution and influence of climatic types on human activities - classification of climate - Takes students on a study trip to a meteorological stations |
3 | Climatic Classification :
| Students- Visit a meteorological station - Draw diagrams and sketches to show the effects of latitude, planetary winds, pressure, ocean currents, distance from the sea etc on climate. - Draw a map of the world showing the distribution of climatic types/ regions - Draw a map of the world showing Greek climatic classification system, and that, showing koppen’s classification Instructional Materials : Atlas, Maps, slides/power points, drawing paper, sketches and diagrams. Colour pencils , Tracing paper |
4 | Environmental Resources (Contd.)
| Teacher : Initiates and guides discussions on ; - Components of each type of environmental resources - Quality of human resources in relation to size, skilled and unskilled human resources, education and health etc, - uses and importance of environmental resources - Uses pictures, charts and maps to explain the meaning of environmental resources Students : Draw a table indicating the types of resources - Components of the resources, their sources and uses. Instructional Materials - illustrative diagrams and sketches - Documentaries - Maps - Video clips/tapes |
5 | Environmental Resources (Cont)
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6 | Renewable and Non-Renewable Resources:
| Teacher : uses pictures, charts and documentaries to explain renewable and non-renewable resources. - Initiates and guide students discussions on advantages and disadvantages of the types. - Takes students on field tour to identify renewable and non renewable resources in their community. Students : Participate in field work - Watch documentaries of renewable and non-renewable resources - Tabulate resources as renewable and non renewable resources. Instructional Materials : - illustrative diagrams and sketches - Documentaries - Maps - Video clips/tapes |
7 | Environmental Problems (HAZARDS)
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8 | Environmental Problems (HAZARDS) Cont.
| Teacher : - Uses pictures and documentaries to guide students discussion of ; - Environmental problems and their effect on human activities - Solution to the problems - Takes students on field work to observe environmental problems and their causes. Students : - Observe environmental problems in their community - Watch documentary films of environmental problems Instructional Materials :
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9 | Environmental Problems (HAZARDS) Cont.
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10 | Environmental Conservation
| Teacher : - Uses pictures, charts and maps to explain the meaning of environmental conservation - Initiates and guides discussions on ; - Types of environmental conservation - Needs and importance of environmental conservation Students : Listen to teacher and participate in discussion |
11 | Environmental Conservation Cont. Environmental education :
| Students : illustrative diagrams and sketches - Documentaries - Maps - Video clips/tapes |
12 | Revision | Revision |
13-14 | Examination | Examination |
GEOGRAGHY
SS 2 SECOND TERM
WEEK | TOPIC / CONTENT | ACTITIVIES | |
1 | AGRICULTURE IN NIGERIA
- Mechanized Agriculture - Pastoral farming | Teacher : - Takes students on field work to observe agricultural practices. - Uses maps, pictures, films, slides etc to guide discussions on ; - Types of agricultural practices - Nigeria’s major food and cash crops - Importance of Agriculture - Problems of Agriculture - Guides and supervises students as they draw map of Nigeria and locate major agricultural produce on map. Students : - Participate in outdoor activities and make records and report of observations - Identify and classify agricultural practices in Nigeria - Draw a map of Nigeria and insert the country’s major cash and food crops on map. Instructional Materials - Maps , Illustrative diagrams and sketches, farms in the locality, pictures, slides etc - Documentaries, Drawing paper and Tracing paper. : | |
2 | Types of Agriculture in Nigeria:
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3 | Agriculture in Nigeria Cont.
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4 | Transportation in Nigeria :
| Teacher : - Helps students identify and describe major modes of transportation in Nigeria - Guides students discussion on: - Advantages and disadvantages of various modes of transportation. - Transportation problems in Nigeria - Influence of transportation on human activities. Students : - Draw maps of Nigeria showing the road and rail transportation system - Participate in class discussions Instructional Materials : Atlas, Maps, Documentary, films/slides, Diagrams and sketches. Drawing and tracing paper | |
5 | Transport and Communication in Nigeria
| Teacher: Guides students to draw maps of road and rail transportation systems in Nigeria | |
6 | Communication in Nigeria
| Teacher : - Helps students identify and describe major communication elements in Nigeria through use of pictures, films etc - Takes students to visit communication industries in the community - Guides students discussions on ; advantages and disadvantages of communication system, - Problems of communication - Influence on human activities Students : - Visit communication companies/industries in locality - Watch documentaries and films - Participate in discussions Instructional Materials : Documentary, film/slides, posters, pictures | |
7 | Communication in Nigeria Cont.
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8 | Manufacturing Industry in Nigeria
| Teacher : - Takes students on tour of manufacturing industries in the locality. - Uses of pictures, films maps etc to guide the discussions on industries. Students : - Draw sketches maps of Nigeria showing major industrial zones - Carry out field work and write reports on field work Instructional Materials : Map of Nigeria showing industrial zones | |
9 | Industry in Nigeria Cont.
| Teacher : guide discussions on: type of manufacturing industries - Major industrial zones - factors affecting location of manufacturing industries - Problems and solutions. | |
10 | Commercial Activities in Nigeria
| Teacher : - Takes students on field work to identify commercial activities in the locality - Use pictures, films, documentaries, maps etc to guide class discussions on ; - Nigeria’s trade, stock exchange, capital market - Major commercial zones - Importance of commercial activities Students : - Draw sketch-maps of Nigeria showing commercial cities - Carry out field work Instructional Materials: - Map of Nigeria showing commercial cities - pictures , films showing trading on stock exchange | |
11 | Revision | Revision | |
12 | Examination | Examination | |
13 | Examination | Examination | |
GEOGRAGHY
SS 2 THIRD TERM
WEEK | TOPIC / CONTENT | ACTITIVIES |
1 | Map Reading
| Teacher : - Explains the use of angular bearings and compass bearings - Leads students to locate the major cardinal points - Guides students to solve problems using examples from topographical maps Students : - Draw diagrams showing major cardinal points and their bearings - Determine the directions and bearings from topographical maps Instructional Materials : Topographical maps, Atlas, Plans, Compass. |
2 | Representation of Relief Forms :
| Teacher : - Uses maps, models, sketches on the board to help students to recognize relief features on maps - Uses sand trays and ashes to demonstrate formation of contour lines Students : - observe topographical maps to identify sets of physical features - Constant topographical maps by using contour lines to represent relief in their discrete forms Instructional Materials: Maps, atlas, models, Rulers, colours, sand, ashes, trays |
3 | Methods of representing Relief
| Teacher : - Guide discussions on methods of representing relief features on maps. |
4 | World population
| Teacher : - Uses maps, diagrams, pictures, documentary films etc to guide students to discuss world population with respect to size, density structure and distributions patterns - Guide class discussions on influence of climate, relief, soil, water etc on population density and distribution - Leads students to make sketches of world population distribution on a map. Students : - Draw sketch maps showing distribution of world’s population - Watch films on population distribution. Resources; population maps, sketches and diagrams, GIS maps on population. |
5 | World Population Cont.
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6 | Settlement
| Teacher : - Guide students discussion of ; - Settlement types - Characteristics of urban and rural settlements - Factors of settlement location - Settlement patterns and their developmental factors. - Uses maps and sketches to help students identify human settlements - Takes students on field work to observe human settlements patterns in the locality. Student : - Read topographical maps and identify human settlements on the map - Draw sketch diagrams showing settlement patterns in their locality - Participate in field work and write reports |
7 | Settlement Cont.
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8 | Settlement cont.
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9 | Settlement cont.
| Instructional materials: Top-maps, Aerial photographs of human settlements, satellite images, diagrams and sketches. |
10 | Geo-Political issues (Land Reclamation)
| Teacher : - Guide students discussions on; - Methods of Land reclamation - Importance of land reclamation - Uses photographs of reclamation sites to explain the concept of land reclamation - Take students on field work to land reclamation sites Students: - Participate in field work and write reports - Carry out community development project on land reclamation Instructional Materials : - Photographs, Documentary, films, Diagrams and sketches |
11 | Geographic Information System (GIS) Data
| Teacher : - Explains GIS data sources - Takes students on field work to collect geographic data using various methods - Supervises students on field work Students : Participate in a guided field work Instructional Materials GPS, Satellite images, Maps |
12 | Revision and Examination |
GOVERNMENT
SS 2 FIRSTTERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | CIVIL SERVICE
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2 | CIVIL SERVICE (ADMINISTRATIVE/PROFESSIONAL CLASSES)
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3 | PERSONNEL ADMINISTRATION IN THE CIVIL SERVICE
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4 | PUBLIC CORPORATIONS
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5 | STRUCTURE AND ORGANISATION OF PUBLIC CORPORATION
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6 | CONTROL AND PROBLEMS OF PUBLIC CORPORATION
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7 | COMMERCIALIZATION
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8 | PRIVATIZATION
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9 | DEREGULATION
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10 | LOCAL GOVERNMENT ADMINISTRATION IN NIGERIA
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11 | THE STRUCTURE OF LOCAL GOVERNMENT
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12 | LOCAL GOVERNMENT REFORMS
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13 | Revision | Revision |
14 | Examination | Examination |
GOVERNMENT
SS 2 SECOND TERM
WEEK | TOPIC/CONTENTS | ACTIVITIES |
1 | PRE-COLONIAL ADMINISTRATION
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2 | PRE-COLONIAL ADMINISTRATION
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3 | PRE-COLONIAL POLITICAL SYSTEM OF GOVERNMENT IN YORUBA LAND
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4 | COMPARISONS OF DIFFERENT PRE-COLONIAL ADMINISTRATION IN NIGERIA.
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5 | COLONIAL ADMINISTRATION
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6 | INDIRECT RULE IN NORTHERN NIGERIA
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7 | INDIRECT RULE IN SOUTHERN NIGERIA.
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8 | COLONIAL ADMINISTRATION
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9 | COLONIAL ADMINISTRATION CONTINUED
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10 | NATIONALISM
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11 | Revision | Revision |
12 | Examination | Examination |
GOVERNMENT
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | CONSTITUTIONAL DEVELOPMENT IN NIGERIA
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2 | ARTHUR RICHARDS CONSTITUTION OF 1946/47
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3 | CONSTITUTIONAL DEVELOPMENT IN NIGERIA
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4 | CONSTITUTIONAL DEVELOPMENT IN NIGERIA
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5 | MAJOR CONSTITUTIONAL CONFERENCES OF 1950, 1953, 1957 AND 1958 |
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6 | INDEPENDENCE CONSTITUTION OF 1960
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7 | REPUBLICAN CONSTITUTION OF 1963 PARLIAMENTARY
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8 | 1979 PRESIDENTIAL CONSTITUTION
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9 | 1999 CONSTITUTION: PRESIDENTIAL
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10 | FEDERALISM
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11 | NATURE AND STRUCTURE OF NIGERIAN FEDERALISM
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12 | Revision | Revision |
13 | Examination | Examination |
CHRISTIAN RELIGIOUS STUDIES
SS 2 FIRST TERM
WEEK | TOPIC | CONTENT | ACTIVITIES |
1 | The Sovereignty of God |
- first account of creation - Second account of creation - Both accounts compared (Genesis 1&2, Psalm 19:1) c. Sovereignty of God over individual lives. (Daniel 4:4-37, Isaiah 45:10) |
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2 | God the Controller of the Universe |
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3 | The apostles Creed |
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4. | Leadership |
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5. | Moses as a Leader |
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6. | Joshua as a Leader |
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7. | Guidance |
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8. | Protection |
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9. | Provisions |
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10. | Parental Responsibility |
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11. | Parental Responsibility of Asa |
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12. | Revision | ||
13-14 | Examination |
CHRISTIAN RELIGIOUS STUDIES
SS 2 SECOND TERM
WEEK | TOPIC | CONTENT | ACTIVITIES |
1 | Consequences of Obedience |
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2 | Consequences of Disobedience |
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3 | Consequences of Disobedience Continues |
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4 | Friendship |
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5 | Trust in God |
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6 | The Wisdom of Solomon |
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and ‘Decision’
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7 | Unwise Decision of Solomon and Rehoboam |
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8 | The Effect of greed ( Ahab and Gehazi) |
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9 | The supremacy of God |
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10 | Revision | ||
11-12 | Examination |
CHRISTIAN REELIGIOUS STUDIES
SS 2 THIRD TERM
WEEK | TOPIC | CONTENT | ACTIVITIES |
1 | Elijah at Mount Carmel |
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2 | Religious Reforms |
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3 | Religious Reforms Continues |
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4 | Concerns for one’s Nation |
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5 | Concerns for one’s Nation continues |
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6 | Faith in God |
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7 | Faith and Power of God |
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8 | True Religion and Social Justice |
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9 | True Religion and Social Justice |
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10 | Divine Love |
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ISLAMIC RELIGIOUS STUDIES
SS 2 FIRST TERM
WEEK | TOPICS | CONTENT | ACTIVITES/TEACHING AIDS |
1 | The Glorious Qur’an | Suratul Qari’ah (Q 101) | Reading, translation and commentary of Suratul Qari’ah. Glorious Qur’an. |
2 | Hadith | Hadith 11 and 12 of Al-Nawawi and the lessons learnt | Reading, meaning and explanation of the said Hadith. |
3 | Islamic history | Features of the political Administration of the Holy Prophet (SAW). Equity, Justice etc. | Explanation on the political administration of the holy prophet. |
4 | Fasting (Sawm) | Meaning and values Relevant verses and Hadith of the holy prophet (SAW) on fasting. | Explanation on the meaning and values of fasting in Islam as the holy prophet did. |
5 | The Glorious Qur’an | Suratul Takathur (Q 102) Suratul Asr (Q103) | Reading, translation and commentary of Surah Takathur and Asr. |
6 | Islamic history | Political administration of the four rightly guided Caliphs. | Explanation on the political administration of the four rightly guided Caliphs in brief. |
7 | Fasting in Islam | The spiritual, social and moral objectives of fasting | Explanation on the spiritual, social, and moral objectives of fasting in Islam. |
8 | Hadith | Hadith 15 of an-nawawi and lesson learnt. | Reading, meaning and explanation on the content of Hadith no is of an-nawawi. |
9 | Islamic History | Islamic Economic System with reference to:
| Explanation on the Islamic economic system so as to identify, Halal, Haram, Tatfif. |
10 | Fasting in Islam. | How to apply the spiritual, social, and moral objective of fasting in Islam | Explanation on how to apply the lesson taught in Fasting for our daily use. |
11 | Hadith | Hadith no 13and 14 of Al-Nawawi and lesson learnt. | Reading, meaning and explanation on the content of hadith 13 and 14 of al-Nawawi. |
12 | Revision. | ||
13 | Examination. |
ISLAMIC RELIGIOUS STUDIES
SS 2 SECOND TERM
WEEK | TOPICS | CONTENT | ACTIVITES/TEACHING AIDS |
1 | The Glorious Quran. | Suratul-Hummazah (Q 104) | Reading, Translation, and commentary of the Suratul Al-Hummazah. |
2 | Hadith. | Hadith 16 and 17 of an-nawawi and lesson learnt. | Reading, Writing and explanation on the Hadith 16 and 17 of al-nawawi. |
3 | Economy. | The features of Islamic economic system in relation to zakkat, sadaqah and Bayt-al-mal. | Explanation of Islamic economic system in relation to zakkat, sadaqah, and Bayt –al-mal. |
4 | Hajj (pilgrimage) | Meaning and values of hajj. | Explanation on the Meaning of Hajj as well as its values. |
5 | The Glorious Quran | Suratul Fil (Ch-105 ). | Reading, Translation and comments on the Surah. |
6 | Islamic History | The spread of Islam to west African, Egypt, and Ulisia (Spain) | Narrate the History on how Islam came to Northern African. |
7 | Hajj | The spiritual moral and social aspect of Hajj. | Narrate the spiritual, social and moral aspects of Hajj with Examples e.g. Togetherness, equality etc. |
8 | The Glorious Quran | Suratul Quraysh (Ch-106). | Reading, Translation and Explanations with examples. |
9 | Hadith. | Hadith 18 of Al-Nawawi is collections and the lesson learnt. | Reading, Translation and Explanation with example. |
10 | Islamic History | The spread of Islamic to west African
| Narrate how Islam came to west Africa as well as its spread and these people involved in the spread of Islam |
11 | Shariah | Definition, Importance and sources of Shariah. | Explain the meaning of shariah, its sources and implication. |
12 | Revision. | ||
13 | Examination. |
ISLAMIC RELIGIOUS STUDIES
SS 2 THIRD TERM
WEEK | TOPICS | CONTENT | ACTIVITES/TEACHING AIDS |
1 | The Holy Quran. | The Chapter Al-Kauthar and Maun (Q-107 and 108). | Reading, translation and explanation of the chapters. Glorious Quran, CD, DVD, cassettes. |
2 | Al-Hadith. | Hadith no 19 of al-nawawi and lessons learnt. | Reading Translation and explanation with concrete example by the teacher and the students. |
3 | Islamic History. | Quran and Sunnah as source of Islamic civilization. | Narrate the history of Islam as it penetrates into cultures. |
4 | Fiqh. | Islamic Shariah and other legal system. | Explain and Define the concept of Islamic Shariah and others. |
5 | Al-Hadith | Hadith No: 20 of Al-Nawawi and lesson learnt. | Reading, Translation and explanation of the Hadith. |
6 | Islamic History. | Islamization of knowledge and Islamic institution. | Explanation that will knowledge, originates from Islam and the Development so far. |
7 | Fiqhu | The roles of the four sunni school in the spread of shariah. | Narrate the brief history of the founding fathers and how they emerged. |
8 | The Holy Quran. | Suratul Kafiruh (Q109) | Reading, Translation and Explanation of the said chapter, Glorious Quran, CD. Cassette, DVD. |
9 | Al-Hadith | Hadith no 21of Al-Nawawi and lesson learnt. | Reading, writing, and explanation of hadith 20 |
10 | Islamic History | The challenge of syncretism in Islam and its solution. | The teacher after defining what is syncretism asks the student for possible solutions. |
11 | Islamic History. | The impact on the economic and political life in west Africa. | Narrate the contributions Islamic religion has made on the development of west Africa in various aspects. |
12 | Revision. | ||
13 | Examination |
HISTORY
SS2 FIRST TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | THE SOKOTO CALIPHATE; - The state of Hausa land at the beginning of the 19th century. - The role of Islam at the beginning of 19th century. | The teacher describes and explains the Sokoto caliphate to the students, the maps and charts are used. The students should be able to explain introduction of the caliphate. |
2 | THE SOKOTO CALIPHATE CONTINUED;
| The teacher states and explains the circumstances that led to Usman Dan Fodio’s work in Gobir. Explain why the Sarkin Gobir and the Muslims fell out. Maps and pictures as teaching aids. The students state and explain the reasons and why Gobir and Muslims fell out. |
3 | THE SOKOTO CALIPHATE CONTINUED; The various reasons why Dan Fodio engaged or embarked on Jihad or Holy war. | The teacher states and explains the reasons why Dan Fodio embarked on jihad or Holy war. Maps containing the movement of Dan Fodio. Students should be able to enumerate the various reasons. |
4 | THE SOKOTO CALIPHATE CONTINUED;
| How the caliphate came into existence and how it was administered are described and explained. Teaching aids; pictures and maps. The students should be able to describe and explain the birth and administration. |
5 | JIHAD- HOLY WAR; Political, social and economic impact. | The advantages and disadvantages of Jihad on political social and economics are stated and explained by the teacher. Maps, pictures as teaching aids. |
6 | BORNU UNDER THE SHEHUS;
| The emergence of El-kanemi is traced and explained to the students. The students should be able to state and explain on the crisis, emergence and economic development of El-kanemi. |
7 | YORUBA LAND IN 19TH CENTURY
| The students should be able to discuss, describe and explain the Oyo Empire and the final collapse. The teacher guides the students with a map representing the Oyo Empire. |
8 | BENIN IN 19TH CENTURY;- The abolition of Trans-Atlantic slave trade on Benin economy in political crisis, problems of succession and emergence of weak rulers. | The students should be able to explain the factors that led to the abolition of Trans- Atlantic lave trade, Benin economy, political crisis, problems and succession- the emergence of weak leaders. This is done with the aid of wall charts illustrating the Benin political system. |
9 | THE FIRST PHASE OF BRITISH CONQUEST 1851-1900;
| With the aid of maps and pictures, the teacher should explain and discuss with the students how British conquered and occupied Lagos and other areas of Yoruba land. |
10 | THE SECOND PHASE OF BRITISH CONQUEST OF 1900-1914; Occupation of North-Sokoto. | The students should be able to describe and explain the occupation of British occupation of North. Pictures and maps. |
11 | THE BRITISH CONQUEST CONTINUED;
| The teacher explains and describes the British occupation of Igbo land, reasons, and impacts- advantages and disadvantages to the students. Maps/charts – aids. |
12 | Revision | Revision |
13 | Examination | Examination |
HISTORY
SS2 SECOND TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | THE EARLY PHASE OF BRITISH RULE 1990-1914;
| The students should be able to discuss on the native courts and the authority of the Northern protectorate. The teacher directs and explains the various networks-roads, water ways established during the British administration of the North. Map of the period should be used. |
2 | AMALGAMATION OF NIGERIA AND ITS SIGNIFICANCE | The teacher explains 1906 and 1914 events of joining or making of the state Nigeria. A map indicating the amalgamation should be presented to the students for learning. |
3 | COLONIAL RULE;
| Indirect rule should be defined and explained by a teacher to the students. The students should define and explain indirect rule and the inter-group relations during the amalgamation. Maps and pictures are used as teaching materials. |
4 | COLONIAL ECONOMY;
| The students should be able to explain the role of the British government on the economy, the British policy is examined by the teacher and explained to the students with their pictures, materials and some British currency. |
5 | ORIGIN OF NATIONALISM;
| The students should be able to define and explain the meaning of Nationalism. The teacher demonstrates before the class the resistance and imposition of British rule on the people of West Africa and people of Nigeria in particular. The names of the early nationalists mentioned. Maps/pictures used. |
6 | NATIONALISTS MOVEMENT AFTER SECOND WORLD WAR. | The activities of the nationalists are explained, formation of political parties, newspapers and conferences- 1950, 1953, 1957, etc |
7 | DECOLONIZATION;
| The teacher defines and explains the meaning of decolonization and the process of decolonization- the changes of the constitutional development. The pictures of the Nationalists are used. |
8 | THE FIRST REPUBLIC 1960-1966; Political development. | The teacher explains the process- handing over to a Nigerian, the seat of government, challenges of democracy. Maps are used, the students should be able to explain and outline the challenges. |
9 | THE FIRST REPUBLIC AND SOCIAL ECONOMIC DEVELOPMENT; Concept of mixed economy and national development plan. | The teacher explains the economic philosophy of the government and expansion of social services communication. Map of Nigeria is used. |
10 | 1966 COUP D’ ETAT AND THE NIGERIAN CIVIL WAR CONTINUED; The causes of the war. | Explanation and stating the causes of the war. Display of relics of war as teaching aids. |
11 | 1966 COUP D’ ETAT AND THE NIGERIAN CIVIL WAR CONTINUED; The socio-political and economic effects on women and children. | Description and explanation of the socio-political and economic effects on women and children. Pictures of those suffering in war are displayed for teaching. |
12 | Revision | Revision |
13 | Examination | Examination |
HISTORY
SS2 THIRD TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | THE MILITARY RULE AND RECONSTRUCTION IN NIGERIA;
| The teacher explains the Gowon’s coming into power, the nine point programs and states and explains the achievements and failures of the regime. Pictures of the road maps of the reconstruction will be used. The students explain and mention the achievements and failures of the regime. |
2 | THE MILITARY RULE CONTINUED;
| The teacher states and explains the factors that led to 1975 coup, the land use decree- land tenure system, the structure of the regime and the indigenization programme. Pictures and land maps are used. The students are permitted individually to explain them. |
3 | THE SECOND REPUBLIC 1979;
| The teacher discusses the difference between the first and the second republic, the problems of economy and the introduction of presidential system of government. Teaching aids; copy of the 1979 constitution calendar of the executive etc. Students differentiate the republic and discuss the programmes – 1979’s. |
4 | THE SECOND REPUBLIC 1979 CONTINUED;- Federal character and federal structure Adoption of bicameralism. Practice of multi- party democracy. | The teacher with the aid of maps and charts for bicameral structure, explain the federal character, federal structure and the nature of multi-party democracy- explain what party and democracy means. Students explain individually. |
5 | THE RETURN OF THE MILITARY;
| The teacher outlines the factors that led to the return of the Military- 1983, the collapse of economy constitutional crisis and social breakdown.With the aid of newspaper cutting and video clips of activities. Discus about war against indiscipline. The students explain on the WAI. |
6 | THE RETURN OF THE MILITARY CONTINUED;
| The teacher discusses on the economic policy of 1983, advantages and disadvantages. Aids; maps/pictures The students are made to state and explain the various merits and demerits of the 1983 economic policy. |
7 | IBRAHIM BABANGIDA REGIME 1985-1993;-
| The teacher enumerates on the Babangida programme; military president, supreme military council. Transition programme and the regime conceptualization of democracy. Map of Nigeria showing the new state structure of 1993. The students individually outline the structures of the regime. |
8 | IBRAHIM BABANGIDA REGIME 1985-1993 CONTINUED;-
| The teacher discusses on the economic conditions of 1993 and women empowerment programme. Teaching materials; government policy papers/maps. The students explain the economic and women programmes. |
9 | THE CHALLENGES OF DEMOCRACY- The governance;
| The teacher defines democracy and discusses it under military interruption of the government, in turn, the teacher with the aid of map and pictures explains on the military return of 1993-1998. The students explain what they understand by interim government. |
10 | THE CHALLENGE OF DEMOCRATIC GOVERNMENT CONTINUED The policies and implementation of the 1993-1998 return of the military. | The teacher takes comparative analysis of the 1999 constitution with the previous constitution and discusses the economic policies paying attention to; liberalization of the economy. Material aids; charts/maps/pictures. The students are guided to identify the differences in the various constitutions. |
11 | THE TRANSITION; FOURTH REPUBLIC;
| The teacher explains the events leading to the emergence of the Abdulsalam Abubakar’s transition. The 1999 constitution in focus, the economic policy and social policies of the fourth republic. Maps and pictures are used. Students explain extensively on the fourth republic. |
12 | Revision | Revision |
13 | Examination | Examination |
VISUAL ART
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | STILL- ILFE DRAWING Characteristics of still life drawing: composition, proportion, tone, perspective etc. | Arrange man-made object for drawing. LEARNING RESOURCES Pencil, card board, colours, still-life object, brushes and water colours |
2 | STILL-LIFE PAINTING Characteristics of still-life painting: composition, proportion, application of color tones etc. | Arrange man-made object for painting. LEARNING RESOURCES Pencil, card board, colors, brushes and water colours |
3 | -DO- Arrange object reflecting cone, rectangles, square, cube, circle etc. | Object should be arrange reflecting: cone, rectangles, square, cube, prism, ovals, spheres, circles. LEARNING RESOURCES Pencil, card board, colors, still-life objects brushes and water color |
4. | LIFE DRAWING Anatomical studies of the model with emphasis on the various postures, quick poses, action postures and muscles | Students to make a self portrait by posing before the mirror. LEARNING RESOURCES card board, brushes and water color, drawing board, human model. |
5 | LIFE DRAWING (CONT). Sketches of various body parts, limbs, heads, Torso, foot, fingers, etc. | Students to select parts of human body to draw. LEARNING RESOURCES Pencil, charcoal, crayon card board, drawing board, parts of human figure. |
6 | STILL LIFE DRAWING & PAINTING Proportion, uses of space, good distribution of and painting colors etc. | Sketches of various body parts. LEARNING RESOURCES pencil, drawing board, easer, etc. |
7 | IMAGINATIVE COMPOSITION Characteristics of imaginative composition: compositional accuracy color distribution, focus, variety of form, draughtmanship | Lead students in an imaginative composition by narrating a story and asking them to picture a particular scene in the story. LEARNING RESOURCES Cartridge paper, brushes water colours, drawing board. |
8 | INTRODUCTION TO SCULPTURE Meaning of Sculpture, functions of sculpture, sculptural techniques and their usage. | Leads class discussion, meaning of sculpture and functions of various tools in sculpture. LEARNING RESOURCES Concrete object tools, photographs of people, animal and so on. |
9 | INTRODUCTION TO SCULPTURE Sculptural tools and materials: metal, clay, cement, wax, plaster, wood etc. | Demonstrate some sculptural techniques. LEARNING RESOURCES Clay, cement, pap prepared. |
10 | SCULPTURE (PRACTICAL) Modelling simple object e.g. Fruit, rock, seeds, shells, bone etc. | Demonstrate step by step process of molding a form LEARNING RESOURCES Clay, wax, cement |
11 | INTRODUCTION TO SCULPTURE Modelling of the part of human body, modeling of human portrait, full figure, and animal forms, modeling of head, leg, eyes, nose etc. | Demonstrate step by step process of molding a form LEARNING RESOURCES Clay, wax, cement |
12 | SCULPTURE Feature of modeling eg. Proportion, composition representation | Discus how to prepare amature (frame) for human and animal LEARNING RESOURCES Rod binding wire cement. |
13 | Revision | Revision |
14 | Examination | Examination |
VISUAL ART
SS 2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | INDIGENOUS DECORATIVE MOTIF Calabash decoration, types of patterns, functions and usage of calabash, foreign influence and value on decoration | Demonstrate mat weaving either with actual material or improvised material like strips of cardboard. LEARNING RESOURCES Knife, raffia cane, cardboard, paper. |
2 | INDIGENOUS DECORATIVE MOTIF Using any pattern: painted, carved, scorched, scrapped produce a decorative calabash | Lead students to a local calabash decorator |
3 | INDIGENOUS DECORATIVE MOTIF Body decoration (Tattoo) Meaning: Body decoration (Tattoo) involves slashing the skin and introducing irritants in the wounds which when heated leaves pronounced scar. . | Displays collected samples of body decorative motif from photographs |
4. | INDIGENOUS DECORATIVE MOTIF Some decorative motif: Animal forms, Zoomorphic, Spiral lines. -Some wall decorative motifs and their origins: Yoruba- sango wand. Snakes, bird, geometric shape ibo: Illi motifs. Hausa-Arrabesque motifs | Displays pictures of various wall decorative motifs. State their names and the context in which they are used in their cultural settings. |
5 | INDIGENOUS CRAFT BSKETRY AND MAL MAKING Meaning: Weaving materials-Canne, Raffia, Twine, Palm frond | Demonstration of mat weaving either with actual material or improvised material like strips or cardboard. LEARNING RESOURCES Knife, Raffia cane, cardboard paper, gum, cellotape |
6 | INDIGENOUS CRAFT BSKETRY AND MAL MAKING Cloth weaving; Basic principles of weaving-warp,weft,shuttle. Types of loom: Narrow horizontal loom, wide vertical loom | Leads discussion on basic weaving technique and types of loom. |
7 | INDIGENOUS CRAFT BSKETRY AND MAL MAKING Major cloth weaving centre in Nigeria and their product:-Akwete in Ukwa, Abia state. AsoOke in Yoruba land. Akwa-Ocha in Anioma Delta state, OkeneKogi state, Sanya in Iseyin, Oyo State Nigeria. Decorated fabric in Bida Niger State. Anger of the Tiv people of Benue State. | Enumerate some weaving Centre in Nigeria. |
8 | MODERN NIGERIAN ARTIST, ART EDUCATORS, ART HISTORIAN (1900-1960) Ceramics, Textile, Graphics, Painting Sculpure. Development of modern Nigerian art-painting, sculpture, ceramics, Textiles and Graphics. | Discusses development in modern Nigeria art. |
9 | CONTEMPORARY ARTIST, STUDIO ARTIST Aina, Onabolu, Udo Emma, Akinola, Lasekan, Ben Enwonwu, Yusuf Grillo, Kolade, Osinowo, Ladi Kwali, Erhabo Emopae, Uche Okeke and Agbo Folarin. | Discuss contribution of art to the education of students. |
10 | CONTEMPORARY ARTIST, ART EDUCATOR Keneth Murray, Udo Ema, Solomon Wangboje, T. A Fasuyi, J.B Akolo | Mention names of Nigerian artist, art educators and Historian |
11 | AFRICA ART HISTORY Major art work: Cameroon-Bamileke Bamun. Dahomy-Fon, Upper Volta-Mossi, bobo, Liberian-Dan Negro, Mali-Dogan, Sierra Leone-Mande, Kongo-Baluba, Garbon-Fang, Bakwere, Ghana-Fante, Ashante. | Locate art centres on the map of West Africa. Explains and names style of West African art work |
12 | Revision | Revision |
13 | Examination | Examination |
14 | Examination | Examination |
VISUAL ART
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | AFRICAN ART HISTORY Identify the major art works of CAMEROON;- Bamileke, Bamun, DAHOMEY;- Fan (upper volta), mossi, bobo. LIBERIAN;-Dangere. MALI;- Dogon | Explain and name types of W/African art works. LEARNING RESOURCES Map of Africa, showing art centre, photographs, slides, projectors, artwork |
2 | AFRICAN ART HISTORY MAJOR ART WORKS Sierra Leone:-mandebamun,. Dahomey;-Fon.Uppervolta;- mossi, bobo. Liberian;- Dan ngere.Mali;-dogon. Congo;-Baluba.Gabon;-Fang, Bakwere. Ghana;- Ashanti, Bance. | Explain and name types of W/African art work LEARNING RESOURCES Map of Africa showing art centres, photographs, slides, projectors, art work. |
3 | AFRICAN ART HISTORY (CONT). Ancient Egyptian painting. Hieroglyphics forms on the walls of tombs pyramids and temples. | Discuss with the aid of photographs, and slides, the ancient Egyptian art. |
4. | IMPACT OF AFRICAN ART ON WESTERN ART Explain the impact of African art on European art and vice versa. | |
5 | SHAPES AND COLOUR IN BASIC DESIGN Block and pen lettering using basic geometric shapes and design | Demonstrate how to create a design with various geometric shapes. LEARNING RESOURCES Color, brush, pencil/paper. Drawing instruments- ruler, T/square, drawing board, set square. |
6 | SHAPES AND COLOR IN BASIC DESIGN Advertising design- features of book cover and posters. | Guide students to make a book cover and poster. |
7 | COMPUTER GRAPHIC DESIGN Introduction to corel draw window | Mention and describe the tools according to their uses. LEARNING RESOURCES Computer, pencil and paper. |
8 | COMPUTER GRAPHIC DESIGN Introduction to corel tool | Practice drawing and labeling the tools. |
9 | COMPUTER GRAPHIC DESIGN | PRACTICAL |
10 | TEXTILE DESIGN AND PRINTING PROCESSES Textile printing processes- relief, silk, printing in intangio and plano- graphy. | Participate in class discussion. LEARNING TOOLS Paper, pro-film, blankets, table, lacquer, newsprint, printing ink, frame, squeeze silk, thinner paper tape. |
11 | TEXTILE DESIGN AND PRINTING PROCESS Textile printing processes -relief process -silk green -printing -inlaglo. Photography | Describes the methods of screen printing with the following endings silk screen, paper cut -profilm. Illustrates with sample of screen printing. |
12 | Revision | Revision |
13 | Examination | Examination |
MUSIC
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES/EVALUATION | |
1- | Notation and transcription. Music writing. | Notate and transcribe a given folksong of not more than 8 bars. | |
2- | Triads Secondary triads. |
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3- | Harmony with (cadences). Elementary harmony. |
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4- | Transposition Music writing. |
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5- | Identification of triads/ chords.
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6- | Diatonic intervals (melodic) Pitch. |
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7- | Sight reading (observation of musical terms, abbreviations and symbols). Dynamic signs, abbreviations and symbols. |
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8- | Musical instruments (study skills) voice Skills in playing and singing. |
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9- | Baroque period (1600-1750). History of baroque period. |
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10- | Nigerian dance styles
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11- | African/western musical instruments four (4) families of African instruments e.g. aero phones, chordophones etc. Digitalization. |
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12- | African music (colonial and post colonial) Structural changes in African music. | Students have structural changes of the colonial era on Nigerian music. | |
13- | Revision and examination. | ||
MUSIC
SS2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES/EVALUATION |
1- | Triads. Primary and secondary triads (root and inverted position triads) |
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2- | Harmony Harmonization of simple melodies. |
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3- | Harmony (continued) |
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4- | African Music (Colonial and post Colonial) Forms of music . |
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5- | Classical Period (1759-1820) History of classical period. |
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6- | Classical Period Continued | |
7- | Nigerian Dance Styles A Case Study of a popular Nigerian traditional (Cultural) dance | Students perform the selected by the teacher. |
8- | Nigeria Dance Style (Continued) A Case Study of a popular Nigerian traditional (Cultural) dance | Students perform the selected by the teacher. |
9- | Western Dance Style European or American Ballet Performance. | Students perform the dance selected by the teacher. |
10- | Identification of triads (Aural Training) Tonality | Students to
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11- | Revision | |
12- | Examination |
MUSIC
SS 2THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES/EVALUATION |
1- | Modulation Change in Tonality |
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2- | The Dominant 7th Chord Dominant 7th Chord (V7), with discord chord and how handle it. |
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3- | Interval (harmonic)
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4- | Cadences Interrupted Cadences |
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5- | Music dictation Melody Writing in simple and compound duple times. | Write bar melodies in different time signatures and sing them. |
6- | (Punctuation in musical language) Cadence |
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7- | Sight reading/playing. Musical scores. |
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8- | Nigerian and dance styles
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9- | Western dance style.
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10- | Western musical instruments.
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11- | African musical instruments e.g. idiophone, membranophones.
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12- | Revision. | Revision. |
13- | Examination. | Examination. |
FRENCH LANGUAGE
SS 2 FIRST TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | Contrôle continu Culture et civilisation: histoireColonial de l’Afrique de l’ouest 1ère Épreuve Compréhension orale : une carte Coloniale de l’Afrique de l’ouest. Les pays et leurs colonialistes. Francophone/anglophone. Maîtrise de la langue: la nationaliste : masculin et féminine (singulier et pluriel) exemple il est togolais/elle est togolaise Expression écrite : une lettre à un correspondant. | Le professeur aide les élèves à découvrir les noms masculins et féminines. Apprenants ils découvrent les différences entre eux. Ils font des phrases avec eux. Resource pédagogique Carte d’Afrique de l’ouest, texte géographique, textes audio. |
2 | Rapporter : conversations/ordres Maîtrise de la langue : le rapport direct/indirect, il a dit que…, il m’a demandé de… ce jour là, la veille. Concordance du temps. Il a dit qu’il ferait. NB : l’ordre des mots : sors ! a-t-il dit. Il a dit : sors ! Expression orale : un dialogue. | Le professeur fait transformer par les élèves des phrases simples du discours direct au discours indirect. Les élèves répètent les phrases et les copient dans leurs cahiers. Resource pédagogique Textes audio cassettes audio/CDs |
3 | Exprimer l’antériorité Maitrise de la langue : conjugaison des verbes au présent, passé composé, plus-que parfait, futur etc. vocabulaire : avant, dès que, après, avant de + infinitif : quand + passé composé. Compréhension orale : document authentique. Que fais-tu avant d’aller à l’école ? | Il demande aux élèves de préciser laquelle des deux actions qu’il fait précède l’autre. Ils dressent par ordre logique la liste des choses à faire avant d’aller à l’école. Resource pédagogique Textes audio, textes facile. |
4 | Demander une opinion Maîtrise de la langue : est-ce que je /tu peux + infinitif? c’est loin d’ici? qu’est-ce qu’il/elle a fait? qui est arrivé? est arrivé? Etc. Compréhension orale : un texte facile a répondre. Expression orale : un entretien entre professeur et élève/conversation téléphonique entre deux amis. | Le professeur fait un tableau de deux colonnes questions et réponses. Les élèves trouvent les réponses correspondant aux questions. Resource pédagogique Le portable, CDs/cassettes audio |
5 | Contrôle continu Donner une opinion. 2éme Épreuve Maîtrise de la langue : je dis que …, je suis d’accord que…, je crois que…, je suis sur que… Expression orale : le professeur est plus important que le médecin. Expression écrite : rédaction : l’importance de profession dans la société. | Le professeur fait un tableau de deux colonnes questions et réponses. Les élèves trouvent les réponses correspondant aux questions. Resource pédagogique Le portable, CDs/cassettes audio |
6 | Se plaindre Compréhension orale : une mère qui se plain/est fâchée. Maîtrise de la langue : j’en ai assez ! ca suffit ! toujours pareil! Encore! Etc. Expression orale : tu es méchant, laisse-moi tranquille, ne me dérange pas, etc. | Jeux de rôles un marchand a gagné à une loterie. Dit-il : j’en ai assez. Non. Les élèves réagissent conformément. Resource pédagogique Document authentique montrant une mère ennemie |
7 | Exprimer hésitation/inquiétude/doute. Maitrise de la langue: je m’inquiète, du courage, n’aie pas peur, ce n’est pas grave, j’aime, une minute, je ne suis pas sûr, j’ai peur… Compréhension orale : document authentique. Expression écrite : écoute une cassettes/CDs. | Le professeur mime quelques moments d’inquiétude/de peur et demande aux élèves de les exprimer. Les élèves copient les expressions au tableau dans leurs cahiers. Resource pédagogique CDs/cassettes audio, textes faciles, textes audio, document authentique |
8 | Exprimer la confiance. Maîtrise de la langue : il est clair que… je suis persuadée que… on ne peut pas nier que… Expression orale : jeux de rôles Compréhension orale : écoute une cassette/un CD | Il propose quelques expressions qui marquent la confiance. Jeux de rôles. Ils trouvent des mimes correspondent aux expressions proposées par le professeur. Resource pédagogique Cassettes audio/CDs, textes facile. |
9 | Contrôle continu Culture et civilisation : l’Afrique de l’ouest. Population par pays Ressources principales 3éme Épreuve Compréhension orale : document authentique la carte. Maîtrise de la langue : population, date d’indépendance, ressources naturelles et agricoles. | Avec la carte le professeur aide les élèves à découvrir les ressources et la population. Avec la carte les élèves essayent de découvrir la population et les ressources naturelles et agricoles. Resource pédagogique La carte d’Afrique de l’ouest, textes facile. |
10 | Culture et civilisation la France : système éducatif comparaison avec celui du Nigeria. Compréhension orale : Document authentique : les cartes Maîtrise de la langue : primaire, secondaire, études avancées comparaison. | Le professeur va fournir les cartes et textes pour aider la découverte. Les élèves essaient de découvrir le système éducatif de France. Resource pédagogique Les cartes de la France et du Nigeria. Document authentique, textes faciles. |
11 | Revision | |
12 | Revision | |
13 | Examen | Examen |
14 | Examen | Examen |
FRENCH LANGUAGE
SS 2 SECOND TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | Contrôle continu Exprimer l’appréciation. 1ère Épreuve Maîtrise de la langue : match, concert, club, théâtre, piscine, bibliothèque, etc. c'est sympa/excellent/beau/agréable/ encourageant/super/pas mal – tu peux compter sur moi ! bravo Compréhension orale : jeu de rôle apprécier vos clients Expression orale : écoute des cassettes | Une dictée sur les expressions d’appréciation, de confiance, de solidarité, d’encouragement. Jeux de rôles. Appréciez vos clients Amaka vient de réussir à un examen. Vous lui faites une lettre de félicitations. Resource pédagogique Textes de lecture facile, textes de production orale, comprise de journaux. |
2 | Exprimer la déception. Maîtrise de la langue : zut ! bof!, comme ci comme ca, si je savais !, quelle déception ! compréhension orale : document authentique Expression orale : jeu de rôle. Quel malheur !/quel dommage ! | Le professeur introduit diverses situations qui impliquent la déception. Les élèves choisissent les expressions appropriées par le professeur. Resource pédagogique Jeux de rôles cassettes audio/CDs, films |
3 | Nuancer l’expression d’une opinion. Maîtrise de la langue : je dirais que… il paraitrait que…, il paraitrait que…, je ne dirais pas non, pas exactement etc. conditionnel Compréhension écrite : lecture d’un textes sur expression d’une opinion. | Le professeur introduit jeu de rôle. Voue êtes témoin. L’avocat vous interroge, mais vous ne répondez pas directement. Jouent les jeux de rôles proposés. Resource pédagogique Films, cassettes audio/CDs, images/photos |
4 | Juger un acte on une attitude. Maîtrise de la langue : a 'y voir de plus près, pour conclure, en fin de compte | Le professeur demande aux élèves de compléter des phrases écrites. Les élèves font un débat sur des sujets courant (Ex. SIDA, Internet, etc.) où ils sont encouragés à utiliser des tenures de jugement. Resource pédagogique Textes de lecture facile, textes audio. |
5 | Contrôle continu Critiquer un acte ou une attitude. 2ème Épreuve Maîtrise de la langue : vocabulaire portant sur la qualité : médiocre, super, moyen, ambigu, extraordinaire, etc. | Le professeur demande aux élèves de compléter des phrases orales : d’après moi, à mon avis. Les élèves font un débat sur des sujets courants Exemple : le portable, l’internet. Resource pédagogique Coupures de journaux, textes audio, cassettes audio/CDs |
6 | Protester Maîtrise de la langue : l’expression permettant de dire non a un fait / une situation. Je proteste, ah non ! ce n’est pas mon avis, loin de là. | Le professeur propose un jeu avec un couple compréhension auditive et écrite Jeux de rôles. Vous êtes mari. Votre épouse vous demande de faire certaines choses, vous protester. Exemple Épouse : de l’argent Mari : tu dis quoi ? Resource pédagogique Dialogue, CDs / cassettes audio, textes audio |
7 | Culture et civilisation : un pays francophone les grands traits géographiques et politiques. Comparaison avec le Nigéria Maîtrise de la langue : colonialiste gouvernement, date d’anniversaire, l’argent utilisé, location, les présidents. | Le professeur va introduire la carte de l’Afrique de l’ouest et donner les histoires politiques et les présidents. Les élèves vont chercher et trouver les pays limitrophes. Resource pédagogique La carte de l’Afrique de l’ouest. |
8 | S’excuser Maîtrise de la langue : je m’excuse, c’est en raison de…, pardon. c’est pour Contrôle continu | Le professeur demande un élève à accuser un autre. L’accusé cherche à se défendre. Jeux de rôles. Vous êtes accusé de certains actes. Vous essayez de vous défendre La classa se constitue en jury. Resource pédagogique Quelqu’un contre un autre, textes de jeux de rôles. |
9 | Revision | Revision |
10 | Revision | Revision |
11 | Examen | Examen |
12 | Examen | Examen |
FRENCH LANGUAGE
SS 2 THIRD TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | Contrôle continu S’excuser, se justifier, se défendre 1ere Épreuve (Étude de) maîtrise de la langue : l’emploi des expressions de s’excuser, se justifier, s’amuser, se défendre au présent. Compréhension Écrite : lectures sur l’acte de s’excuser etc. Expression orale : entretien entre le professeur, l’étudiant et l’étudiant. | Le professeur montre l’action de s’excuser, s’amuser etc. avec geste et dit : professeur : je vous accuse. (jeu de rôle) Le professeur met la cassette audio. Les professeurs posent des questions. Les professeurs accusent l’étudiant d’un mal fait. Les étudiants regardent curieusement d’abord. Puis ils se défendent, s’excusent, se justifient. Les étudiants écoutent. Les étudiants répondent à l’écrite. L’étudiant s’excuser, se justifier, se défendre avec les expressions : je m’excuse, c’est en raison de, c’est pour (s’amuser) c’est par (erreur). Resource pédagogique Textes de dialogues adaptes, textes de production orale etc. Cassette audio, CD, texte audio Textes de dialogues adaptés. |
2 | Pardonner à quelqu’un Maîtrise de la langue : l’emploi des verbes pardonner, s’excuser, accuser au présent. L’emploi des expressions : oh pardon, je m’excuse, ce n’est pas vrai, c’est faux, tu as tort etc. Expression orale : exercices oraux de l’acte de pardonner quelqu’un. Compréhension orale : image/photo d’un accusé, d’avocat, de juge, et des témoins dans la sale de jugement. Vocabulaire : témoins, avocat, accuser etc. | Le professeur est juge. Il juge l’étudiant avec ces expression : c’est faux tu as tort, ce n’est pas vrai. Jeux de rôles : le professeur accuse l’étudiant d’un mal faits. Le professeur guide les étudiants à jouer ce rôle. Il corrige les prononciations de mots nouveaux. Le professeur demande aux étudiants de décrire ce qui se passe dans la photo/image. Le professeur écoute et corrige les fautes/félicite les étudiants. L’étudiant se défend avec ces expressions oh pardon : je suis désolé, aie pitié de moi etc. L’étudiant se défend. Trois étudiants jouent les rôles d’accusé, avocat et de juge, un étudiant est juge, l’autre est accusé et l’accusé cherche à se défendre. Les étudiants regardent curieusement : ils essaient de rependre/ réagir individuellement, en groupe et ensemble. Resource pédagogique Traits de textes de littérature, images, photos etc. Textes de dialogue adaptes. Document authentique, photo, image, futur. |
3 | Exprimer une obligation directe/implicite Maîtrise de la langue : emploi des verbes falloir, aller, devoir, être, vouloir, pouvoir au conditionnelle, au futur simple et à l' impératif. Emploi des expressions : il faut…, il doit…, va, allez, tout de suite, un instant, j’allais, vous demander, pourriez/voudriez-vous, je serais obligé, etc. Expression orale : écoute à la radio. Réponse aux questions, posé sur ce qu’on entend. | Le professeur met les verbes en phrases avec Le temps correspondant. Le professeur explique le sens de mots nouveaux. Jeux de rôle : le professeur divise la classe en deux groupes. Le professeur pose des questions sur l’image. Les étudiants copient dans leurs cahiers ils font des exercice écrites (font des phrases) au conditionnelle, au futur simple et a l’impératif, en exprimant une obligation directe/implicite eg. Il faut, il doit, le premier groupe s'adresse au deuxième groupes en utilisant ces expressions d’oblige directe. Eg. Il faut, il doit, va, Vien tout de suite. La deuxième s’adresse à l’aide des expressions implicite eg. Je serais, pourriez-vous, j’allais vous demande etc. Resource pédagogique L’art de conjugué, le dictionnaire, extrait de texte lit, image/photo. Cassettes, textes de dialogue adapté une radio, un film, coupures de journaux etc. |
4 | La conséquence Maîtrise de la langue : Études des expression : bien que, jusqu’à, ce que, à la fin, après tout, en conséquence, par conséquent, le point culminant, c’est, suite à, à la suite de, etc. Expression écrite : une rédaction sur une action/événement/exprimant / montrant la conséquence. Compréhension écrite : sur un texte exprimant la conséquence | Le professeur fait des phrases avec ces expressions il laisse les étudiants copier. Le professeur (fait des gestes) demande aux étudiants de proposer un sujet. Le professeur corrige des fautes. Il lit le texte deux fois. Les étudiants essaient d’en faire individuellement. Puis il écrivent sur ce sujet. Les étudiants écoutent et répondent aux questions correspondantes à l’écrite. Texte de compréhension auditive et écrite. Resource pédagogique Le dictionnaire en document authentique. Extrait d’un texte littéraire, texte de lecture facile, un film, une photo |
5 | Contrôle continu La certitude 2ème Épreuve Maîtrise de la langue : l’emploi des expressions : il est certain que, il n’y a pas de doute que…, Assurément, évidemment, c’est certain, c’est sûr, c’est indéniable. Compréhension orale : lecture sur un entretien montrant certitude. Expression orale : un débat exprimant la certitude | Le professeur demande aux étudiants de faire des phrases avec ces expressions. Le professeur met la cassette audio. Le professeur pose des questions sur la lecture. Le professeur écrit au sujet de débat au tableau (jeu de rôle) il parle d’abord…… Les étudiants en font individuellement, en groupe et ensemble. Les étudiants écoutent bien, les étudiants réagissent en répondant avec ‘‘vrais’’ ou faux ou en faisant des phrases avec : il est certain que, évidement etc. Les étudiants propose ou oppose l’idée en paires ou en groupe avec l’emphase sur la certitude de cette idée. Resource pédagogique Le dictionnaire, texte audio, cassette audio, des photos, textes de dialogue adapté, CD. |
6 | Culture et civilisation Compréhension orale : sur l’Afrique de l’ouest. Les grandes organisations internationales e.g CEDEAO, UMOA, L’ORAN, L’UNU, NU UE. Maitrise de la langue : vocabulaire de mots nouveaux. Exercice écrites les mots nouveaux et des verbes au présent, futur et imparfait. Compréhension écrite : lecture d’un texte sur les grandes organisations internationales de l’Afrique de l’ouest. | Le professeur met un film montrant, les organisations internationales. Le professeur pose des questions sur ce qui se passe/ce qu’ils voient dans ce film. Le professeur écrit de mots nouveaux au tableau. Le professeur donne un exemple d’une phrase…. Le professeur demande des questions sur cette lecture. Il demande aussi aux étudiants de décrire les sens des mots bridgés. Les étudiants regardent avec intérêt. Les étudiants réagissent en parlant individuellement en groupe et ensemble. Les étudiants les copient dans leurs cahiers. Les étudiants essaient de faire des autres phrases autant. Les étudiants essaient de répondre ces questions dans leur cahier en choisissant les réponse juste (en circulant) individuellement et écrivant les mots complets e.g. NU – nation unis, UE – l’union Européenne, CEDEAO etc. Resource pédagogique Un film, documents authentique coupures de journaux, une carte, le dictionnaire, l’art de conjugaison. Texte de lecture facile, document authentique, une carte de l’Afrique de l’ouest. |
7 | Culture et civilisation : la France : les jeunes ; comparaison avec le Nigeria (la mode moderne) Compréhension orale : un film/photos des jeunes Français et des jeunes Nigérians. Maîtrise de la langue : vocabulaire – la mode, être à la mode, sympa, musiciens de rap, style de danser moderne, vie sociale. Revue : Masculine et Féminine, singulier et pluriel, des adjectifs descriptifs physique et de caractère ; Revue : l’adjectif démonstratif, Masculine/Féminine : ce, cette, cet, ces, cela, celui-ci, celui-là, celle-ci, celle-là, etc. Expression écrite : une rédaction sur : les jeunes modernes et l’internet / l’influence d’internet sur les jeunes modernes. | Le professeur montre un film/photos des jeunes gens Français et Nigérians. Le professeur fait une comparaison entre les deux. Puis il demande aux étudiants de faire autant. Le professeur écrit de mots nouveaux au tableau. Il lit le professeur montre des photos et décrit les jeunes : des filles belles, de garçons beaux ; la dame au chapeau rouge ; ce garçon aux lunettes noirs etc. Le professeur donne aux étudiants des exercices écrites. Les étudiants regardent curieusement. Les étudiants décrivent ces jeunes en faisant la comparaison pareille et contraire sur leur manière d’agir /faire quelque chose. Les étudiants regardent et écoutent attentivement. Puis ils répètent après le professeur individuellement, en groupe et ensemble deux fois. Les étudiants copient dans leurs cahiers. Resource pédagogique Un film, photos, documents authentique. |
8 | Culture et civilisation Compréhension écrite : système éducatif en France et au Nigeria (la comparaison) : écoute aux cassettes audio. Maîtrise de la langue : vocabulaire : dortoir, primaire, secondaire, collégien, matière, emploie de temps, récréation, interne, externe, bâtiment, bureau du directeur, sale de classe etc. Expression orale : entretien entre le professeur et l’étudiante sur le système éducatif en France et au Nigeria. | Le professeur met la cassette audio à haute voix. Le professeur pose des questions sur l'émission de la cassette. Le professeur demande aux étudiants de faire des phrases avec ces mots. Le professeur corrige où nécessaire. Le professeur pose des questions e.g comment s’appelle votre école ? où se trouve votre école ? est-ce c’est une école extrême/interne/ primaire/secondaire etc. Les étudiants écoutent attentivement les étudiants répondent. Les étudiants essaient d’en faire individuellement, en groupe et puis ensemble. L’étudiant répondent e.g mon école s’appelle…… il se trouve à l’est du Nigeria/ de la France… c’est une école interne/ externe/primaire/ secondaire. Resource pédagogique Un film, photos, documents authentique |
9 | Culture et civilisation : système éducatif en France et au Nigéria (la comparaison) suite. Maîtrise de la langue : emploi des adjectifs comparatifs, superlatifs e.g. aussi… que, moins…. Que, autant-autant, plus… que etc. l’opposition : comparer en opposant e.g emploi de : par contre / en revanche, au contraire, alors que, tandis que… Expression écrite : une rédaction- votre ami Français vous a écrit en décrivant le système d’éducation chez lui, répondez à cette lettre et lui parlez de système d’éducation ici au Nigéria. | Le professeur explique ces adjectifs comparatifs etc. opposition e.g l’éducation en France est plus chère que… e.g elle adore les maths, en revanche elle déteste la chimie. Il lit ces phrases à l’école des élèves. Le professeur donne une exercice, de rédaction aux étudiants. Le professeur corrige des fautes. Resource pédagogique Les étudiants écoutent, les étudiants regardent et répètent des phrases après lui ensemble deux fois. Les étudiants essaient d’y écrire. |
10 | Révision | Révision |
11 | Révision | Révision |
12 | Examen | Examen |
13 | Examen/Vacance | Examen/Vacance |
المنهج الدراسي للسنة الثانية الثانوية
SCHEME OF WORK FOR S.S TWO
FIRST TERM الفترة الأولى
المحتويات | الموضوع | الأسبوع |
تعريف التعليم , تعريف المدرسة أو مكان التعليم, فوائد التعليم, أهمية الجد والإجتهاد فى طلب العلم, إعطاء فكرة متكاملة حول الموضوع الزراعة فعريفها وكيفية إعـداد الأرض, والحبة الصالحة للزراعـة, كيفية الحصاد والفوائـد الزراعـة. تعريف القرية والمدن. خصائص القرية والمدن, المحن والحرف فى القرية والمدن. تعريف الحياة المدنية مع ضرب الأمثال, خصائص الحياة المدنية, المؤسسات والشركات والمحن والحرف فى المدينة. تعريف الموضوع: كيف نراعى على صحة البدن. فوائد الأغذية لصحـة البدن, الطهارة وأهميتها وفوائدها. كتابة بعض فقرات وقصص بالإنجليزية ثم ترجمتها إلى العربية. تنظيم ألفاظ وأفكار وأسلوب لتكوين الموضوعات الآتية: ١- تسمية المولود ٢- الرسائل الأهـلية ١- حكاية المسرحية بالإيجاز ٢- شخصيات المسرحية ٣- كتابة النقاط الهامة من المسرحية, ١- إخراج الكلمات الصعبة من الخطبة ثم شرحها ٢- قراءة قطعة من خطبة الشيخ آدم. نصوص مختارة للتعرف على التمييز وأقسامه, وحكمه. ١- التعريف بالتمييز ٢- عدة جمل عن التمييز. أنشودة عربية قصيرة مناسبة. قطعة مناسبة عن العلاقات الدولية. ١- التعريف بالدولية ٢- وجود ما زاد على مائة وخمسين دولة ٣- العلاقات الدبلوماسية بينهم. للدروس السابقة | التعليم وأهميته الزراعـة القرية وحياة المدن رعاية صحة البدن الترجمة الإنجليزية إلى العربية الإنشاء المسرحية خطب الشيخ آدم عبد الله الألورى التمييز الأنشودة العلاقات الدولية المراجعة العامة الإمتحانات والتصحيح | الأول الثانى الثالث الرابع الخامس السادس السابع الثامن التاسع العاشر الحادى عشر الثانى عشر الثالث عش والرابع عشر |
المنهج الدراسي للسنة الثانية الثانوية
SCHEME OF WORK FOR S.S TWO
SECOND TERM الفترة الثانية
المحتويات | الموضوع | الأسبوع |
١- قطعة مناسبة عن العقيقة ٢- إستخراج النقاط المهمة من القطعة ٣- إستخراج الألفاظ الغامضة من القطعة وشرحها. قطعة مناسبة تعطى فكرة متكاملة عن مدينة أبوجا من حيث موقعها الجغرافي والبنيان فيهاوالطرق المرصفية والمصاقع والمكاتب والأسواق والمتنزهات والأشياء الرائعة الجميلة فيها من مبان حديثة وما إلى ذلك من الوزرات وغيرها أيات محتارة تحتوى وتنطق على أخلاق حسنة من إكرام الوالدين وعدم عقوقهما وحقوق الجار والصدق والعمل به. صيغ التصغير. مع ضرب عـدة أمثلة ووضع الخط تحت الحال. قطعة مناسبة تتحدث عن الزواج مع ذكر أركان الزواج فيه كالولى وشاهدى عدل والصداقة والصيغة (الإيجاب والقبول). نص مختار من نشرات أو الجرائد أو كتب قصصية. - تعريف الفعل الصحيح مع الأمثلة, مثل: كتب, قرأ, لعب, عـد. – أفعال الفعل الصحيح مع الأمثلة السالم والمهموز والمضاعف. نص مختارة مشتملة على تاريخ حياة الدكتور عيسى ألبى أبوبكر وبعض أبيات شعره - إلى الشعراء - وصف القرآن. نص مختارة مشتملة على تاريخ حياة الشيخ عبد الله ابن فودي فى رثاء المصطفى كالآتى: عفت عندى منازل أهل كبير # وحل على معارفها نكير لفقـد المصطفى فيها بليل # لتصبح فى صباح قمطرير هو ابن الحاج أي عثمان عيا # سراج الحين مأوى للفقير لقد زرئت قبيلتنا جميعا لفقد الصالح الفطن المجير. للدروس السابقة | العقيقة القراءة والفهم مدينة أبكجا العاصمة الجديد للجمهورية آيات مختارة تحث على مكارم الأخلاق التصغير الحال الزواج الترجمةالعربية إلى الإنجليزية. تصريف الفعل الصحيح من شعر الدكتور عيسى ألبى أبى بكر من شعر الشيخ عبد الله بن فودى (تزيين الورقاء) المراجعة العامة الإمتحانات والتصحيح | الأول الثانى الثالث الرابع الخامس السادس السابع الثامن التاسع العاشر الحادى عشر الثانى عشر |
المنهج الدراسي للسنة الثانية الثانوية
SCHEME OF WORK FOR S.S TWO
THIRD TERM الفترة الثالثة
المحتويات | الموضوع | الأسبوع |
مقالة مناسبة تعطى فكرة متكاملة عن الحكومة وواجبها نحو الفرد قطعة عربية للترجمة إلى الإنجليوية وبالعكس مقالة مناسبة تعطى فكرة متكاملة عن هذه العناوين الآتية: ١- حقوق الجيران ٢- الإعتماد على النفس ٣- فوائد التعليم ٤- مباراة كرة القدم ٥- المسؤلية الإجتماعية ٦- حفلة الزواج ۷- حب الخير وأهله. قاعدة نحوية. ١- الأعداد من ثلاثة إلى عشرة تذكر مع المؤنث وتؤنث مع المذكر ٢- الأعداد المركبة المبنية الجزئية على الفتح ماعدا إثنا عشر فالجزء الأول يعرب إعراب المثنى وأما الجزء الثانى فيبنى على الفتح. نص مختار يشمل على جمل مفيدة فيها المنادى كما فى الأمثلة الآتية: ١- يا خليل! تعال هنا. ٢- ياصالح الدين! صل بنا. ٣- يا مسافر! إتق الله. نص مختارة مشتمل على تاريخ حياة القاضى عمر إبراهيم أبيات شعر الأحبـة. نص مختارة تشمل على جمل مفيدة وفى كل منه المفعول المطلق بإعتبار موقعه الإعرابى كما فى الأمثلة ألاتية: ١- لعب حسن لعبا. ٢- يشرب الطفل اللبن شربا. ٣- مـر القطار مـرالسحاب. ٤- أكل أحمد أكلتين. قاعدة نحوية " المفعول المطلق إسم منصوب موافق للفعل فى لفظ وجئ بعد الفعل لتأكيده أو لبيان نوعه. نص مختارة تشمل على جمل مفيدة تبرز المفعول به وموقعه الإعرابى كما فى الأمثلة ألاتية: ١- شـدالتلمذالحبل. ٢- طوت البنت الثوب. ٣- أكل الذئب الخروف. ٤- حاز السابق جائزة. ٥- يصيد الثعلب دجاجة. نص الأنشودة المختارة. كل شيئ فانى# إلا الله باقى. كل شيئ فانى # إلا الله الباقى. أحد صمد # لايموت أبدا. صلوا على محمد# صلوا على محمد. الصلاة والسلام# على رسول الله. الصلاة والسلام # على رسول الله. نص مختارة يشتمل على كلمات وعبارات يتعلق بنظافة الجسم والبيئة منها نظافة البيئة, الجسم, إستحمام, تقليم الأظافر, الذباب, ناموس الأمراض, دورة المياه, الأوساخ الصحة, الوقاية, العلاج. نص مختار تتعلق بالإتحاد الإفريقى منها إستقلال, دول, جمهوريات, التعاون والتفاهم, علاقات السياسية, الأمن, سلام, إتفاقيات, مفاوضات, علاقات. | الحكومة وواجبها نحو الفرد الترجمة من العربية إلى الإنجليزية وبالعكس الإنشاء العدد المنادى من شعر القاضى عمر إبراهيم المفعول المطلق المفعول به الأنشودة النظافة من الإيمان الإتحاد الإفريقى المراجعة والإمتحان والتصحيح. | الأول الثانى الثالث الرابع الخامس السادس السابع الثامن التاسع العاشر الحادى عشر الثانى عشر والثالث عشر |
ECONOMICS
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | TOOLS OF ECONOMIC ANALYSIS
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2 | TOOLS OF ECONOMIC ANALYSIS
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3 | CONCEPT OF DEMAND AND SUPPLY
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4 | CONCEPT OF DEMAND AND SUPPLY
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5 | THE PRODUCTION POSSIBILITY CURVE
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6 | THE PRODUCTION POSSIBILITY CURVE
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7 | COST CONCEPTS
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8 | COST CONCEPTS
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9 | REVENUE CONCEPTS
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10 | TYPES AND FEATURES OF ECONOMIC SYSTEM
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11 | LABOUR MARKET
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12 | LABOUR MARKET
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13 | Revision | Revision |
14 | Examination | Examination |
ECONOMICS
SS 2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | LABOUR MARKET
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2 | ELEMENTARY TREATMENT OF UTILITY THEORY
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3 | PRICE DETERMINATION
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4 | PRICE DETERMINATION
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5 | MARKET STRUCTURE
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6 | MARKET STRUCTURE
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7 | MARKET STRUCTURE
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8 | INDUSTRIES IN NIGERIA
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9 | INDUSTRIES IN NIGERIA
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10 | AGRICULTURE
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11 | AGRICULTURE
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12 | Revision | Revision |
13 | Examination | Examination |
ECONOMICS
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | ELEMENTARY TREATMENT OF FISCAL POLICY
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2 | ELEMENTARY TREATMENT OF FISCAL POLICY
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3 | BALANCED AND UNBALANCED BUDGET
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4 | BALANCED AND UNBALANCED BUDGET
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5 | ELEMENTS OF NATIONAL INCOME ACCOUNTING
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6 | ELEMENTS OF NATIONAL INCOME ACCOUNTING
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7 | TYPES OF FINANCIAL INSTITUTIONS AND THEIR FUNCTIONS
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8 | TYPES OF FINANCIAL INSTITUTIONS AND THEIR FUNCTIONS
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9 | MONEY: DEMAND FOR AND SUPPLY OF MONEY
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10 | MONEY: INFLATION AND DEFLATION
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11 | MONEY
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12 | Revision | Revision |
13 | Examination | Examination |
HAUSA LANGUAGE SS 2 FIRST TERM
ZANGO NA DAYA AJI BIYU
MAKO | JIGO/MAKASUDI | AYYUKA |
1 | Azuzuwa Kalmomi: Malami ya koyar da ma’anar kalma. Sannan ɗalibai su iya tantace azuzuwan kalmomi, kamar:-
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2 | Azuzuwan Kalmomi: A cigaba da koyar a azuzuwan kalmomi irin su:-
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3 | Azuzuwan Kalmomi: Malami ya ƙarƙare koyar da azuzuwan kalmomi kamar su;-
tare da dimbin misalai a cikin jimla. | |
4 | Nazarin Waƙoƙin Baka: Malami ya yiwa ɗalibai bitar ma’anar waƙoƙin baka. Manufofin da muhimmacin waƙoƙin msl: Wayar da kai., Zambo, zuga, nishaɗi, habaici, yabo, raha, kewa. | |
5 | Nazarin Waƙoƙin Baka: Malami ya koyar da ire-iren waƙoƙin baka msl: waka
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6 | Ginin Kalmomi: Malami zai koyar da: Ma’anar ginin kalma, kamar saiwa ko tushen kalma ds. | |
7 | Ginin Kalma: Malami zai koyar da: abubuwan da kalma ta Ƙumsa kamar, ɗafi, ɗafa-goshi, ɗafa-ciki da ɗafa-ƙeya. | |
8 | Insha’I: Malami zai karantar da; wasiƙu bisa tsari da sigoginsu da ƙa,idojin rubutu | |
9 | Nazarin Tatsunniyoyi da Labarai: Malami zai koyar da nazarin tatsuniyoyin da labarai masu koyon dabarun zaman duniya. | |
10 | Nazarin Tatsunniyoyi da labarai: Malami zai koyar da: kyawawan halaye da munanan halaye da ake samu daga tatsuniyoyi da labarai. | |
11 | Camfe-camfe da magugunan gargajiya: Malami zai koyar da: iren-iren camfe-camfen Hausawa; da ma’anarsu da ma’anar magungunan gargajiya da ire-iren magungunan gargajiya, masu bada su da muhimmancinsu. | |
12 | Maimaitawa | |
13 | Jarabawa |
HAUSA LANGUAGE SS 2 SECOND TERM
ZANGO NA BIYU AJI BIYU
MAKO | JIGO/MAKASUDI | AYYUKA |
1 | Nazarin littafin zube: Malami zai karantar da nazarin littafin zube ta fannin: Jigon littafi
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2 | Ci gaba da nazarin littafin zube: Malami ya karantar da salon sarrafa harshe irinsu:
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3 | Furucin baƙaƙe da wasula: Malami zai koyar da: ma’anar tsarin sauti kamar:
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4 | Ci gaba da furicin baƙaƙe wasula: Malami zai koyar da; furicin baƙaƙe;
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5 | Ci gabada furucin baƙaƙe wasulla: Malami zai yi bitar ma’anar gaɓa.
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6 | Nazarin littafin karin magana: Malami zai karantar da:
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7 | Lokuta: Malami zai karantar da:
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8 | Nazarin litaffin wasan kwaikwayo: Malami zai koyar da:
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9 | Ci gaba da nazarin littafin wasan kwaikwayo: Malami zai koyar da:
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10 | Tunanin Bahaushe akan fatalwa: Malami zai koyar da:
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11 | Maimaitawa | |
12 | Jarabawa |
HAUSA LANGUAGE SS 2 THIRD TERM
ZANGO NA UKU AJI BIYU
MAKO | JIGO/MAKASUDI | AYYUKA |
1 | Auna fahimta: Malami zai yi bitar;
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2 | Ci gaba da auna fahimta: Malami zai koyar da;
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3 | Ire-iren fassara: Malami zai koyar da;
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4 | Ci gaba da ire-iren fassara: Malami zai koyar da;
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5 | Nazarin littafin rubutacciyar waƙa: Malami zai koyar da; Nazarin waƙoƙi dangane da;
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6 | Ci gaba da nazarin littafin rubutacciyar waka: Malami zai koyar da;
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7 | Sana’oin gargajiya: Malami zai koyar da;
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8 | Ci gaba da sana’oin gargajiya: Malami zai koyar da;
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9 | Tunanin bahaushe akan iskoki: Malami zai koyar da;
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10 | Ci gaba da tunanin Bahaushe akan iskoki: Malami zai koyar da;
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11 | Maimaitawa | |
12 | Jarabawa | |
13 | Jarabawa |
ASỤSỤ IGBO
SS TWO TAM NKE MBỤ
IZUỤKA 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. | ISIOKWU / NDỊNISIOKWU ỤTỌASỤSỤ: Ekwumekwu: Nkọwa ihe bụ ụbịam na agụụ, ihe ndị na-ebute ha OMENALA: Nkọwa ihe bụ otu nzuzo na ụdị ya gasị n’ala Igbo AGỤMAGỤ: Agụmagụ Ọdịnala – Mmụgharị nkenụdị ya ỤTỌASỤSỤ:Ekwumekwu: Ụzọ dị iche iche a ga-esi gbochie ụbịam na agụụ. OMENALA: Ọmụmụ ndịiche dị n’otu nzuzo na otu nkitị. AGỤMAGỤ: Ọmụmụ Akụkọ Ifo: Mbido na uru ya, ịkọ otu akụkọ na klasị tinyere ihe mmụta ya. ỤTỌASỤSỤ:Nkọwa Edemede Leta na Ụdị Ya – Nkeonye na anamachọihe OMENALA: Ọmụmụ “Ekpe” na “Mmọnwụ” , Ọbụba ha, ọrụ na ọghọm ha AGỤMAGỤ: Ọgụgụ na Ntụle Akụkọ ifo ọdịnala abụọ sitere n’akwụkwọ a họpụtara ỤTỌASỤSỤ: Nkọwa Usoro Edemede Leta Nkeonye na odide otu OMENALA: Ọmụmụ Ọmaba na Odo. Ụzọ e si aba ha, uru na ọghọm ha. AGỤMAGỤ: Ọgụgụ na ntụle abụ ọdịnala abụọ sitere n’akwụkwọ a họpụtara ỤTỌASỤSỤ: Nkọwa UsoroEdemede Leta Anamachọihe na Odide Otu OMENALA: Mgbanwe Dị n’Otu Nzuzo Ugbu a AGỤMAGỤ: Ọgụgụ na Ntụle Ejije Ọdịnala sitere n’akwụkwọ a họpụtara ỤTỌASỤSỤ: Olilo Ụdaume, Nkọwa, ụdị ya dị iche iche na ọmụmaatụ ha. OMENALA: Ọmụmụ ihe bụ dịbịa ọdịnala na ụdị ya dị iche iche, ọmụmụ etu e si abụ dibịa ọdịnala. AGỤMAGỤ: Ọgụgụ abụ ededere Abụọ a họpụtara na nnyocha ya. ỤTỌASỤSỤ: Olilo ụdaume- Ọmụmụ Olilo ihu na olilo azụ OMENALA: Dịbịa Mkpaakwụkwọ/ Mgbọrọgwụ, Dibịa Ọgwụ/Nsi, Oke dibịa: Orụ ha, Uru ha na Oghọm dị na ha. AGỤMAGỤ: Ọgụgụ Akwụkwọ Iduuazị a họpụtara. ỤTỌASỤSỤ: Omụmụ Ụdaume - Ọmụmụ Olilo nlofọ, mmakọ na nlocha OMENALA: Ọmụmụ Dibịa afa na Dibịa aja, Ọrụ ha, uru na ọghọm ha. AGỤMAGỤ: Ọgụgụ akwụkwọ iduuazị a họpụtara. ỤTỌASỤSỤ:Ọmụmụ Ndapụ Ụdaume na Ndapụ Mgbochiume OMENALA: Ntụle Dibịa Ọdịnala na Dibịa Bekee, Ndịiche dị na ha. AGỤMAGỤ: Ọgụgụ na Nchịkọta otu abụ sitere n’akwụkwọ abụ a họpụtara. ỤTỌASỤSỤ: Ọmụmụ Fọnịm na Mọfịm; Ọmụmụ ụdị Mọfịm dị iche iche (mọfịm ndabe na nnọọrọonwe). OMENALA: Akụnụba ndị Igbo, nkọwa na ụdị ihe enwe enwe AGỤMAGỤ: Ọgụgụ Akwụkwọ Ejije a họpụtara ỤTỌASỤSỤ: Ọmụmụ mkpụrụokwu – Nkọwa mkpụrụokwu, nkụzi ndịiche dị n’etiti mọfịm na mkpurụokwu. OMENALA: Enwemenwe Akụnụba – Uru na Oghọm dị n’ịkpata akụ n’ụzọ ziri ezi nakwa n’ụzọ ezighị ezi. AGỤMAGỤ: Ọgụgụ akwụkwọ ejije a họpụtara na nchịkọta ya. MMỤGHARỊ IHE A KỤZIRI NA TAM ULE MMECHI | IHE OMUME NA NGWANKỤZI IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịkọwa ihe ụbịam pụtara na ihe ndị na-ebute ya 3. Ịkparịtaụka gbanyere ihe ndị na-ebute ụbịam na agụụ. 4. Ịkwu ihe bụ otu nzuzo na ụdị ya gasị 5. Ịkọwa agụmagụ ọdịnala 6. Ikwupụta nkenụdị agụmagụ ọdịnala NGWA NKỤZỊ Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, ụmụaka n’onwe ha,dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịkparịtaụka gbasara ụzọ a ga-esi gbochie agụụ na ụbịa 3. Ikwupụta ndịiche atọ dị n’etiti otu nkitị na nke nzuzo e nwere ike isi 4. Ikọ otu akụkọ ifo na ikwu ihe mmụta so ya
akụkọ ifo NGWA NKỤZI Ụgbọ ọjii, akwụkwọ ọgụgụ, tepụ rekọda, chaati, kaadị mgbubam, foto/eserese, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ide otu edemede leta 3. Ịkọwa ụzọ e si aba ekpe na mmọnwụ 4. Ikwupụta ọrụ, uru na ọghọm dị n’ịba mmọnwụ 5. Ịgụ na ịtụle akụkọ ifo ha gụrụ NGWA NKỤZI Akwụkwọ abụ a họọrọ chaatị, akwụkwọ ọgụgụ, ugbo ojii, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Idepụta otu leta nkeonye 3. Ikwu ihe bụ ọmọba na odo 4. Ịkọwaputa ụzọ e si aba ha 5. Ikwu uru na ọghọm dị ọbụba ha 6. Ịgụ na ịtụle otu abụ ọdịnala a họpụtara NGWA NKỤZI Akwụkwọ ọgụgụ, akwụkwọ abụ a họọrọ, ụgbọ ojii, tiivi, redio, tepụrekọda, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Idepụta otu edemede leta anamachọihe 3. Ikwupụta mgbanwe na-abata n’otu nzuzo ugbu a 3. Ịgụ na ịtụle ejije ọdịnala NGWA NKỤZI Akwụkwọ ọgụgụ klasị, akwụkwọ ejije a họọrọ, ụgbọ ojii, foto/eserese IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịkọwa olilo ụdaume 3. Ikwupụta ụdị olilo e nwere na inye ọmụmaatụ ha gasị 4. Ịkọwa dibịa ọdịnala, ụdị ya na etu e si abụ ya 5. Ịgụ na inyocha abụ ederede a họpụtara. NGWA NKỤZI Akwụkwọ ọgụgụklasị, akwụkwọ abụ, ụgbọ ojii, kaadị mgbubam, foto/eserese, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Igosipụta ụdị olulo e nwere 3. Ịkọwapụta ndị iche dị n’etiti ụdị ndị dibịa e nwegasirị 4. Ikwu ọrụ, uru na ọghọm dị n’ịbụ dibịa 5. Ịgụ akwụkwọ iduuazị a họpụtara. NGWA NKỤZI Akwụkwọ ọgụgụ na akwụkwọ iduuazị, ụgbọ ojii, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịkọwapụta ndịiche dị n’etiti ụdị olulo ndị e nwere 3. Ịrụgosi ha n’ahịrịokwu 4. Ịkọwa dibịa afa na aja 5. Ikwu ọrụ, uru na ọghọm ha 6. Ịgụ akwụkwọ iduuazị a họpụtara NGWA NKỤZI Akwụkwọ ọgụgụ na akwụkwọ iduuazị a họọrọ, ụgbọ ojii, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịrụgọsi okwu/ahịrịokwu nwere ndapụ ụdaume na mgbochiume 3. Ịkọwapụta ndịiche abụọ dị na dibịa bekee na nke ọdịnala 4. Ịgụpụta otu abụ sitere n’akwụkwọ a họpụtara NGWA NKỤZI Chaatị ụdaume/mgbochiume, akwụkwọ ọgụgụ klasị, akwụkwọ abụ, dgz IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịkọwa mọfịm na inye ọmụma- atụ ha 3. Ikọwa ihe bụ akụnụba na inye ọmụmaatụ ụdị ihe enwe enwe dị iche iche
NGWA NKỤZI Akwụkwọ ọgụgụ klasị, akwụkwọ ejije a họọrọ, tepụrekọda, redio, dgz. IHE ỤMỤAKWỤKWO GA-EME: 1.Ịkọwapụta ndịiche dị n’etiti mọfịm na mkpụrụokwu 2. Ịkọwa ihe bụ inwe akụnụba 3. Ịme mkparịtaụka gbasara uru na ọghọm dị n’ịkpata akụ n’uzọ ezighi ezi 4. Ịgụ na ikwu na nkenke gbasara akwụkwọ ejije ha gụrụ |
ASỤSỤ IGBO
SS TWO TAM NKE ABỤỌ
IZUỤKA 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. | ISIOKWU / NDỊNISIOKWU ỤTỌASỤSỤ: Mmụgharị Ahịrịokwu na Ụdị ya dị iche iche OMENALA: Mmụgharị Akụnụba na Usoro nnweta ya. AGỤMAGỤ: Ọmụmụ Atụmaatụokwu /asụsụ nka. Nkọwa na ndepụta nkenụdị ya. ỤTỌASỤSỤ: Ọmụmụ “Nkwụwa” na Nkenụụdị ya dị iche iche. OMENALA: Iri Ekpe na ike ekpe AGỤMAGỤ: Ọmụmụ Ụrụokwu na Igbuduokwu ỤTỌASỤSỤ:Ọmụmụ nkebiokwu – Nkọwa ya, ngosipụta ya na nkewapụta nkebiokwu site n’ahịrịokwu. OMENALA: Ndịiche dị n’iri ekpe, ike ekpe na nnọchiọkwa. AGỤMAGỤ: Ọmụmụ bịambịa mgbochi na bịambịa ụda. ỤTỌASỤSỤ: Ọmụmụ Nkebiokwu - Mkpọpụta ụdị ya dị iche iche na Ọmụmụ nkebiokwu keaha na kenkọwaha. OMENALA: Nkọwa agwa ọma na agwa ọjọọ. Ụgwọ onye kpara agwa ọma na ahụhụ onye kpara agwa ọjọọ. AGỤMAGỤ:Ọmụmụ Mmemmadụ na Egbeokwuna. ỤTỌASỤSỤ: Ọmụmụ Nkebiokwu kembuụzọ, kenkwuwa na kenrụaka. OMENALA: Òtù dị iche iche na-achịkwa agwa ọhaneeze, dịka ezinụlọ, otu ọgbọ, otu nzuzo, ụmụọkpụ, mmọnwụ, dgz. AGỤMAGỤ: Ọmụmụ nzaraonwe na Nhajideokwu ỤTỌASỤSỤ: Nkọwa nkebiahịrị, ngosipụta ha n’ahịrịokwu na nkewapụta ha. OMENALA: Ịkọwapụta ụdị echichi na echimechi ọdịnala dị iche iche. AGỤMAGỤ: Ọmụmụ nkwusara na ekwueche ọzọ. ỤTỌASỤSỤ: Ụdị Nkebiahịrị na Ọmụmụ Nkebiahịrị Keaha OMENALA: Echimechi Lọlọ, ọrụ ha na uru ha. AGỤMAGỤ: Ọmụmụ myiri na mbụrụ. ỤTỌASỤSỤ: Ọmụmụ nkebiahịrị kenkọwaaha na kenkwuwa. OMENALA: Ịba amanwụlu, ọrụ na uru ya AGỤMAGỤ: Ọmụmụ ọgharaokwu na soromchịa. ỤTỌASỤSỤ: Nkọwa ihe bụ kategori ụtọasụsụ na ụdị ya dị iche iche: omụmụ pesịn na ngụ. OMENALA: Echimechi ‘eze’ na ụzọ e si echi ya. AGỤMAGỤ: Ọmụmụ nsin-nụda . ỤTỌASỤSỤ: Ọmụmụ ‘Jenda,’ oke na nwunye (metụtara mmadụ na anụmanụ) OMENALA: Ọrụ onye eze na uru inwe eze. AGỤMAGỤ: Agwụgwa MMỤGHARỊ IHE A KỤZIRI NA TAM ULE ULE NA MMECHI | IHE OMUME NA NGWANKỤZI IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịkọwaputa ahirịokwu na udị ya gasị 3. Idepụta ọmụmaatụ ha gasị 4. Ịkpọsita usoro e si enweta akụnụba 5. Ịkọwa asụsu nka na ịrugosị ha n’edemede NGWA NKỤZỊ Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịkọwa ihe nkwuwa na inye ọmụmaatụ ha gasị 3. Nrụgosi nkwuwa n’ahirịokwu 4. Ikwu etu e si eri ekpe na ndị na-eri ekpe 5. Inye ọmumaatu uruokwu/igbudu NGWA NKỤZI Ụgbọ ọjii, akwụkwọ ọgụgụ, chaati, kaadị mgbubam, foto/eserese, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịkọwa nkebiokwu 3. Ịrụgọsị nkebiokwu n’ahirịokwu dị iche iche 4. Ikwupụta ndịiche dị n’etiti iri ekpe na ike ekpe 5. Ịkọwapụta ndịiche dị n’etiti bịambịa mgbochi na bịabia ụda NGWA NKỤZI Chaatị, akwụkwọ ọgụgụ, ugbo ojii, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịkọwa nkebiokwu 3. Ịrụgosị nkebiokwu na ụdị ya dị iche iche 4. Ime mkparịtaụka gbasara agwa ọma na agwa ọjọọ 5. Izipụta mmemmadụ na egbe okwu n’ahịrịokwu NGWA NKỤZI Akwụkwọ ọgụgụ, akwụkwọ ejije a họọrọ, ụgbọ ojii, tiivi, redio, tepụrekọda, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa agwa ọma na agwa ọjọọ 2. Ịkọwa nkebi okwu kembuụzọ na kenkọwa 3. Inye ọmụmaatụ ha 5. Ịkọwa ka otu dị iche iche si achịkwa agwa ọhaneze 5. Ikwu ihe bu ajụju nzaraonwe na nhagideokwu 6. Imebe ahịrịokwu ebe e nwere nzaraonwe na nhagideokwu. NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, foto/eserese, tepụrekọda, redio, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịkọwa ihe bụ nkebiahịrị 3. Ịmebe ahịrịokwu nwere nkebiahịrị 4. Ikwu ụdị echimechi ọdịnala ha maara 5. Ịrụgosi ahịrị nkwusara na ekwu- echeọzọ NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ụdị nkebịahịrị e nwegasịrị 2. Ịkọwa ihe nkebiahịrị keaha 3. Ịnye ọmụmaatụ nkebiahịrị keaha 4. Ịkọwa na inye ọmụmaatụmbụrụ na myiri.
NGWA NKỤZI Akwụkwo ọgụgụ, ụgbọ ojii, chaatị, kaadị mgbubam,dgz IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwapụta ndịiche dị n’etiti nkebi ahirị kenkọwa na kenkwuwa 2. Inye ọmụmaatụ ụdị nkebiahịrị ndị a 3. Ịkọwa ka e si aba amanwụlu 4. Ikwu uru dị n’ịba ya na ọrụ ya 5. Inye ọmụmaatụ ọgharaokwu na soromchịa NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, tepụ rekọda, chaatị, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ikwupụta katigori ụtọasusu ndị e nwere 3. Imebe ahịrịokwu na-eziputa pesịn na ngụ 4. Ịkọwapụta ụzọ e si echi eze 5. Ịrụgosi ahịrịnsinuda NGWA NKỤZI Akwụkwọ ọgụgụ , ụgbọ ojii, kaadị mgbubam, dgz IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa oke na nwunye 2. Ịkọwa ihe bụ jenda 3. Inye ọmụmaatụ okwu na-egosiputa jenda 4. Ikwu ọrụ onye eze na-arụgasị 5. Idepụta uru dị n’inwe onye eze 6. Ikwu agwugwa ndị ha maara NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, dgz. |
ASỤSỤIGBO
SS TWO TAM NKE ATỌ
IZUỤKA 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. | ISIOKWU / NDỊNISIOKWU ỤTỌASỤSỤ: Mmụgharị katigori ụtọasụsụ (Pesịn, ngụ na jenda) OMENALA: Ọmụmụ chi dị iche iche n’ala Igbo dk. Idemmili, Amadịọha, Ibiniụkpabị, dgz, uru na ọghọm ha. AGỤMAGỤ: Nkụzi okwu ntabiire ỤTỌASỤSỤ: Ọmụmu tensi, Nkọwa ya na ụdị ya dị iche iche dk. Tensi ndịmecha na ndịugbua OMENALA: Iri ji n’ala Igbo –usoro na nkwadebe ya. AGỤMAGỤ: Ọgụgụ akwụkwọ iduuazị a họpụtara. ỤTỌASỤSỤ:Ọmụmụ Aspekitị na ụdị ya dị iche iche tinyere ịmaatụ ha. OMENALA: Omenala Igba mgba. Uru na ọghọm dị na ya. AGỤMAGỤ: Ọgụgụ akwukwọ iduuazị a họọrọ. ỤTỌASỤSỤ:Ọgụgụ na aghọtaazaa. Ọgụgụ gbasara nlekọta gburugburu ebe obibi na ụlọakwụkwọ. OMENALA: Ịgba ọfala – Ihe ọ bụ, usoro ya na uru ya. AGỤMAGỤ:Ọgụgụ akwụkwọ ejije a họpụtara. ỤTỌASỤSỤ: Nkụzi ntụgharị; Nkọwa usoro ntụgharị ahịrị-okwu. OMENALA: Ịgụ nwata aha na ịhu nwata eze. AGỤMAGỤ: Ọgụgụ akwụkwọ ejije a họọrọ. ỤTỌASỤSỤ: Ntugharị ilu na akpaalaokwu. OMENALA: Nkwenye ndị Igbo na ụdị ya dị iche iche. AGỤMAGỤ: Ọgụgụ na nchịkọta akwụkwọ ejije a họọrọ. ỤTỌASỤSỤ: Ntụgharị abụ a họpụtara OMENALA: Ọmụmụịlọ ụwa na ọgbanje AGỤMAGỤ: Ọgụgụ akụkọ ifo a họpụtara. ỤTỌASỤSỤ: Ndakọrịta ụdaume OMENALA: Ọmụmụ arụsị, mmụọ, agbara na chukwu AGỤMAGỤ: Ọgụgụ banyere nsogbu a na-enwe na gburugburu ebe obibi dịka: ide mmiri, igbutu osisi aghara aghara. ỤTỌASỤSỤ: Ọmụmụ akara ụdaolu –Itinye akara ụdaolu na mkpụrụokwu ndị nwere otu nsụpe na nghọta dị iche iche iche. OMENALA: Ọmụmụ ngwa ofufe – dk. Okpesi na ọfọ. Uru na ọghọm dị na ha. AGỤMAGỤ: Uru dị n’ilekota gburugburu (environment) na ọghọm na-adị ma elekọtaghị ya. ỤTỌASỤSỤ: Edemede ilu dk. “Ekwe ekwe na-ekwe n’ụta ekwere”. OMENALA: Ọmụmụ ikenga na ọtọnsị. Ọrụ ha na ọghọm ha. AGỤMAGỤ: Uche ụmụaka gbasara akwụkwọ agụmagụ ha dịka ejije ma ọ bụ iduuazị MMỤGHARỊ IHE A KỤZIRI ULE ULE NA MMECHI | IHE OMUME NA NGWANKỤZI IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịrụgosi mkpụrụokwu na-egosipụta pesin, ngụ na jenda n’ahịrịokwu 3. Ịkpọsita ụdị chi ndị ha maara 4. Ikwu uru na ọghọm dị n’inwe chi 5. Ikwu okwu ntabiire NGWA NKỤZỊ Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịkọwa ihe bụ tensị na ụdị ha 3. Iji ahịrịokwu gosipụta ụdị tensị dị iche iche 4. ịkọwa ihe a na-emegasị tupu e rie ji 5. ịgụ akwukwọ iduuazị a họpụtara. NGWA NKỤZI Ụgbọ ọjii, akwụkwọ ọgụgụ klasị, akwụkwọ iduuazị a họọrọ,chaati, kaadị mgbubam, foto/eserese, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịkọwa aspekịtị 3. Ikwupụta ụdị aspekịtị e nwegasirị 4. Idepụta uru na ọghọm dị n’ ịgba mgba 5. Ịgụ akwụkwọ iduuazị a họọrọ NGWA NKỤZI Akwụkwọ ọgụgụ klasị, akwụkwọ iduuazị a họọrọ, ugbo ojii, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịgụ aghọtaazaa 2. Ịza ajụjụ sitere n’aghọtaazaa 4. Ịkọwa ihe ịgba ọfala pụtara 5. Ikwu usoro na uru dị n’ịgba ọfala 6. Ịgụ akwụkwọ ejije a họpụtara NGWA NKỤZI Akwụkwọ ọgụgụ klasị, akwụkwọ ejije a họọrọ, ụgbọ ojii, tiivi, redio, tepụrekọda, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ikwu usoro e si eme ntugharị 3. Ime ntụgharị 4. Ikwu ihe a na-eme n’oge a na-agụ nwata aha maọbụ ma a hu nwata eze 5. Ịgụ akwụkwọ ejije a họọrọ. NGWA NKỤZI Akwụkwọ ọgụgụ klasị, akwụkwọ ejije a họọrọ, ụgbọ ojii, foto/eserese IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịtụgharị ilu na akpaalaokwu ụfọdụ 3. ikwupụta ihe ndị Igbo kwenyere na ha 4. Ịgụ na ịchịkọta ejije ha gụrụ ọnu NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, Kaadị mgbubam, dgz. IHE ỤMỤAKAWỤKWỌGA-EME 1. Ige ntị 2. Ịtụgharị abụ a họpụtara 3. Ịkọwa ịlọ ụwa na ọgbanje 4. Ịgụ na ịza ajụjụ sitere n’akụko ifo a họpụtara NGWA NKỤZI Akwụkwọ ọgụgụ na akwụkwọ akụkọ ifo, ụgbọ ojii, tepụ rekọdụ, redio, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ihe bụ Ndakọrịta ụdaume 2. Inye ọmụmaatụ mkpụrụokwu nwere ndakọrịta ụdaume 3. Ikwu ihe ha maara gbasara arụsị, mmụo, agbara na chukwu 4. Ịgụ ihe ọgụgụ na iji okwu ọhụrụ mepụta mkpụrụokwu NGWA NKỤZI Akwụkwọ ọgụgụ họọrọ, ụgbọ ojii, kaadị mgbubam, tepụ rekọda, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Itinye akara ụdaolu na mkpụrụ - okwu 3. Ịkọwa ngwa ofufe : okpesi na ọfọ 4. Ikwu uru na ọghọm dị n’iji ngwa ofufe ndị a 5. Ịkwu uru na ọghọm na-adị n’ilekọta maọbụ elekọtaghị gburugburu anya. NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, tepụ rekọda, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ide edemede ilu 2. Ikwu ihe bụ ikenga na otọnsị 3. Idepụta ihe bụ ọrụ ha 4. Ikwu ọghọm na-eso ha 5. Ikwupụta uche ha gbasara akwụkwọ agụmagụ ha gụrụ NGWA NKỤZI Akwụkwọ ọgụgụ klasị, akwụkwọ iduuazị/ejije, ụgbọ ojii, tepụ rekọda, chaatị, dgz. |
YORÙBÁ SS 2 TÁÀMÙ KÌN-ÍN-NÍ
ÕSÊ | ORÍ ÕRÕ/ ÀKÓÓNÚ | ÀMÚŚE IŚË |
1 | ÈDÈ: Àròkô Aláríyànjiyàn ÀKÓÓNÚ IŚË
| OLÙKÖ: a. Śe àlàyé ìgbésê inú ìlapa èrò àkôlé àròkô aláríyànjiyàn kan ní kíkún. b. Tö akëkõö sönà láti lo ìlapa èrò yçn láti kô àròkô. d. Yç iśë akëkõö wò e. Darí akëkõö láti śe àríyànjiyàn lórí orí-õrõ tí wön yàn ní kíláásì. AKËKÕÖ: a. Tëtí sí àlàyé olùkö kí o sì kíyèsí àwôn ìgbésê ìlapa èrò tí olùkö kô sílê. b. Kô àwôn àlàyé ojú pátákó sílê. d. Lo ìlapa èrò tí olùkö śe láti kô àròkô. e. Kópa nínú śíśe àríyànjiyàn lórí orí-õrõ ní kíláásì. OHUN-ÈLÒ ÌKÖNI:
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2. | LÍTÍRÈŚÕ: Àtúpalê Ìwé Eré-Onítàn ÀKÓÓNÚ IŚË
d. Àhunpõ ìtàn e. Ibùdó ìtàn ç. Êdá ìtàn f. Ìlò-èdè g. Ìjçyô àśà gb. Àmúyç àti àléébù | OLÙKÖ: a. Tö akëkõö sönà láti kà ìwé eré-onítàn. b. Śe àlàyé ní kíkún lórí ìjçyô atótónu iśë nínú ìwé eré-onítàn:
d. Kíkô àwôn õrõ pàtàkì pàtàkì tó súyô sí ojú pátákó kí o sì śàlàyé ìtumõ wôn. AKËKÕÖ: a. Ka ìwé eré-onítàn wá láti ilé àti nínú kíláásì. b. Tëtí sí àlàyé olùkö d. Kô àwôn õrõ tí olùkö kô sí ojú pátákó ìwé OHUN-ÈLÒ ÌKÖNI:
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3. | ÀŚÀ: Ìsìnkú ÀKÓÓNÚ IŚË
d. Ìtöjú òkú e. Títë òkú ní ìtë êyç ç. Ìbánikëdùn f. Bí a śe ń sin òkú ní ayé àtijö g. Ìsìnkú abàmì êdá; abuké, çni ti odò gbé, çni tó pokùnso, çni tó jábö lórí õpç. gb. Òkú ríró h. Śíśe eegun òkú/ àgõ fífà abbl | OLÙKÖ: a. Śe àlàyé kíkún nípa oríśiríśi ikú tí ń pani b. Śe àlàyé bí a ti ń sin oríśiríśi òkú àti ètùtù tí ó rõ mö ôn. d. Kô àwôn õrõ pàtàkì pàtàkì sí ojú pátákó ìkõwé. e. Śe àlàyé kíkún lórí ìsìnkú àgbà. AKËKÕÖ: a. Tëtí sí àwôn àlàyé olùkö. b. Kô àwôn õrõ pàtàkì pàtàkì tí olùkö kô sojú pátákó ìkõwé sínú ìwé rê OHUN-ÈLÒ ÌKÖNI:
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4. | ÈDÈ: Gbólóhùn ÀKÓÓNÚ IŚË
d. Alábödé e. Oníbõ ç. Alákànpõ | OLÙKÖ: a. Kô oríśiríśi àpççrç gbólóhùn sí ojú pátákó ìkõwé. b. Sô fún akëkõö láti fa ìlà sí abë õrõ-ìśe àti olùwà nínú gbólóhùn d. Śe àlàyé àbùdá gbólóhùn alábödé, oníbõ àti alákànpõ. AKËKÕÖ: a. Tëtí sí àlàyé olùkö b. Śe àwòkô àwôn àpççrç gbólóhùn tí olùkö kô sójú pátákó. d. Fa ìlà sí abë õrõ-iśë àti olùwà rê. OHUN-ÈLÒ ÌKÖNI:
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5. | ÀŚÀ: Eré Ìdárayá ÀKÓÓNÚ IŚË
d. Eré abëlé e. Eré ìta gbangba bí i; òkòtó, àrìn, ìjàkadì/ çkç, ògò gbígbõn abbl. | OLÙKÖ: a. Śe àlàyé bí a ti ń śe díê nínú eré ìdárayá tí ó mënuba. b. Tö àwôn akëkõö sönà láti śe àwôn eré ìdárayá. d. Kô àwôn orin inú eré ìdárayá náà sójú pátákó AKËKÕÖ: a. Sô ohun tí o mõ nípa eré ìdárayá sáájú ìdánilëkõö. b. Dárúkô díê nínú eré ìdárayá mìíràn tí o mõ. d. Tëtí sí àlàyé olùkö. e. Kópa nínú eré ìdárayá tí olùkö kô sójú pátákó. OHUN-ÈLÒ ÌKÖNI:
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6. | LÍTÍRÈŚÕ: Àtúpalê Ewì Alohùn (Àsàyàn ìwé kan) ÀKÓÓNÚ IŚË a. Àkóónú
b.Lítírèśõ alohùn mìíràn d. Õgangan ipò àwôn akéwì, êsìn/ ìśe wôn, àkókò ìkéwì abbl | OLÙKÖ: a. Jë kí àwôn akëkõö gbìyànjú láti ka ewì alohùn löpõlôpõ ìgbà. b. Śe àlàyé lórí kókó õrõ, êkö, ìlò-èdè àmúyç àti àléébù inú ìwé àsàyàn ewì alohùn. AKËKÕÖ: a. Fi etí sí ewì tí olùkö ń kà fún wôn. b. Gbìyànjú láti kéwì tí o bá mõ. d. Ka ìwé àsàyàn yìí. OHUN-ÈLÒ ÌKÖNI:
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7. | ÀŚÀ: Ètò Ìśèlú ÀKÓÓNÚ IŚË a. Ààtò agbo ilé
| OLÙKÖ: a. Śe àlàyé lórí ààtò agbo-ilé àti ààtò oyè jíjç. b. Śe ètò eré-oníśe lórí àśà ìfinijoyè d. Fi fídíò ayçyç ìfinijoyè han àwôn akëkõö AKËKÕÖ: a. Tëtí sí àlàyé olùkö b. Kópa nínú eré-oníśe lórí àśà ìfinijoyè d. Wo fídíò ìfôbajç OHUN-ÈLÒ ÌKÖNI:
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8. | ÈDÈ: Àròkô Oníròyìn ÀKÓÓNÚ IŚË a. Àròkô oníròyìn
| OLÙKÖ:
d. Śe àlàyé ìpín afõ e. Śe àlàyé ìfàmìsí ç. Śe àlàyé ìgúnlê f. Śe àlàyé ìlò èdè AKËKÕÖ:
OHUN-ÈLÒ ÌKÖNI:
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9. | ÀŚÀ: Ètò Ôrõ-Ajé (Ìpolówó Ôjà) a. Ìdí tí a fi ń polówó ôjà b. Bí a śe ń polówó ôjà, b.a êkô tútù, ç ç jçran êkô d. Ôgbön ìpolówó ôjà ní ayé àtijö àti òde òní, b.a ìpolówó lórí rédíò, tçlifísàn, ìwé ìròyìn, ìkiri abbl | OLÙKÖ a. Tç ìpolówó ôjà tí a ti tê sórí téèpù fún àwôn akëkõö gbö. b. Fún àwôn akëkõö ní àýfààní láti śe ìpolówó ôjà ní kíláásì. d. Kó akëkõö lô śe àbêwò sí ôjà tàbí ìdíkõ. AKËKÕÖ a. Tëtí sí téèpù tí olùkö tê b. Kópa nínú śíśe ìpolówó ôjà nínú kíláásì d. Śe àbêwò sí ôjà tàbí ìdíkõ láti gbö oríśiríśi ìpolówó ôjà. OHUN-ÈLÒ ÌKÖNI
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10. | LÍTÍRÈŚÕ: Itêsíwájú Àtúpalê Ewì Àpilêkô
d. Ètò/ Ìhun e. Ìlò èdè ç. Àmúyç àti Àléébù | OLÙKÖ a. jë kí akëkõö ka ewì àpilêkô b. śe àlàyé ní kíkún lórí ìjçyô àkóónú d. kô bí ó śe jçyô nínú ewì àpilêkô àsàyàn:
d. Kô àwôn õrõ tí ó śe pàtàkì pàtàkì sí ojú pátákó ìkõwé, śíśe àlàyé lórí ìtumõ wôn. AKËKÕÖ
d. Da àwôn õrõ tí olùkö kô sójú pátákó kô sínú ìwé. OHUN-ÈLÒ ÌKÖNI
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11. | ÈDÈ: Õrõ Àyálò a. Àlàyé lórí õrõ àyálò b. Òfin tí ó de õrõ àyálò d. Okùnfà õrõ àyálò–Êsìn, Ètò ôrõ-ajé àti bëê bëê lô. e. Ìlànà õrõ àyálò (àfojúyá àti àfetíyá) | OLÙKÖ a. Śe àlàyé kíkún lórí õrõ àyálò b. Śe àlàyé okùnfa õrõ àyálò d. Śe àlàyé fún àwôn akëkõö lórí ìlànà õrõ àyálò àfojúyá àti àfetíyá. AKËKÕÖ a. Tëtí sí àlàyé olùkö b. kô kókó ìdánilëkõö sílê. OHUN-ÈLÒ ÌKÖNI
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12. | ÈDÈ: Õrõ àgbàsô (Afõ asafõ àti afõ Agbàrán) a. Ìtumõ õrõ àgbàsô b. Àlàyé lórí afõ asafõ àti afõ agbàrán d. Àwôn atöka õrõ àgbàsô. e. Àwôn ìsõrí õrõ tí ó máa jçyô nínú õrõ àgbàsô. | OLÙKÖ a. Śe àlàyé ìtumõ õrõ àgbàsô fún àwôn akëkõö. b. Jë kí akëkõö mô ìyàtõ láàrin afõ asafõ àti afõ agbàrán. d. Kô àwôn atöka àgbàsô fún akëkõö e. Kô àwôn ìsõrí õrõ tí ó máa ń jçyô nínú õrõ àgbàsô sí ojú pátákó ìkôwé. AKËKÕÖ a. Tëtí sí àlàyé olùkö. b. Kí akëkõö śe àgbàsô õrõ láàrin ara wôn. d. Kô àwôn õrõ tí ó śe pàtàkì tí olùkö kô sí ojú pátákó sí inú ìwé. OHUN-ÈLÒ ÌKÖNI
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13. | ÀTÚNYÊWÒ ÊKÖ | |
14. | ÌDÁNWÒ |
YORÙBÁ SS 2 TÁÀMÙ KEJÌ
ÕSÊ | ORÍ ÕRÕ/ ÀKÓÓNÚ | ÀMÚŚE IŚË |
1. | ÈDÈ: Àròkô (Lëtà gbêfê) ÀKÓÓNÚ IŚË a. Àdírësì b. Ìkíni d. Àkôlé e. Déètì ç. Kókó õrõ f. Àsôkágbá | OLÙKÖ: a. Tö akëkõö sõnà láti kô àròkô b. Gbìyànjú láti kô àròkô tí olùkö bá yàn fún wôn AKËKÕÖ: a. Têlé ìlànà olùkö láti kô àròkô. b. Gbìyànjú láti kô àròkô tí olùkö bá yàn fún wôn OHUN-ÈLÒ ÌKÖNI:
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2. | ÌWÉ KÍKA: Àtúpalê Ìtàn Àròsô ÀKÓÓNÚ IŚË Akëkõö yóò le śe àtúpalê a. Kókó õrõ b. Àhunpõ ìtàn àti ìfìwàwêdá d. Ibùdó ìtàn e. Ôgbön ìsõtàn ç. Ìlo èdè f. Àśà tó jçyô nínú ìtàn àròsô | OLÙKÖ: a. Jë kí akëkõö ka ìwé ìtàn àròsô ní àkàyé b. Śe àlàyé tó kún lórí ìwé ìtàn àròsô d. Kô àwôn õrõ pàtàkì pàtàkì tí ó jçyô jáde sójú pátákó AKËKÕÖ: a. Ka ìwé ìtàn àròsô wa láti ilé àti nínú kíláásì b. Tëtí sí àlàyé olùkö d. Da àwôn õrõ tí olùkö kô sójú pátákó kô sínú ìwé rç. OHUN-ÈLÒ ÌKÖNI:
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3. | ÈDÈ: Aáyan Ògbufõ ÀKÓÓNÚ IŚË a. Títúmõ àyôlò ewì ní èdè Gêësì kan sí èdè Yorùbá b. Títúmõ ewì ní èdè Yorùbá sí èdè Gêësì. | OLÙKÖ: a. Tö akëkõö sönà láti túmõ ewì kúkurú kan ní èdè geeai sí Yorùbá. b. Tö akëkõö sönà láti túmõ ewì Yorùbá sí èdè Gêësì. AKËKÕÖ: a. Túmõ àyôlò ewì kúkurú kan ní èdè Gêësì àti Yorùbá b. Túmõ ewì kúkurú ní èdè Yorùbá sí èdè Gêësì OHUN-ÈLÒ ÌKÖNI
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4. | ÈDÈ: Ìhun Gbólóhùn – oríśiríśi awë gbólóhùn a. Ìhun awë-gbolohun b. Iśë tí awë-gbólóhùn ń śe nínú gbólóhùn | OLÙKÖ: a. Śe àlàyé ìyàtõ láàrin àpólà àti awë-gbólóhùn. b. Śe àlàyé àbùdá awë-gbólóhùn. d. Śe àlàyé olórí awë-gbólóhùn e. Śe àlàyé awë-gbólóhùn afarahç ç. Fi ìyàtõ han láàrin olórí gbólóhùn àti awë-gbólóhùn afarahç. AKËKÕÖ: a. Fi àpólà gbólóhùn wé awë-gbólóhùn láti le mô ìyàtõ tó wà láàrin wôn. b. Sô àbùdá awë-gbólóhùn afarahç OHUN-ÈLÒ ÌKÖNI:
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5. | ÀŚÀ: Ètò Ogún jíjç ÀKÓÓNÚ IŚË a. Ìtumõ ogún àti ohun tí à ń jç lógún b. Ìyàtõ láàrin ogún ìyá àti ogún baba d. Õnà tí à ń gbà pín ogún e. Àwôn tó ní êtö sí ogún ç. Wàhálà tí ó rõ mö ogún pínpín | OLÙKÖ: a. Śe àlàyé ohun tí ogún jíjç jë fún àwôn akëkõö. b. Tö àwôn akëkõö sönà láti śe eré oníśe lórí ètò ogún pínpín nínú kíláásì. d. Śe àlàyé ìyàtõ ogún ìyá àti ogún baba e. Jë kí akëkõö wo/ tëtí sí ètò ogún pínpín lórí ètò ìyanjú aáwõ lórí tçlifísàn àti rédíò. AKËKÕÖ: a. Tëtí sí àlàyé olùkö b. Kópa nínú eré ètò ogún pínpín nínú kíláásì d. Wo ètò ogún pínpín ní kóòtù OHUN-ÈLÒ ÌKÖNI:
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6. | ÈDÈ: Pípajç àti ìsúnkì ÀKÓÓNÚ IŚË a. Oríkì ìpajç b. Òfin ìpajç d. Fáwëlì pípajç e. Köńsónáýtì pípajç ç. Ìyöpõ fáwëlì f. Oríkì ìsúnkì g. ìbáśepõ tí ó wà láàrin ìpajç àti ìsúnkì | OLÙKÖ: a. Sô oríkì ìpajç àti ìsúnkì àti ìjçyôpõ b. Sô òfin tó de ìpajç, ìsúnkì àti ìyöpõ fáwëlì d. Sô oríśiríśi ìpajç tí ó wà e. Béèrè ìbéèrè löwö akëkõö ç. Dáhùn ìbéèrè àwôn akëkõö f. Yan kókó sójú pátákó AKËKÕÖ: a. Tëtí sí olùkö. b. Béèrè ìbéèrè löwö olùkö d. Dáhùn ìbéèrè olùkö e. Śe àkôsílê sínú ìwé rç. OHUN-ÈLÒ ÌKÖNI
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7. | LÍTÍRÈŚÕ: ÌtêsíwájúÀtúpalê Ewì Alohùn ÀKÓÓNÚ IŚË
d. Ìlù, ijó, orin tí ó jç mö ewì e. Ìjçyô àśà àti ìśe ç. Ìlò èdè f. Àmúyç àti àléébù nínú ewì náà | OLÙKÖ: a. Śe àlàyé àwôn kókó õrõ inú ewì náà b. Śe àlàyé ààtò d. Śe àlàyé ônà èdè àti ìsôwö-lo-èdè tó jçyô e. Kô àwôn õrõ pàtàkì pàtàkì tí ó súyô sí ojú pátákó AKËKÕÖ: a. Fi ara balê ka àsàyàn ìwé ewì alohùn b. Śe àkôsílê àwôn kókó õrõ śíśê-n-têlé d. Töka sí ônà èdè àti ìsôwö-lo-èdè e. Kô àwôn õrõ pàtàkì pàtàkì ojú pátákó ìkõwé sílê OHUN-ÈLÒ ÌKÖNI:
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8. | ÀŚÀ: Ètò Ìdájö ÀKÓÓNÚ IŚË a. Õnà tí a fi ń śe ìdájö látijö ni õdõ; baálê, ìjòyè ìlú, ôba. Ipa çmçsê/ ìlàrí b. Ìdájö lóde òní: ilé çjö ìbílê, ilé çjö gíga, ilé çjö kò-të-mi-lörùn, ilé çjö tó ga jù. Ìgbìmõ elétíigbáròyé, ipa aködà, ôlöpàá, wödà abbl. | OLÙKÖ: a. Śe àlàyé ètò ìdájö látijö àti lóde oni b. Śe àlàyé ewu tó wà nínú dídájö èké àti àýfààní ìdájö òdodo AKËKÕÖ a. Sô ohun tí o mõ nípa ètò ìdájö b. Tëtí sí àlàyé olùkö lórí ètò ìdájö d. Béèrè ìbéèrè tí ó bá rú ô lójú OHUN-ÈLÒ ÌKÖNI
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9. | ÈDÈ: Àrànmö ÀKÓÓNÚ IŚË
d. Àrànmö Fáwëlì e. Àrànmö iwájú ç. Àrànmö êyìn f. Àrànmö aláìfòró àti àrànmö afòró | OLÙKÖ a. Śe àlàyé fún àwôn akëkõö ohun tí àrànmö jë b. Sô oríśiríśi àrànmö tí ó wà pêlú àpççrç tí ó múná dóko d. Béèrè ìbéèrè löwö akëkõö e. Śe àkôsílê sójú pátákó AKËKÕÖ a. Tëtí sí olùkö b. Béèrè ìbéèrè löwö olùkö d. Dáhùn ìbéèrè olùkö e. Śe àkôsílê sínú ìwé rç OHUN-ÈLÒ ÌKÖNI
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10. | ÈDÈ: Wúnrên onítumõ gírámà ÀKÓÓNÚ IŚË a. oríkì wúnrên onítumõ àdámö b. Ibá-ìśêlê ôjö iwájú d. Ibá-ìśêlê löwölöwö e. Ibá-ìśêlê atërçrç ç. Ibá-ìśêlê aśetán f. Ibá-ìśêlê bárakú | OLÙKÖ a. Olùkö yóò śàlàyé fún akëkõö ohun tí à ń pè ní wúnrên onítumõ gírámà. b. Olùkö yóò kô àwôn wúnrên yìí sílê: yóò, máa, ti, ń, àti bëê bëê lô d. Olùkö yóò kö àwôn akëkõö ní ibá yìí; ôjö iwájú, löwölöwö, aśetán, atërçrç àti bárakú. AKËKÕÖ a. Akëkõö yóò tëtí sí olùkö b. Akëkõö yóò dáhùn ìbéèrè d. Akëkõö yóò kô àkôsílê sínú ìwé rê OHUN-ÈLÒ ÌKÖNI
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11. | ÀTÚNYÊWÒ ÊKÖ | |
12. | ÌDÁNWÒ |
YORÙBÁ SS 2 TÁÀMÙ KËTA
ÕSÊ | ORÍ ÕRÕ/ ÀKÓÓNÚ | ÀMÚŚE IŚË |
1. | ÈDÈ: Àtúnyêwò Àròkô Ajçmö-ìsípayá ÀKÓÓNÚ IŚË a. Ìlànà èrò àròkô ajçmö-ìsípayá b. Àkôlé d. Ìfáàrà e. Kókó àròkô ç. Àgbálôgbábõ f. Àtúntò àwôn ìpín afõ g. Kíkô àròkô lórí àkôlé bí i ôjà, omi, ìwé-ìròyìn, ààwê abbl | OLÙKÖ a. Rán akëkõö létí ìlànà tí wön ní láti têlé láti kô àròkô ajçmö-ìsípayá b. Śe àlàyé àwôn ìlapa èrò lórí àròkô ajçmö-ìsípayá d. Tö akëkõö sömà layi kô àròkô AKËKÕÖ a. Tëtí sí àlàyé olùkö b. Lo ìlapa èrò olùkö láti kô àròkô ajçmö-ìsípayá OHUN-ÈLÒ IKÖNI
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2. | ÀŚÀ: Ìranra-çni-löwö ÀKÓÓNÚ IŚË 1. Èsúsú 2. Àjô 3. Õwê 4. Àáró 5. Àrokodóko 6. Gbà- mi-o-rà-mí 7. Çgbë Aláfôwösowöpõ | OLÙKÖ a. Śe àlàyé oríśiríśi àśà ìranra-çni-löwö àti àýfààní wôn. b. Śe àlàyé ipò àśà ìranra-çni-löwö nínú iśë àjùmõśe àti ôrõ-ajé d. Darí akëkõö láti jíròrò lórí çgbë aláfôwösowöpõ e. Kó akëkõö lô sí ìdí çbu níbi tí wön ti jô ń fôwösowöpõ śiśë AKËKÕÖ a. Tëtí sí àwôn àlàyé olùkö sì śe àkôsílê kókó kókó õrõ bí ó ti yç b. Śe ìbéèrè lórí ohun tí kò bá yé ô d. Kópa nínú ìjíròrò tí olùkö darí lórí çgbë aláfôwösowöpõ OHUN-ÈLÒ ÌKÖNI
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3. | ÈDÈ: Õrõ Àyálò ÀKÓÓNÚ IŚË a. Àlàyé lórí õrõ àyálò b. Òfin tí ó de õrõ àyálò d. Okùnfà õrõ àyálò – Êsìn, Ètò ôrõ-ajé àti bëê bëê lô. e. Ìlànà õrõ àyálò (àfojúyá àti àfetíyá) | OLÙKÖ a. Śàlàyé kíkún lórí õrõ àyálò b. Śàlàyé okùnfa õrõ àyálò d. Śàlàyé fún àwôn akëkõö lórí ìlànà õrõ àyálò àfojúyá àti àfetíyá AKËKÕÖ a. Tëtí sí àlàyé olùkö b. kô kókó ìdánilëkõö sílê. OHUN-ÈLÒ ÌKÖNI
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4. | ÈDÈ: Àròkô Alápèjúwe ÀKÓÓNÚ IŚË a. Kókó õrõ b. Ìlapa èrò d. Ètò kókó e. Ìfáàrà ç. Èdè f. Ìkádìí | OLÙKÖ a. Olùkö śàlàyé orí-õrõ àròkô alápèjúwe fún àwôn akëkõö bí i – Ilé-Ìwé Mi, Títì Márosê Èkó sí Ìbàdàn, Õgá Yorùbá Mi abbl b. Olùkö yóò kö àwôn akëkõö bí a śe ń śe ìlapa èrò wa lórí àròkô yìí. d. Olùkö yóò kö àwôn akëkõö bí wôn yóò śe śe ètò kókó tí wön ní láti kô sílê AKËKÕÖ a. Akëkõö yóò tëtí sí olùkö b. Akëkõö yóò śàpèjúwe bí olùkö Yorùbá wôn śe rí d. Akëkõö yóò kô kókó inú ìdánilëkõö sílê OHUN-ÈLÒ ÌKÖNI
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5. | ÀŚÀ: Õnà Ìbánisõrõ ÀKÓÓNÚ IŚË 1a. Lílo êyà ara fún ìbánisõrõ b. Śíśe ni ni èékánná d. Orí gbígbõn e. Ojú sísë ç. Títçnimölê f. Imú yínyín 2. Ìpàrokò a. Ìbánisõrõ ayé òde òní bí àpççrç ìwé ìròyìn, tçlifísàn, rédíò abbl | OLÙKÖ a. Śàlàyé õnà ìbánisõrõ ní ayé àtijö b. Śàlàyé õnà ìbánisõrõ ní ayé òde òní d. Śàlàyé ohun èlò ìbánisõrõ ní ayé àtijö àti òde òní AKËKÕÖ a. Śàlàyé nípa õnà ìbánisõrõ yálà ayé àtijö tàbí òde òní b. Sô nípa ohun ìbánisõrõ tó mõ d. Śàlàyé bí a śe ń fi ìpàrokò bánisõrõ OHUN-ÈLÒ ÌKÖNI
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6. | ÈDÈ: Ìhun gbólóhùn ÀKÓÓNÚ IŚË a. Àpólà õrõ-oruko b. Àpólà õrõ-ìśe d. Àpólà õrõ-atökùn | OLÙKÖ a. Tö àwôn akëkõö sönà láti dá àwôn àpólà-orúkô mõ nínú gbólóhùn . b. Śe àlàyé fún àwôn akëkõö lórí fönrán inú àpólà, ìhun wôn àti ìśesí wôn nínú gbólóhùn AKËKÕÖ a. Tëtí sí ìdánilëkõö olùkö b. Kô àwôn àpççrç tí olùkö kô sí ojú pátákó sí inú ìwé wôn OHUN-ÈLÒ ÌKÖNI
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7. | ÀŚÀ: Owó yíyá àti gbèsè gbígbà ÀKÓÓNÚ IŚË 1a. Àlàyé lórí owó yíyá b. Ìdí tí a fi ń yáwó d. Onídùúró 2. Àlàyé lórí bí a śe ń gba gbèsè a. Dídógò b. Òsómàálò abbl 3. Owó yíyá òde òní | OLÙKÖ a. Àlàyé kíkún lórí owó yíyá b. Olùkö yóò śàlàyé àwôn ìdí tí a fi ń yáwó fún akëkõö d. Àlàyé lórí bí a śe ń gba gbèsè e. Jíròrò pêlú àwôn akëkõö ç. Śàlàyé owó yíyá ní òde òní fún àwôn akëkõö AKËKÕÖ a. Tëtí sílê b. Kô kókó ìdánilëkõö sílê d. Kópa nínú ìjíròrò bí a śe ń yáwó. OHUN-ÈLÒ ÌKÖNI
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8. | ÈDÈ: Òýkà Èdè Yorùbá láti Çgbàá dé Àádöta Õkë ÀKÓÓNÚ IŚË a. Kín ni òýkà? b. Òýkàa Çgbàá dé Àádöta õkë d. Ìlò òýkà | OLÙKÖ a. Śàlàyé ohun tí òýkà jë b. Sô ìwúlò òýkà d. Tö àwôn akëkõö sönà láti kô òýkà láti çgbàá títí dé àádöta õkë e. Śe àlàyé ìgbésê õnà ní kíkún b.a. i. 20 + 10 = àròpõ ii. 13 – 18 = àyôkúrò iii. 10 x 5 = ìsôdipúpõ AKËKÕÖ a. Tëtí sí àlàyé olùkö lórí òýkà àti ìwúlò rê b. Ka òýkà láti çgbàá dé àádöta õkë OHUN-ÈLÒ ÌKÖNI
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9. | ÈDÈ: Àmì Ohùn ÀKÓÓNÚ IŚË a. Irú èdè wo ni èdè Yorùbá: Èdè olóhùn b. Àmì tí ó wà nínú èdè Yorùbá d. Àmì òkè e. Àmì àárin ç. Àmì ìsàlê 2. Àwôn õrõ onísípëlì kan náà tí àmì yà sötõ – agbôn, ôkô, aya abbl | OLÙKÖ a. Olùkö yóò śàlàyé bí èdè Yorùbá śe jë èdè olóhùn b. Olùkö yóò śàlàyé oríśi àmì ohùn tí a ní nínú èdè Yorùbá d. Olùkö yóò jë kí o yé àwôn akëkõö pé ìró fáwëlì ni ó máa ń gba àmì lédè Yorùbá àyàfi köńsónáýtì aránmú aśesílébù AKËKÕÖ a. Akëkõö yóò tëtí sí olùkö. b. Akëkõö yóò kô kókó ìdánilëkõö sínú ìwé wôn d. Jíròrò pêlú olùkö lórí bí a śe ń lo àwôn àmì yìí. OHUN-ÈLÒ ÌKÖNI
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10. | FÓNËTÍÌKÌ: Àpèjúwe Ìró Köńsónáýtì ÀKÓÓNÚ IŚË a. Kín ni fónëtíìkì? b. Alífábëêtì Yorùbá d. Ìró Köńsónáýtì e. Àpèjúwe ìró Köńsónáýtì i. ibi ìsçnupè ii. õnà ìsçnupè iii. ipò tán-án-ná ç. Ìró köńsónáýtì jë méjìdínlógún | OLÙKÖ a. Olùkö yóò kí oríkì fónëtíìkì fún àwôn akëkõö b. Olùkö yóò śàlàyé bí a śe ń śàpèjúwe ìró köńsónáýtì d. Olùkö yóò śàlàyé ìró akùnyùn àti ìró àìkùnyùn AKËKÕÖ a. Akëkõö yóò tëtí sí ohun tí olùkö ń wí b. Akëkõö yóò kô kókó ìdánilëkõö sí inú ìwé wôn d. Akëkõö yóò kópa nínú ìjíròrò OHUN-ÈLÒ ÌKÖNI
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11. | FÓNËTÍÌKÌ: Àpèjúwe ìró fáwëlì ÀKÓÓNÚ IŚË a. Kín ni ìró fáwëlì? b. Àpèjúwe ìró fáwëlì i. Ipò ètè – pçrçsç, roboto ii. Ipò ahön – iwájú, êyìn àti àárin ahön iii. Ipò àfàsé – Àránmú àti Àìránmú – ìró fáwëlì jë méje | OLÙKÖ a. Olùkö yóò śàlàyé oríkì fáwëlì fún àwôn akëkõö b. Olùkö yóò śàlàyé ipò ètè, ipò àfàsé àti ipò ahön nígbà tí a bá ń pe ìró fáwëlì. d. Olùkö yóò śàlàyé oríśi fáwëlì tí a ní. AKËKÕÖ a. Akëkõö yóò tëtí sí ohun tí olùkö ń kö wôn b. Kô kókó ìdánilëkõö sínú ìwé wôn d. Béèrè ìbéèrè löwö olùkö OHUN-ÈLÒ ÌKÖNI
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12. | ÀTÚNYÊWÒ IŚË | |
13. | ÌDÁNWÒ |
TECHNICAL DRAWING
SS 2 FIRST TERM
WEEK | TOPIC / CONTENT | ACTIVITY |
1 | SPECIAL CURVES Locus: definition and practical application of special curves e.g. parabola, hyperbola, involutes cycloids etc | Explain locus, the practical applications of special curves e.g. (a)parabola in architraves (b) state locus definition of special curves (c) models, chart, posters |
2 | SPECIAL CURVES Construction of special curves e.g. parabola, hyperbola, involutes cycloids | Demonstration and construction of special curves using different methods (parabola, hyperbola) Construct parabola, hyperbola involutes etc. Drawing instrument, computers. |
3 | SPECIAL CURVES. Construction of special curves, involutes, cycloids | Demonstration and construction of special curves using different methods (involutes, cycloids) Construct involutes and cycloids etc Drawing instrument, computers |
4 | LINK MECHANISM Concept of link mechanism | Explain the working process of link mechanism and terms associated with it e.g. clock & anti clockwise motions, vertical and horizontal motions, and path or locus Interpret different link mechanism Postal chart models. |
5 | LINK MECHANISM Plotting the loci of points on link mechanism | Demonstrating the plotting of points on different link mechanism. Plot the loci of point on different mechanisms. Posters, charts model, drawing instrument. |
6 | TRUE SHAPES True shapes of truncated solids-cones, prisms, pyramids and cylinders | Demonstrating how to determine the true shapes of cut geometrical solids Determine the shape of cut geometrical solids Models, posters, drawing instruments, card and board. |
7 | TRUE SHAPES Development of models using true shapes of truncated solids | Demonstrate how to develop models of cut solids from cardboard sheets Develop models showing true shapes of cut. Model posters drawing, instrument cardboards. |
8 | INTERSECTION OF SOLID Two intersecting cylinders. | Demonstrating how to determine line and curves of two intersecting cylinder { equal diameters, unequal diameter and inclined cylinders} Determines lines and curves of two intersecting cylinders. Models, posters, charts, drawing instruments. |
9 | INTERSECTION OF SOLID Two intersecting prism | Demonstrating how to determine lines and curves of two intersecting prism e.g. square prism, hexagonal prism etc. Determine line and curves of two intersecting prisms Models, poster chart, drawing instrument. |
10 | INTERSECTION OF SOLID Two intersecting pyramids | Demonstrating how to determine lines and curve of two intersecting pyramids. Determine line and curves of two intersecting pyramids Models, poster chart, drawing instrument |
11 | INTERSECTION OF SOLID. Surface development of intersecting solids. | Demonstrates the development of the surface intersecting solids. E.g.
Develop surfaces of intersecting solids. Models, posters, chart, cardboard, drawing instrument. |
12 | Revision | Revision |
13 | Examination | Examination |
14 | Examination | Examination |
TECHNICAL DRAWING
SS 2 SECOND TERM
WEEK | TOPIC / CONTENT | ACTIVITY | |
1 | PERSPECTIVE DRAWING Uses and types of perspective drawing
Identification and location of main terms in perspective drawing e.g. horizon, station point, vanishing point and planes | Explain the uses, types and main terms of perspective drawing Demonstrate how to simple object in one and two point perspective using drawing instrument. Participate activities in class discussion and activity. Making perspective drawing using drawing instrument. Posters, charts, computer, drawing instrument and materials. | |
2 | AUXILIARY VIEW OF GEOMETRICAL SOLIDS Uses and types of auxiliary view ( 1st and 2nd auxiliary view) | Explains the uses and types of auxiliary view ( 1st and 2nd ) auxiliary Participant activity in class discussion Video chips, posters and chart. | |
3 | AUXILIARY VIEW OF GEOMETRICAL SOLIDS Draw the 1st and 2nd auxiliary elevation and plans of shaped blocks | Demonstrate how to draw the auxiliary plans and elevation of shaped blocks and geometrical solid. Draw auxiliary plans and elevations of shaped blocks and geometrical solids Video chips, posters, charts, drawing instrument etc. | |
4 | AUXILIARY VIEW OF GEOMETRICAL SOLID. Draw the auxiliary view of full geometrical solids | Demonstrate how to draw the auxiliary view of full geometrical solid e.g. cones, pyramid, cylinder etc. Draw the auxiliary view of full geometrical solid. Cone pyramid, cylinders. Video chips, posters, charts, drawing instrument etc. | |
5 | AUXILIARY VIEW OF GEOMETRICAL SOLID. Draw the auxiliary view of truncated geometrical solids | Demonstrate how to draw the auxiliary view of truncated geometrical solid e.g. truncated pyramid, truncated prism. | |
6 | COMPUTER AIDED DRAWING, PICTORIAL AND AUXILIARY VIEWS. Use of the computer for isometric oblique and perspective drawing of shape blocks | Demonstrate how to use the computer to draw isometric, oblique, and perspective views. Use the computer to draw isometric, oblique and perspective drawing. Computers and application programmes e.g. CorelDraw and Harvard graphics. | |
7 | COMPUTER AIDED DRAWING. Fictional and auxiliary view Use of the computer to draw the auxiliary elevations and plans of truncated geometrical solids. | Demonstrate how to use the computer to draw the 1st and 2nd auxiliary elevations and plans. use the computer to draw the 1st and 2nd auxiliary elevations and plans Computers and application programmes e.g. CorelDraw and Harvard graphics | |
8 | TRACES OF A POINT AND LINE IN SPACE Projection of a point and a line in space. | Explain how points and lines in space are traced, guides student to trace line In space. Trace a point and line in space Video clip projector and model drawing. | |
9 | TRUE LENGTH AND ANGLES OF A LINE IN SPACE | Guides the student to determine true length and angles of a line in space Draw true length and angles of line in space. Video clip, projector, model drawing instrument and protractor. | |
10 | Revision | Revision | |
11 | Examination | Examination | |
12 | Examination | Examination | |
TECHNICAL DRAWING
SSIITHIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITY |
1 | PLANES AND VIEWS IN SPACE:- Key terms in planes and views in space. Line inclined to horizontal and vertical plane. | Explains terms used in plane in space -vertical plane (VT) Horizontal plane(ht) Angle of inclination:- Draw true length and true angle of a line inclined to horizontal and vertical planes:- Models projector, drawing instruments and materials. |
2 | ORTHOGRAPHIC PROJECTION:- Definition principles and types of orthographic projections. | Define, explain and describe the principle of orthographic projection:- Participate actively in class discussion:- Models, charts. |
3 | ORTHOGRAPHIC PROJECTIONS:- Orthographic views (first and third angles). | -demonstrate how to draw and dimension orthographic views:- Observe and draw orthographic views from given pictorial views:- Drawing instrument and materials. |
4 | Orthographic projection:- Conversion of given orthographic views to isometric vies. | Demonstrate how to draw isometric view from any given orthographic view:- Observe and draw isometric view from given orthographic view:- Drawing instruments. |
5 | BUILDING DESIGN AND WORKING DRAWING:- Building design process. | Explains building design process:- Participation in building design process: - building plan sketches. |
6 | BUILDING DESIGN AND WORKING DRAWING:- Prevention of working drawings showing a)building plans b)elevations c) electrical & plumbing symbols d) Dimensions. | Guide the students to design building to meet given specifications:- Design building to meet given specifications:- Models and posters. |
7 | BUILDING DESIGN AND WORKING DRAWINGS:- Types of building to be design. | Guide students in the preparation of working drawings showing building plans, elevations dimensions electrical and plumbing symbols of different of building types:- Prepare building plans from sketches of different building types:- Models and posters. |
8 | DETAILS OF PARTS OF BUILDINGS:- Identification of parts of building. | Guide students to identify parts of a building:- Identify parts of a building:- Posters. |
9 | DETAILS OF PART OF BUILDINGS:- Detail building drawing : (foundations, floors, walls opening and lintels). | Guide students to draw details of a building with dimension:- Draw the details of a building and indicate members and dimensions:- Charts. |
10 | DETAILS OF PARTS OF BUILDINGS:- Roof types and roof members: pitch roof, cable roof, hipped roof etc, rafters wall plates king post purloins etc. | Guide students to draw, identify roof types Guide students to draw roof members:- Identify roof types, and draw roof members:- Diagrams. |
11 | Revision | Revision |
12 | Examination | Examination |
13 | Examination | Examination |
SENIOR SECONDARY TECHNOLOGY
METAL WORK
SS 2 FIRST TERM
WEEK | TOPIC AND CONTENT | ACTIVITIES |
1 | Metal joining processes,
2 identification of commonfastener and their uses: -boit -Nuts -pris and scrers etc. -Riveting | The teacher Defines the temporary and permanent methods of joining metals together. -Cut mild steel plate and drill through the two pieces and use boit and nut to assemble them. |
2 | Permanent metal joining process Soldering:- Hard and soft soldering. Tools and equipment. Soldering:- (I)Soft soldering (II) Hard soldering (III)Soldering Tools And Equipment. (IV)soldering operations (V)Flux. | Students Should demonstrate riveting operation soldering is explained to be the permanent method of joining metals together with solder. The solder meits at the temperature lower than the filler metals. They explain on how soldering iron is used with flux for soldering operations. |
3 | Brazing, Definition of brazing (I) Dip (ii)Furnace (iii) Inflamed Resistance (vi) Torch. . | The students cut a thin mild steel plate (10x 10 x 1)mm. 2piecs and use SQ brass rod to lab them together using furnace or oxy- acetylene flame. For brazing. |
4 | Torch brazing, Materials, tools and equipment | Demonstrate the brazing operation by using sheet of metals in the workshop oxy-acetylene flame to joint the pieces of metals (operant metals together) |
5 | Introduction to welding, -Importance of welding basics -welding groups and processes -method of applying welding . | Define welding as the permanent methods of joining two or more metals together. State the important of welding in the society. Students should group the welding into semi automatics and automatics. ARC welding- students should prepare their work piece prio to welding . |
6 | Gas welding C oxyacetylene welding (OAW) principle., Oxy-acetylene welding system
| Explains the principle of gas welding system. State the difference between high pressure and low pressure acetylene welding system. Demonstrate on how gas welding operation in carried out in the workshop. State about 10 safely preventions that must be observed in the workshop when using low pressure and high pressure acetylene system. |
7 | Oxy-acetylene welding equipment. -cylinders. -Blowpipe -Rubber lose. -Regulators etc. | Introduce students to oxy-acetylene welding equipment and explain the hazards involves in the operation -Explains the function of pressure regulating ganged and the function of the blowpipe. -Explains the flash back arrestor is attach to the hose to present flash back. |
8 | OXY- acetylene Welding flame.
Carbonizing flame
(i)leftward welding (ii)Right word welding | Define the three type of flame to student and state their uses. Student should then use spark higher to rekindle the flame and adjust the flame to the three types of flame . The teacher ask the students to cut the base metal prepare the edge and demonstrate the welding operation with the filler rod and the role in progressing to work left. -Right ward welding the operation progresses toward right. |
9 | Joints: A Butt, lap, tee joint etc. B Defect in oxy-acetylene welds -Definition of defects. | The teacher interacts students to cut base metals for the practical purpose. And form the following joint, Butt, Lap, Tee joint. The teacher mentions different defect in welding joints and defined them. E.g. blow hole , cupping, cracking of the weld. |
10 | Temporary joining process, -Mechanical fasteners -Definition of screw thread -screw thread terms -Principal ports of an external screw thread -Uses of screw thread How screw thread are produced.
| Describe screw thread as mechanical fasteners, Present mild steel rood to student in the metals work shop and cut it to a defined dimension, fixe it in the chuck of a lathe machine and thread it for students to see. The teacher them instruct the students to perform the same operation on the lathe.
|
11 | Form of screw thread, square thread | Electricity e.g. power lack saw, drilling machines etc. |
12 | Form of screw thread, SQUARE THREAD ACME, thread Buttress thread | Use chart to demonstrate the screw thread form. Mention and sketch some screw thread and state where they should be used. |
13 | Revision | Revision |
14 | Examination | Examination |
METAL WORK
SS 2 SECOND TERM
WEEK | TOPIC AND CONTENT | ACTIVITIES |
1 | arc welding, Definition of arc welding. Basic types of arc welding. (i)Non consumable electrode arc welding. (ii) Consumable electrode arc welding. | The teacher Defines arc welding and write down the principle involved in establishing the arc. Mention basic types of arc welding and give students work pieces of a given dimension with an electrode to weld a butt joint. |
2 | Consumable electrode arc overcalling, Definition of arc welding -maintenance of the arc. -metal transfer across the arc. | The teacher Defines arc welding. students scratch the electrodes on the parent metal with draw it to a height arc length (1.5m) and maintains it at that length through out the weld. |
3 | Shielded metal arc welding (swam), -principle of operation -SMAW equipment (I) D.c transformer. (ii)Electrode holder (iii)Flexible cable electrode. | Explain the principle of operation of (SMAW) Show the SMAW equipment to students and ask them to put them into use in the workshop -Using electrode connected to the electrode holder. -connect the electrode holder to the feasible able which leads directly into the transformer. The D.C. State the source of supply of the AC -Explain how rectifier reduces the AC connect to the welding connect. |
4 | Striking the arc,
| In order to establish an:-There are two methods which involves touching the electrode with the base metal and with drawing it to a length for the arc to be established scratching motion involves scratched the electrode on the parent metal in the motion the marches is being scratched. |
5 | Electrodes, Function of electrode coating Classification of electrode | State that the flux coating prevents the weld from at mospheric contamination and for protective should on the weld. Classify electrodes according to welding conditions. |
6 | Essential factors for maintaining high quality weld. -Connect electrode type -connect electrode size -connect current -connect arc length -connect travel speed -connect electrode angle -connect manipulation of spatter. | In maintaining high quality weld student must select connect size of electrode to suit connect .maintaining the speed of the weld and angle inclination of the electrode. |
7 | Arc welding position , Arc welding joint , Over-head welding Vertical welding Horizontal welding. | Explain the welding position and state the factors that governs the process -place mild steel plate of specified size for student to weld in horizontal position, overhead position and overhead position |
8 | Riverts, -types and use -sheet metal work -Hard work -machine work. | Teacher mentions the various types of rivet and state their uses and where they are important State the advantage of rivet joints students should produce various rivet and drill mild steel plate to have a round hole the hammer them together to have a rivet joint by loud. Use also machine to loud machine rivet. |
9 | Basic sheet metal work hand tools and equipments. Sheet metal work operation:-
Hand shares (snips) Bench shares
Gillotine, Bending Rollers, universal jenny folding machine -Bending -Flanging -wiring (B) Sheet metal work joints. -Grooved seam, paned down know up, ship on joint and ship in joint | Demonstrate the cutting of sheet metals using guillotine, use bending rollers to bend the sheet metal. Ask students to use universal jenny folding machine folding student should use hammer and mallets to beat the folded metals to shape for finishing. |
10 | Pattern development (A)method of pattern development radial line, triangulation parallel line (B)types of pattern:-rectangular, plain, cylindrical, conical section.etc. -cylindrical calendaring -internal gridding and surface grinding. | Cut their sheet of mild steel plate and flanch the edge bend, the edges for safety and use wire for rounding up the bottom. And mallet it down. to shape (wired edge) |
Work out the bending allowance for the know up joints, bend the metal to the shape required and use ships to cut the excess metal away for tarnishing. | ||
Explain method of pattern development state types of patterns used for plain, cylindrical and conical sections etc. -Develop simple patterns of shape using parallel lines radial and triangulation method and transfer it to the work piece. Demonstrate the grinding operation using the grinding disk for both internal and external surface. | ||
11 | Revision | Revision |
12 | Examination | Examination |
METAL WORK
SS 2 THIRD TERM
WEEK | TOPIC AND CONTENT | ACTIVITIES |
1 | Heat treatment,
(iii) Normalizing (iv) Hardening Case Hardening
| Teachers should state the important of heat –treatment of metals Students should explain heat –treatment in terms of changing the grain structure of the metal in order to refine its grain. Heating temperature and the mode of heating and quenching should be very important depend on the type of heat-treatment. |
2 |
| List material and equipment used for heat-treatment of metals.
|
3 |
| Define forging as the process of heating and hammering metals to require shape. State types of forging and important of forging metals work shape. |
4 |
B Tools
| Heat a piece of wild steel plate in the forging or Black smith furnace. -Use tong to hold the hot metals to the vice or anvil and ask student to hammer the piece of metal to shape. |
5 |
Up setting Drawing down Setting down Bending Punching and drifting etc. | Explain the process of various forging operations. List at least 4 types of forging operation and explain two Demonstrates various forging operations organize a visits local black smith work shop. For sites seeing. |
6 | Stick cutoff machine (i)power hack saws (ii)Horizontal band saws -Definition of stick cutoh machine -Four kinds of stick cutoh machines (i)power Hack saws (ii)Horizontal band saws cold saws Abrasive cutoh saws. | Describe the process of sawing, name tools and equipment used for power sawing guide students to perform power sawing operation successfully. List tools and machines for power sawing |
7 | The lathe and the lathe operations, Basic cutting operations -size of lathes and their functions . (i)Turret lathe (ii)capstan lathe. | Describe the machine, identity the various part of the lathe and state their function . Describe the at lest four operations carried out in the lathe -state at last 7 safety precautions e.g. turning and falling . |
8 | Lath cutting tools and tool holders. Cutting tools and tools holders cutting speed for the lath. | Describe right hand and left round cutting tools. Explain functions of these cutting tools e.g. slotting tools. Explains cutting speed and solve the problem on the cutting speed. |
9 | The shaping machine /part of shading machine -Quick – return machine -cutting speed -work holding -tools and tolls holding | State that the direction of rotation of the milling cutter is anti-clock wise State various operation performed on the milling machine such milling, climb milling, ends milling and milling. |
10 | Milling machine -Definition -Basic milling operation -classification of the milling machine and their main ports. Milling cutter, Direction of rotation and feed work holding. | Define the universal dividing head as being used for cutting various gears Explain the in term index and use the formula for the gear calculation. |
11 | The universal dividing heads (milling machine) Universal head indexing | |
12 | Revision | Revision |
13 | Examination | Examination |
BASIC ELECTRICITY
SS2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | ELECTRICITY GENERATION -Concept of electricity generation -Types of generating station -Principles of operation . Hydro-power station -Advantages and disadvantages of hydro-power generation. | Illustrate, using diagrams, the operation of hydro-power station. |
2 | ELECTRICITY GENERATION -Principles of operation of; .Gas power station .Steam power station .Thermal power station -Advantages and disadvantages of the types of power station. | Illustrate with diagram, the operation of the various types of power station. |
3 | TRANSMISSION OF ELECTRICITY -Concept of transmission of electricity -Method of transmission of electricity -Differences between the short and medium transmission lines. | Illustrate with pictures, showing parts of the national grid. |
4 | TRANSMISSION OF ELECTRICITY -Components of transmission system --Function of components of transmission system. -General layout for transmission of electric power. | Display some components of transmission system (conductors, insulator, protective devices) etc |
5 | DISTRIBUTION OF ELECTRICITY -Basic concept of electricity distribution -Layout and main components of electricity distribution -Function of sub-station, transformers, distributors, and feeders. | Sketch the layout of main components of electricity distribution. |
6 | DISTRIBUTION OF ELECTRICITY Field trip | Take students to see PHCN’s distribution network. |
7 | DC GENERATORS Induced EMF Definition of DC generator Principles of operation and main parts of DC generator | Demonstrate with the right hand, fleming’s right hand rule. |
8 | DC GENERATOR 1 Calculation of generated voltage and output voltage. | Calculate generated voltages, and output voltage. |
9 | DC GENERATORS 2 Types of DC generators. | Sketch diagram of different types of DC generators. |
10 | DC GENERATORS 3 -Methods of connection of DC generators -Differences between series, shunt and compound DC -generators. -Uses of DC generators. | Sketch the connecting diagram for series, shunt, and compound DC generators. |
11 | Practical | Practical |
12 | Revision | Revision |
13 | Examination | Examination |
BASIC ELECTRICITY
SS2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | AC GENERATORS -Principles of AC generator -Description of the constructional features of AC generator. | Draw and label the diagram of an AC generator and explain each part. |
2 | AC GENERATOR -Characteristics of AC generator. -Application of AC generator. | Draw label and explain the wave generated by AC generators, showing the characteristics. |
3 | AC MOTORS -Definition of AC motors. -Principles of operating AC motors. -Description of main features of AC motor. | Draw and label the main features of an AC motor. |
4 | AC MOTOR -Types of AC motors -Differences between single and three phase motors. | State with examples, the types of AC motors. |
5 | AC MOTORS Domestic and industrial application of AC motors. | Display some electrical appliances that use AC motors, e.g electric fan, drilling machine etc |
6 | MEASURING INSTRUMENTS -Identification of electrical measuring instruments. Operational range of measuring instruments. | Use electrical measuring instruments to measure electrical quantities. |
7 | MEASURING INSTRUMENTS -Conversion of moving coil instrument into ammeter. -Conversion of moving coil instrument into voltmeter. | Demonstrate the conversion of moving coil instrument into ammeter/voltmeter. |
8 | MEASURING INSTRUMENTS Measurement of various electrical quantities using the measuring instruments. | Carry out practical on measurements of voltage, current, and resistance using measuring instruments. |
9 | INSTRUMENTATION ERRORS -Identification of sources of errors in electrical measuring instruments. -Reduction of electrical instruments errors. | Demonstrate how instrument errors can be reduced during measurements. |
10 | INSTRUMENTATION ERRORS Measurement of electrical quantities with electrical instruments with minimal errors. | Taking of readings with electrical instruments with minimal errors. |
11 | Practical | Practical |
12 | Revision | Revision |
13 | Examination | Examination |
BASIC ELECTRICITY
SS2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | WIRING REGULATIONS 1 -I.E.E regulation. -Application of I.E.E regulation. | Use the current I.E.E regulation for explanation. |
2 | HAND TOOLS AND TESTING IMPLEMENTS -Identification of hand tools. -Identification of testing instruments. -Application of tools and testing instruments. | Use hand tools and testing instruments. |
3 | TYPES OF ELECTRICAL WIRING Types of wiring; surface, conduit, trunking, ducting etc | Carry out practical surface wiring. |
4 | LIGHTING POINTS AND SWITCHES -Identification of lighting points -Identification of control switches. | Display types of lighting points and switches. |
5 | WIRING REGULATION 2 -Preparation of cable ends. -Method of termination of cables. | Demonstrate by joining two ends of cables with connector block. |
6 | CONDUIT MATERIALS -Types of conduit materials. -Classification of conduit materials. -Application of conduit materials. | Display various types of conduit materials. |
7 | CONDUIT FITTINGS -Types of conduit fittings. -Classification of conduit fittings. -Application conduit fittings. | Display various types of conduit fittings. |
8 | INSTALLATION OF CONDUIT SYSTEM Conduit practical work; making out, preparing the conduit, termination, fixing, and drawing cables into conduit. | Take a field trip to a building site and observe, demonstrate the practical process of conduit installation. |
9 | TRUNKING AND DUCTING -Types of trunking and ducting -Types of trunking and ducting fittings. -Area of application of trunking and ducting. | Describe where trunking and ducting are used, with the aid of a diagram. |
10 | POWER SOCKET OUTLETS -Layout diagram of radial circuit, ring circuit, final sub circuit, and spur. -Areas of application. | Catty out practical on a wiring board |
11 | MAINTENANCE AND REPAIRS -Types of maintenance; preventive and corrective. -General preventive maintenance of electrical appliances. -Trouble-shooting; faults and remedy. | Demonstrate the repair of a faulty appliance, dismantle and reassemble an appliance. |
12 | Revision | Revision |
13 | Examination | Examination |
BASIC ELECTRONICS
SS2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | ALTERNATING CURRENT Concept of capacitive, reactance, inductive reactance and impedance. | Teacher explains the concept of capacitive reactance, inductive reactance, and impedance. Students participate in class. Define the following terms; capacitive reactance, inductive reactance and impedance. Calculator resistors, inductors, Intructional Materials;capacitors, A.C source. |
2 | ALTERNATING CURRENT. RL, RC, circuits. Symbols units, Abbreviations. | Teacher explains RL, RC and RLC circuits. Students explain RL, RC, and RLC circuits. Calculator resistors, inductors, capacitors, AC source. Circuit diagrams, teacher demonstrates the operations of RL, Intructional Materials;RC, and RLC circuits. |
3 | ALTERNATING CURRENT; CALCULATION OF CAPACITIVE REACTANCE AND INDUCTIVE REACTANCE (XC and XC) | Teacher calculates capacitive reactance and inductive reactance. Students calculate Xc and XL in a circuit, e.g calculate XL in a circuit of frequency of 50HZ and inductance of 20H. Calculate XC in a circuit of frequency 10HZ and Intructional Materials;Capacitance of 100MF. Circuit Intructional Materials;Diagrams. |
4 | ALTERNATING CURRENT. Concept of resonance frequency, series and parallel resonance. | Teacher explains resonance frequency, series and parallel resonance. Circuit diagrams. Students explain series and parallel Intructional Materials;Resonance. |
5 | ALTERNATING CURRENT Calculation of series and parallel resonance. | Teacher calculates series and parallel resonance students. Calculate series and parallel resonance. Intructional Materials;Calculator, circuit diagrams. |
6 | POWER IN AC CIRCUIT. Power and power triangle. Power factor and its correction. | Teacher explains power triangle, power factor and power factor correction. Students participate in class, explain power and power factor in AC circuits. Intructional Materials;Charts on power triangle. |
7 | POWER IN AC CIRCUITS Advantages and disadvantages. Power factor correction. Calculation of power factor. | Teacher explains the advantages and disadvantages of power factor correction. Students state the advantages and disadvantages of power factor correction. Intructional Materials;Chart on power triangle and power factor. Teacher calculates power factor. Students calculate power factor. |
8 | POWER IN AC CIRCUITS Q factor and bandwidth. | Teacher explains Q-factor and bandwidth (FH and FL). Students explain Q-factor and bandwidth. Intructional Materials;Calculator, power triangle circuit diagram. |
9 | TRANSISTORS Concept of transistors. Biasing of transistors. | Teacher explains the concept of transistors. Leads discussion on biasing of a transistor. Students explain the concept of transistors, draw the transistor symbols. Explain biasing arrangement, draw transistor biasing arrangements. Transistors e.g bipolar,FET, JFET, MOSFET etc. charts showing pictures of transistors, it symbols. |
10 | TRANSISTORS TYPES OF TRANSISTORS Bipolar (NPN and PNP) transistor. Field effect transistor (FET) (N-channel and P-channel). MOSFET transistors, meaning and symbols. | Teacher discusses basic bipolar transistor circuits. Explains types of transistors and symbols. Students draw and explain common emitter collector and base circuits. State types of transistors and symbols. Intructional Materials;Chart on types of transistors, biasing arrangements and bipolar transistor circuits. |
11 | TRANSISTORS APPLICATION OF TRANSISTORS, (e.g- amplifiers, switches, etc). | Teacher states the application of transistors. Students state the application of transistors charts on areas of application of transistors. |
12 | Revision | Revision |
13 | Examination | Examination |
14 | Examination | Examination |
BASIC ELECTRONICS
SS2 2ND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | INTEGRATED CIRCUITS (IC) AND MICRO PROCESSORS. Concept of integrated circuits (IC). Advantages and disadvantages of IC. | Teacher explains the concept of integrated circuit. Discusses the advantages and disadvantages of IC. Students participate in class, define IC, state the active and passive components of IC. ICs, microprocessors. Intructional Materials;Charts on ICs and microprocessors. |
2 | INTEGRATED CIRCUITS (IC) AND MICRO-PROCESSORS. Application of IC and microprocessors. | Teacher leads discussion on application of IC. Students state the application of IC. Intructional Materials;Chart on areas of application of IC. |
3 | INTEGRATED CIRCUIT (IC) AND MICRO-PROCESSORS. Concepts of micro-processors. Explanation of terms in micro-processor--- RAM, ROM, EPROM. Applications of micro-processors. | Teacher explains the following terms as related to micro-processor; RAM, ROM, EPROM. State application of micro-processor. Students state the application of micro-processor, define; RAM, ROM AND EPROM as they relate to microprocessor. Intructional Materials;Chart on micro-processors. |
4 | RECTIFICATION REGULATION | Teacher explains rectification, guides discussion on the principle of operation of rectifier, half-ware, and full-ware rectifiers. Explains regulators and its functions. Students explain the use of rectifier in power supply unit. State the difference between half-ware and full-ware rectifiers. State the functions of voltage regulator in power supply unit. Intructional Materials;Diodes, resistors, transistors, pictures of rectifiers and voltage regulators. Students; draw the circuit diagrams of full-ware and half-ware rectifiers. |
5 | POWER SUPPLY UNIT Types of voltage regulators. Series voltage regulator. Transistorized electric voltage regulator. | Teacher lists and explains the different types of voltage regulator. State the difference between series voltage regulator and transistorized voltage regulator. Students listen attentively, and state the functions of a voltage regulator in a power supply unit. Intructional Materials;Pictures of rectifiers and voltage regulators, transistorized electronic voltage regulator. |
6 | POWER SUPPLY UNIT Operation of voltage regulators (series voltage regulators and transistorized electronic voltage regulator). | Teacher explains the principles of operation of a voltage regulator. Students describe the operation of a voltage regulator. Demonstrate, constructing a full-ware rectifier circuit with a transistorized voltage regulator. Intructional Materials;Project board, diodes, resistors, transformer, wires, transistorized voltage regulator. |
7 | RADIO TRANSMISSION AND RECEPTION Principles of radio transmission and reception. | Teacher explains the concept of radio-transmission and reception. Students listen and participate in class discussion, describe the concept of radio transmission and reception system. Intructional Materials;Charts showing block diagram of radio transmission system. |
8 | RADIO TRANSMISSION AND RECEPTION Stages of radio receiver (AM & FM) e.g. Tuner, AF amplifiers, detector and power supply. | Teacher explains the functions of each stage of AM &FM radio receiver. Students carry out systematic detection in a typical radio receiver. Intructional Materials;Charts showing stages of a typical radio receiver. |
9 | RADIO TRANSMISSION AND RECEPTION Comparison of AM and FM receiver, fault detection in , radio receiver. | Teacher demonstrates how to dictate fault in a radio receiver. Take students on field trip. Students go on field trip. Intructional Materials;Multimeter, oscilloscope |
10 | RADIO TRANSMISSION AND RECEPTION Block diagram of stages of a TV receiver. | Teacher explains the stages of a TV receiver using a block diagram. Students describe each stage of a TV receiver using block diagram. Intructional Materials;Charts showing stages of a typical receiver. |
11 | HAND TOOLS Meaning of hand tools. Types and uses of hand tools (soldering iron, nose- plier, side-cutter etc), electrician knife, brushes, screw-drivers. | Teacher defines hand tools. Explains the different hand tools and their uses. Students participate in class discussion, ask and answer questions, copy notes. Intructional Materials;Various hand tools, charts showing hand tools. |
12 | Revision | Revision |
13 | Examination | Examination |
BASIC ELECTRONICS
SS2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | MEASURING INSTRUMENTS Concept of measuring instruments. Classification of measuring instrument (analogue and digital). | Teacher explains the concept of measuring instruments. Explain the terms analogue and digital measuring instrument. Students listen to teacher’s explanations, participate in discussion. Define measuring instrument. Differentiate between analogue and digital. Intructional Materials;Various measuring instruments both analogue and digital. |
2 | MEASURING INSTRUMENTS Types and uses of measuring instruments (multimeter, voltmeter, ammeter, oscilloscope, ohmmeter, wattmeter etc) | Teacher demonstrates using measuring instruments to measure electric quantities; Multimeter, voltmeter, ohmmeter, ammeter, wattmeter, oscilloscope etc. Explains the uses of measuring instruments. Students use measuring instruments to measure electronic quantities; various measuring instruments. Intructional Materials;Charts showing measuring instruments, circuit boards. |
3 | TRANSDUCERS AND SENSORS Transducers Sensors Types and uses of transducers Types and uses of sensors. | Teacher explains the meaning of transducers and sensors, and their types (acoustic and photo electric transducers) (Proximity sensor). Demonstrate the uses of sensors. a. Students participate in class discussion. b. Observe teacher’s demonstration c. Define transducers and sensors. d. State types of transducers. e. State types of sensors. f. Explain uses of transducers and sensors. Intructional Materials;Charts showing different types of transducers and sensors. |
4 | TRANSDUCERS AND SENSORS Principles of operation of transducers and sensors. | Teacher describes the operation of a transducer, and the operation of a sensor. Students participate in class discussion. Practice use of sensor as demonstrated by teacher. Intructional Materials;Charts showing different types of transducers and sensors. |
5 | TRANSDUCERS AND SENSORS Acoustic transducer. Types of acoustic transducers, e.g loud-speaker, microphone, ear-phone. Application of acoustic transducer. | Teacher explains the different types of acoustic transducers. Explains the application of acoustic transducers e.g tweeter, micro-phone, underwater speaker. Students participate in class discussion, ask and answer questions, copy notes. Intructional Materials;Loud-speakers, micro-phones, ear-phones, and charts showing acoustic transducers. |
6 | NUMBER SYSTEM Identification and formation of different number systems e.g. binary, octal, hexadecimal | Teacher explains different number system. Students participate in lessons, write sequentially in figure, different number system. Intructional Materials;Logic modules |
7 | NUMBER SYSTEM Simple calculation in binary number. Conversion from one base to another, e.g. binary to octal or hexa to binary and vice versa. | Teacher demonstrates addition and subtraction in binary numbers. Converts from one number base to another. Students practice addition and subtraction of number base, convert from one base to the other. Intructional Materials;Logic modules, charts showing different number system. |
8 | LOGIC GATES Concept of logic gates. Types of logic gates, e.g. OR, NOR, AND, NAND, etc. | Teacher explains logic gates, leads students to identify different logic gates. Students listen attentively, participate in class discussion, Intructional Materials;Charts showing different logic gates. |
9 | LOGIC GATES Construction of TRUTH tables (OR, NOR, AND, etc) | Teacher demonstrates the construction of truth table of the above logic gates. Students construct TRUTH tables of OR, NOR, AND, and NAND. Intructional Materials;Charts showing different TRUTH tables. |
10 | LOGIC GATES Construction of TRUTH table. (NOR, XOR, XNOR). | Teacher demonstratesconstruction of NOR, XOR, XNOR, logic gates. Intructional Materials;Charts showing different TRUTH tables. |
11 | Revision | Revision |
12 | Examination | Examination |
AUTO MECHANICS WORK
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | PETROL ENGINE – TWO STROKE CYCLE | Teacher define and explain two stroke cycle operation. Students examine the working sequence. Resources; Live engine, i.e two stroke charts. |
2 | PETROL ENGINE – FOUR STROKE CYCLE. | Teacher explain and illustrate four stroke cycle engine. Students observe the working operation of four stroke. Resources; Live engine, charts, posters. |
3 | PETROL ENGINE – ADVANTAGES OF FOUR STROKE AND TWO STROKE | Teacher distinguish between two stroke and four stroke cycle engine. Students observe the differences between two stroke and four stroke engine. Resources; Charts, posters on spark ignition engine (SIE) |
4 | DIESEL ENGINE—TWO STROKE CYCLE AND FOUR STROKE CYCLE. | Teacher explain and illustrate the principles of operation of two & four stroke cycle engines, emphasize on the difference between the two. Students observe the operational sequence of tow stroke & four stroke cycle. Distinguish between the layout and advantages. Resources; Live engine of compression ignition engine (CIE). Two and four stroke. |
5 | COMPONENTS OF A TRANSMISSION UNIT (CLUTCH) – IDENTIFICATION OF PARTS AND CHARACTERISTICS OF CLUTCHES. | Teacher illustrate with sketches, types of transmission components, i.e pressure plate, disc, release bearing. Students make sketches on types of clutches. Observe the operation. Resources; Gearbox, posters, charts. |
6 | COMPONENTS OF A TRANSMISSION UNIT (CLUTCH) CONSTRUCTION AND OPERATION OF A SINGLE PLATE CLUTCH. | Teacher list various parts in a transmission system. Students identify transmission components. Resources; Live vehicle, clutch , gearbox, posters, charts. |
7 | COMPONENTS OF A TRANSMISSION UNIT (GEAR BOX)—OPERATION OF A SLIDING MESH GEARBOX AND REVERSE MECHANISM. | Teacher dismantle and identify parts of gearbox, illustrate and explain. Students observe the operation, and the dismantling. Resources; Live vehicle, gearbox, posters, charts, etc |
8 | SUSPENSION SYSTEM—LEAF SPRING AND COIL SPRING | Teacher assist in tracing faulty system. Students identify faulty suspension. Resources; Leaf spring, spring, hydraulic suspension, chart. |
9 | SUSPENSION SYSTEM—HYDRAULIC SUSPENSION SYSTEM. | Teacher demonstrate the removal and replacement of suspension system. Students observe and demonstrate the removal and replacement of suspension system. |
10 | SUSPENSION SYSTEM—FAULT FINDING IN SUSPENSION SYSTEM | Teacher identify faulty areas. Students observe the fault finding. Resources; Charts, posters, leaf spring, and copulas spring |
11 | SUSPENSION SYSTEM—REPAIR OF SUSPENSION SYSTEM | Teacher repair faulty suspension system. Students observe the repair of the faulty side. Resources; Coil spring, leaf spring. |
12 | SUSPENSION SYSTEM—ADVANTAGES OF SUSPENSION SYSTEM TYPES | Teacher demonstrates how the suspension system works. Students observe how the suspension system works. Resources; Suspension system, charts, posters. |
13 | Revision | Revision |
14 | Examination | Examination |
AUTO MECHANICS WORK
SS 2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | STEERING SYSTEM—STEERING FAULTS, GEARBOX, RACK AND PINION, WHOM & WHEEL, WOM & NUT ETC | Teacher explain the effect of faulty system. Students note the effects of faulty steering system. Resources; Real objects, steering, gear box e.g whom & wheel. |
2 | STEERING SYSTEMS—ADJUSTMENT OF STEERING UNIT | Teacher demonstrate how to remove and replace steering unit. Demonstrate the adjustment of the steering unit. Students observe the removal of steering unit, observe and participate in adjustment of steering unit. Resources; Posters, charts, spanner, hammers, screw drivers. |
3 | ENGINE LUBRICATION—VISCOSITY AND VISCOSITY INDEX | Teacher demonstrates on oil viscosity. Students observe and listen attentively as the teacher demonstrates. Differentiate grade of oil. |
4 | ENGINE LUBRICATION—OIL FILTERS & QUALITIES OF LUBRICANTS | The teacher will list quality of lubricant. Students observe and touch oil, and feel the viscosity. Resources; Tools and equipments, oil can. |
5 | COOLING SYSTEM—AIR COOLING, WATER AND AIR COOLING SYSTEM. | Teacher guide in identifying parts of cooling system, demonstrate removal. Students identify cooling system parts. Resources; Radiator, fan- blade, fan belt, rubber hoses, charts. |
6 | PROPERTIES OF FUEL—FUEL PROPERTIES | The teacher explains the properties of fuel. Students observe and listen attentively as the teacher demonstrates. Resources; live vehicle chart, posters. |
7 | CARBURETTORS—SIMPLE AND MULTI-JET CABURETTORS. | The teacher will describe with sketches, the operation of different types of caburrators. Students copy the sketches. Resources; live vehicle charts, posters. |
8 | CABURETTORS— REMOVE AND REPLACE CABURATTORS. | Teacher will carry out diagnosis of faults in carburetors. Students carry out simple carburetor maintenance. Resources; live vehicle, spanners, hammers, posters, charts etc. |
9 | AIR CLEANER, FUNCTIONS OF AIR CLEANER, SERVICING OF AIR CLEANER. | The teacher will define and explain the functions of cleaner. The students will remove and replace air cleaner. Resources; live vehicle, spanner, hammer, charts, etc. |
10 | AIR CLEANER—IMPORTANCE OF SERVICING AIR CLEANERS. | Teacher demonstrates how to remove and replace air cleaners. Students remove and replace cleaners. Resources; complete air cleaner, spanner, and screw drivers, etc. |
11 | Revision | Revision |
12 | Examination | Examination |
AUTO MECHANICS WORK
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | BRAKING SYSTEM—MECHANICAL AND HYDRAULIC OPERATION OF DISC AND DRUM BRAKES. | The teacher will explain the operations of mechanical and hydraulic operation of disc and drum brakes. Students identify the operational differences between types of brakes. Resources; master cylinder, wheel cylinder, brake calipers, live vehicle, tools and equipment, charts. |
2 | BRAKING SYSTEM—MASTER CYLINDER OPERATIONS | The teacher will illustrate and draw master cylinder. The students will assess the correct function of master cylinder. Resources; master cylinder, live vehicle, tools, equipments, charts, etc |
3 | BRAKING SYSTEM-- ADJUSTMENTS OF BRAKES | The teacher will demonstrate how to remove and replace brake component parts. The students will carry out a simple brake adjustment on a hydraulic operation. Resources; live vehicle, tools, equipments, charts, and posters. |
4 | BRAKING SYSTEM—FAULTS IN BRAKING SYSTEM. | The teacher will demonstrate how the wheel cylinder operates. The students will carry out a simple wheel cylinder operation. Resources; live vehicle, tools, equipments, charts, and posters. |
5 | BRAKING SYSTEM—FAULTS IN BRAKING SYSTEM. | The teacher demonstrates how to remove the brake to find out the fault. The students carry out a simple brake adjustment on an hydraulic operation. Resources; complete tool box, live vehicle, equipments, etc. |
6 | BRAKING SYSTEM—REMOVAL, AND REMOVAL OF BRAKE LINING | The teacher will demonstrate the procedures for bleeding brakes. The students will participate in brake bleeding during operation. Resources; complete tool box, live vehicle, charts, equipments etc. |
7 | WHEEL AND TYRE—ROAD WHEELS AND TYRE PRESSURE. | The teacher will carry out a demonstration on vulcanizing of tubes and tubeless tyres. The students will explain the vulcanizing of tubes and tubeless tyres. Resources; live vehicle, wheel rims, tyres, tubes, tyre pressure guage, vulcanizing equipments. |
8 | WHEELS AND TYRE SERVICE—VULCANIZED TUBES AND TUBELESS TYRES. | The teacher will state the causes of tyre wear, and remedies. The students will practice the process involved in vulcanizing. Resources; tubes, tyres, tyre pressure, vulcanizing equipments. |
9 | WHEEL AND TYRE SERVICE—WHEEL CONSTRUCTION | The teacher will explain wheel construction. The students will listen attentively. Resources; wheels, wheel rims, live vehicle, equipments, etc. |
10 | WHEELS AND TYRE SERVICE—TYRE REGULATIONS | The teacher will explain types of tyre construction. Students practice the procedures involved in tyre construction. Resources; tyre, tubes, tyre pressure gauge, vulcanizing equipments. |
11 | MANAGEMENT—
| The teacher will define management, explain the function of management, explain the purpose of managing resources. The will students listen to the teacher attentively and participate in class discussion. Resources; organizational chart of a business organogram. |
12 | Revision | Revision |
13 | Examination | Examination |
BUILDING CONSTRUCTION
SS2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | BUILDING DRAWING Introduction to building drawing. | Teacher identifies the front, side, and rear elevations of a bungalow, guides students to produce the elevations/view of bungalow. Students draw the elevations/views of a building plan. Resources; building plan, pencils, paper, eraser, drawing instruments etc. |
2 | BUILDING DRAWING Building plans. | Teacher identifies the front, side, and rear elevations of a bungalow, guides students to produce the elevations/view of bungalow. Students draw the elevations/views of a building plan. Resources; building plan, pencils, paper, eraser, drawing instruments etc. |
3 | BUILDING DRAWING Elevations and views of a bungalow. | Teacher identifies the front, side, and rear elevations of a bungalow, guides students to produce the elevations/view of bungalow. Students draw the elevations/views of a building plan. Resources; building plan, pencils, paper, eraser, drawing instruments etc. |
4 | SECTIONS Sectioning, cross and longitudinal sections. | Teacher shows and explains the position of sectioned part, guides students to produce sections. Students explain sectioning, draw the sections (cross and longitudinal). Resources; paper, pencil, eraser, drawing board, drawing instruments etc. |
5 | SECTIONS
| Teacher shows and explains the position of sectioned part, guides students to produce sections. Students explain sectioning, draw the sections (cross and longitudinal). Resources; paper, pencil, eraser, drawing board, drawing instruments etc. |
6 | SPECIAL DETAIL Detailing of drawings. | Teacher explains detailing of drawing, explain doors and windows schedules, guides students to draw. Students identify door and windows schedules, produce detailed drawing. Resources; paper, board, eraser, drawing instruments etc. |
7 | SPECIAL DETAIL
| Teacher explains detailing of drawing, explain doors and windows schedules, guides students to draw. Students identify door and windows schedules, produce detailed drawing. Resources; paper, board, eraser, drawing instruments etc. |
8 | PLANTS AND EQUIPMENTS USED FOR EXCAVATION AND EARTH WORK Plants and equipments for excavation and earthwork. | Teacher identifies various plants and equipments used for excavation of earthwork e.g. shovel, bulldozer, dragline, buckets etc, visiting any construction site. Students list and explain the functions of plants and equipment, identify different types of tools or plants/equipments used for the excavation of earthwork, visit construction. Resources; shovel, bulldozer, dragnet, buckets, digger etc. |
9 | PLANTS AND EQUIPMENTS USED FOR EXCAVATION AND EARTH WORK Functions of plants and equipments. | Teacher identifies various plants and equipments used for excavation of earthwork e.g. shovel, bulldozer, dragline, buckets etc, visiting any construction site. Students list and explain the functions of plants and equipment, identify different types of tools or plants/equipments used for the excavation of earthwork, visit construction. Resources; shovel, bulldozer, dragnet, buckets, digger etc. |
10 | EXCAVATION
| Teacher explains problems associated with excavation in wet ground, loose soil, water logged site, visiting construction site. Students identify various problems associated with excavation, visiting any construction site. Resources; visiting construction site, pictures of drawings. |
11 | Revision | Revision |
12 | Examination | Examination |
BUILDING CONSTRUCTION
SS2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | EXCAVATION PROBLEMS Solution to excavation problems. | Teacher explains problems associated with excavation in wet ground, loose soil, water logged etc. Students identify various problems associated with excavation, visit any construction site. Resources; visit any constructions site, pictures of drawings. |
2 | EXCAVATION PROBLEMS Safety rules during excavation. | Teacher explains problems associated with excavation in wet ground, loose soil, water logged etc. Students identify various problems associated with excavation, visit any construction site. Resources; visit any constructions site, pictures of drawings. |
3 | CONCRETE
| Teacher defines concrete, explains properties of concrete and characteristics of concrete, the concrete process, explains different types of concrete. Students define and identify properties of concrete process, explain types of concrete. Resources; sand, cement, gravel, reinforcement bars. |
4 | CONCRETE Types of concrete test. | Teacher defines concrete, explains properties of concrete and characteristics of concrete, the concrete process, explains different types of concrete. Students define and identify properties of concrete process, explain types of concrete. Resources; sand, cement, gravel, reinforcement bars. |
5 & 6 | FOUNDATION Types of foundation. | Teacher identifies different types of foundation e.g. raft, pile, pile strip etc, visit construction site. Students list different types of foundation e.g. raft, pile, pile strip etc, visit construction. Resources; drawings, visit any construction site. |
7 | GROUND FLOOR
| Teacher define basement, explain the differences between building and basement, problems associated with basements. Students explain basement, differentiate between building and basement, list problems of basement. Resources; drawings, visit any construction site. |
8 | GROUND FLOOR
| Teacher define basement, explain the differences between building and basement, problems associated with basements. Students explain basement, differentiate between building and basement, list problems of basement. Resources; drawings, visit any construction site. |
9 | WALL OPENINGS
| Teacher defines openings in wall, explain how openings can be constructed in wall, explain functional requirement of openings in wall, visit any construction site. Students define openings in wall, explain how openings in wall can be constructed, state functions of openings in wall, visit construction site. Resources; drawings, visit construction site. |
10 | WALL OPENINGS
| Teacher defines openings in wall, explains how openings can be constructed in wall, explain functional requirement of openings in wall, visits any construction site. Students define openings in wall, explain how openings in wall can be constructed, state functions of openings in wall, visit construction site. Resources; drawings, visit construction site. |
11 | SUSPENDED UPPER FLOOR
| Teacher defines and explain upper floor, list the functions of upper floor, explain the method of constructing concrete floor. Students define and explain upper floor, list the functions of upper floor, identify method used in constructing concrete floor. Resources; spirit level, wooden float, line and pegs, builder’s square etc. |
12 | SUSPENDED UPPER FLOOR
| Teacher defines and explain upper floor, list the functions of upper floor, explain the method of constructing concrete floor. Students define and explain upper floor, list the functions of upper floor, identify method used in constructing concrete floor. Resources; spirit level, wooden float, line and pegs, builder’s square etc. |
13 | Revision | Revision |
14 | Examination | Examination |
BUILDING CONSTRUCTION
SS2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | SUSPENDED UPPER FLOOR Formwork for suspended upper floor. | Teacher defines and explains upper floor, lists the functions of upper floor, explain the method of constructing concrete floor. Students define and explain upper floor, list the functions of upper floor, identify methods used in constructing concrete floor. Resources; spirit level, wooden float, line, builder’s square etc. |
2 | ROOFS
| Teacher defines roof and explains it purposes, states the components of roof, identify roof materials, drawing. Students define and state the purpose of roof, identify roofing materials, explain types of roof, draw diagrams of roof. Resources; roofing sheets, nails, 2x2 timber, 2x4 timber etc. |
3 | ROOFS
| Teacher defines roof and explains it purposes, states the components of roof, identify roof materials, drawing. Students define and state the purpose of roof, identify roofing materials, explain types of roof, draw diagrams of roof. Resources; roofing sheets, nails, 2x2 timber, 2x4 timber etc. |
4 | ROOFS
| Teacher defines roof and explains it purposes, states the components of roof, identify roof materials, drawing. Students define and state the purpose of roof, identify roofing materials, explain types of roof, draw diagrams of roof. Resources; roofing sheets, nails, 2x2 timber, 2x4 timber etc. |
5 | DRAINAGE INSTALLATION
| Teacher explains the setting out between excavation, explain the gradient of trench excavation, laying of drainage pipes, explain the types of drainage pipes and methods of testing. Students involve in practical, excavate the setting out, set out the gradient of fall to trench. Resources; shovel, digger, head pan, lines and pias etc. |
6 | DRAINAGE INSTALLATION Laying of drainage. | Teacher explains the setting out between excavation, explain the gradient of trench excavation, laying of drainage pipes, explain the types of drainage pipes and methods of testing. Students involve in practical, excavate the setting out, set out the gradient of fall to trench. Resources; shovel, digger, head pan, lines and pias etc. |
7 | DRAINAGE INSTALLATION Methods of testing drainage. | Teacher explains the setting out between excavation, explain the gradient of trench excavation, laying of drainage pipes, explain the types of drainage pipes and methods of testing. Students involve in practical, excavate the setting out, set out the gradient of fall to trench. Resources; shovel, digger, head pan, lines and pias etc. |
8 | SANITARY APPLIANCES AND INSTALLATION
| Teacher defines and explains soils and waste appliances, states the materials for sanitary appliances, explain the installation process of various appliances. Students define soil and waste appliances, state materials for sanitary appliances, sketch and explain the various sanitary appliances. Resources; drawings, visiting of construction site. |
9 | SANITARY APPLIANCES AND INSTALLATION
| Teacher defines and explains soils and waste appliances, states the materials for sanitary appliances, explain the installation process of various appliances. Students define soil and waste appliances, state materials for sanitary appliances, sketch and explain the various sanitary appliances. Resources; drawings, visiting of construction site. |
10 | TYPES OF ELECTRICAL WIRING MATERIALS
| Teacher state IEE regulation, identify various electrical wiring materials, explains the uses of electrical materials, show students different types of material used for conduit wiring. Students state IEE regulation, identify the electrical wiring materials, explain the uses of electrical wiring materials, identify various types of electrical wiring. Resources; electrical wiring materials; IEE regulation, drawing etc. |
11 | Revision | Revision |
12 | Examination | Examination |
WOOD WORK
SS2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | HAND TOOLS SAFETY; SAFETY PRECAUTION IN CARRYING, STORING, AND HANDLING OF HAND TOOLS. | Teacher place safety notice. Students demonstrate safe ways of carrying, storing and handling hand tools. Resources; safety and posters. |
2 | MACHINE SAFETY; GENERAL MACHINE SHOP SAFETY | Teacher displays safety charts and posters. Students observe safety rules. Resources; safety charts and posters. |
3 | SAFETY OF ELECTRICAL EQUIPMENTS | Teacher describes precaution in the use of electrical equipments. Students observe safety rules. Resources; safety charts and posters |
4 | PREVENTION OF MECHANICAL FAULTS | Teacher describes precaution to prevent mechanical faults. Students observe safety rules. Resources; safety charts and posters. |
5 | SAFETY IN MACHINE OPERATION | Teacher emphasizes behavior in the machine shop. Students observe safety rules. Resources; safety charts and posters. |
6 | SAFETY DEVICES AND APPLIANCES; PUSH STICK, PUSH BLOCK, GUARDS, EYE GOGGLES, ETC | Teacher emphasizes the correct use of safety devices and appliances. Students use appropriate safety devices and appliances. Resources; push stick, push block, guards, overall etc. |
7 | THE USE OF APPROPRIATE SAFETY DEVICES AND APPLIANCES | Teacher shows correct use of safety devices and appliances. Students use appropriate safety devices and appliances. Resources; push stick, guards, overall, eye goggles, etc |
8 | FIRST AID; Define first aid, First aid box, and Materials. | Teacher displays first aid materials. Students define first aid. Resources; first aid box, and materials. |
9 | FIRST AID CHARTS AND POSTERS. | Teacher displays first aid charts, and posters. Students identify materials on the charts and posters. Resources; posters and charts. |
10 | DEMONSTRATE HOW TO APPLY FIRST AID IN DIFFERENT SITUATION. | Teacher applies first aid in different situation as an example. Students apply first aid. Resources; video clips. |
11 | DESCRIBE HOW TO TREAT A CUT | Teacher demonstrates how to treat a simple cut. Students observe how to treat a cut. Resources; material in first aid box. |
12 | PRECAUTION OF FIRST AID MATERIALS AFTER USED LIKE DISPOSAL ETC | Hand gloves to be used after treatment, and should be disposed. Students observe how to dispose already used materials. Resources; materials in first aid box. |
13 | Revision | Revision |
14 | Examination | Examination |
WOOD WORK
SS2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | TYPES OF MAINTENANCE E.G CORRECTIVE, PREDICTIVE AND PREVENTIVE MAINTENANCE. | Teacher describe types of maintenance. Students differentiate the three types of maintenance. Resources; charts and posters. |
2 | DETAILED ILLUSTRATION OF CORRECTIVE METHOD OF MAINTENANCE, ADVANTAGES AND DISADVANTAGES | Teacher demonstrates corrective method of maintenance. Students observe corrective method of maintenance. Resources; grease and oil. |
3 | PREDICTIVE METHOD OF MAINTENANCE; ADVANTAGES AND DISADVANTAGES | Teacher emphasizes on checking all the time, the parts of the machine. Students observe and take notes. Resources; posters and charts. |
4 | PREVENTIVE (CHARTS AND POSTERS) METHOD OF MAINTENANCE, ADVANTAGES AND DISADVANTAGES. | Teacher use charts and posters to display. Students observe the charts and posters. Resources; charts and posters. |
5 | REASONS FOR MAINTENANCE OF TOOLS AND MACHINES. | The teacher will give reasons for maintenance. Students state reasons for maintenance. Resources; charts and posters. |
6 | MAINTENANCE OF HAND TOOLS | Teacher demonstrate; grinding, sharping, oiling, topping. Students observe and demonstrate correct techniques of grinding, sharpening, oiling, etc. Resources; hand tools, grinding machine, saw set, files etc |
7 | TOPPING, RE-SHARPING AND SETTING SAWS. | Teacher demonstrates; topping, re-sharping, and setting saws. Students observe and demonstrate correct techniques. |
8 | STORING OF HAND TOOLS TO PROLONG THE LIFE SPAN | Teacher demonstrates storing of hand tools in cupboard. Students observe storing method of tools. Resources; oil stone, grinding etc |
9 | MAINTENANCE OF MACHINES | Teacher shows the machine parts requiring greasing and oiling. Students observe demonstration. Resources; grease, oil, brush and grease gun etc |
10 | THE IMPORTANCE OF LUBRICATING MACHINE PARTS | Teacher explains the reasons for lubricating machine parts. Students lubricate machine parts correctly. Resources; grease, oil, brush etc |
11 | Revision | Revision |
12 | Examination | Examination |
WOOD WORK
SS2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | DESIGN AND CONSTRUCTION; TIMBER PREPARATION, HAND TOOLS AND MACHINE. | Teacher demonstrates sequence in timber preparation. Students carry out sawing and planning activities with hand tools and machines. Resources; unplanned timber. Hand tolls and machines. |
2 | WOOD-WORK JOINTS; TYPES, CLASSIFICATION AND USES. | Teacher demonstrates types of classification and practical use of wood work joints. Students classify and state practical applications of wood work joints. Resources; wood, hand tools and machines. |
3 | PRACTICAL WORK OF CONSTRUCTIONS OF JOINTS | Teacher demonstrates correct use of tools and machines for making wood work joints. Students construct halving joints. Resources; wood and hand tools. |
4 | TYPES OF ASSEMBLING (PRE-ASSEMBLING, SUB-ASSEMBLING, AND FINAL ASSEMBLING). | Teacher engage students in making and assembling wood work joints. Students make and assemble wood work joints. Resources; ca-crap, sash crap, etc |
5 | WOOD FINISHES AND FINISHING; PREPARATION OF WOOD SURFACES FOR FINISHES, TYPES OF WOOD FINISHES, ETC | Teacher describes types, uses, and characteristics of wood finishes. Students prepare wood surface for application of finishes. Resources; spray gun, hand brush, cotton wool, glass paper, nose mask, etc |
6 | WOOD ABRASIVE AND WOOD ADHESIVES; GRADES, USES, SELECTION, CLASSIFICATION, CHARACTERISTICS, ETC | Teacher demonstrates production of wood abrasives from local materials. Students produce wood abrasives from local materials. Resources; local materials for producing wood abrasives. |
7 | WOOD FITTINGS; HINGES, LOCKS, WOOD SCREW, NAILS, BOLTS, ETC | Teacher displays various fittings. Students examine and identify various types of fittings, and state their uses. Resources; various fittings. |
8 | VENEERING; METHODS OF PRODUCTION, TOOLS, AND MATERIAL PROCESSES; e.g plywood production, non-wood materials. | Teacher displays common non-wood materials, posters, diagrams, and sketches to show methods of producing veneers. Samples of non wood materials. Resources; posters, charts, veneers, press, glue, and veneering tools. |
9 | WOOD BENDING; METHODS, TOOLS, AND DEVICES INVOLVED IN WOOD BENDING. | Teacher demonstrates wood bending using formers and kerfing. Students apply principles and techniques of wood bending to produce shapes. Resources; bending devices, tools, and materials, bent shapes etc |
10 | PROJECT DESIGN AND DRAWING; preliminary free hand sketching of furniture items, preparation of working, drawing, cutting list and bill of materials. | Explain the concept of design, design factors, fundamentals and process. Describe types of drawings, cutting list and bills of materials. Make preliminary free hand sketches, prepare working drawings, cutting list. Resources; furniture items, drawing instruments, and materials. |
11 | INTRODUCTION TO BUSINESS OPPORTUNITIES IN WOOD WORKING. -Merchandising -Log -Timber and plywood. -Wood turning. -Furniture spraying and decoration. | Discuss varieties of business opportunities in wood work. Take students to timber yard, machine shops, saw mills, spraying shops, etc. Visit saw mills timber sheds, carving shops, spraying shops, wood turning shops, etc Resources; films and videos, catalogs, posters, directory of local and foreign manufacturers of furniture, materials, fittings, etc |
12 | Revision | Revision |
13 | Examination | Examination |
HOME MANAGEMENT
SS 2 FIRST TERM
WEEK | TOPIC/CONENT | ACTIVITIES |
1- | Energy management
| -Explains the meaning and process of energy management. -Guides students on discussion. Students: 1-Ask and answer questions. 2- Copy notes. Learning Materials: chart showing the processes of managing energy. |
2- | Energy management Work simplification
| - Demonstrate the use of labour saving devices. Students: Participate in class discussion. Instructional Resources: Real objects e.g. labor saving devices e.g. blender. |
3- | Work simplification
| -Guides students in class discussion. -Collects and marks note. Students: 1- Participate in class discussion. 2- Copy notes. |
4- | Human and social skills development
|
Students: 1- Listen to the explanation. 2- carry out the assignment. Learning Materials : charts. |
5- | Human rights
|
Students: 1-Participate in class discussion. Learning Materials: charts and pictures of violation of human rights. |
6- | Sexually Transmitted Diseases (STIs or STDs )
|
Students : 1- Listens to the teacher. 2- Take part in class discussion. Learning Materials : charts and pictures of infected persons. |
7- | Courtship and marriage
|
Students : 1- Participate in class discussion. 2-Carryout assignment. Learning Materials : charts and pictures. |
8- | Marriage( continued ) Planning a family
|
Students: 1- Listen to teacher. 2-Copy notes. Learning Materials: charts. |
9- | Scientific study of food nutrients
| |
10- | Effect of heat on nutrients
| -Demonstrate the effect of heat on these nutrients. Students: Carry out the practical. Learning Materials: Real objects meat, eggs, yam and butter. |
11- | Food storage and preservation
| Meaning of food preservation. Discusses methods of food storage and preservation. Students: 1- Listen to the teacher. 2-Carryout the practical work. Learning Materials : Real objects maize, meat etc. |
12- | Food storage and preservation
|
|
13- | Revision | Revision |
14- | Examination | Examination |
HOME MANAGEMENT
SS 2 SECOND TERM
WEEK | TOPIC/CONENT | ACTIVITIES |
1- | Flour and Flour mixture
|
Students: 1- Listen to teacher, use flour in cooking (practical)
|
2- | Laundering equipments
Stiffening agents etc
|
- Gives assignment. Students: Participate in class discussion
|
3- | Laundering Processes
|
Students : Listen and participate in the practical. Learning materials : Same as number 2 above. |
4- | Stain and stain removal
|
Students – listen to teacher and copy notes. L earning materials : Real objects , bleach, stained fabric etc |
5- | Interior decoration
|
Students : Listen to teacher, participate in the practical. Learning materials: Flower vases, fresh flowers (real object). |
6- | Maintenance and care of home
|
Students: participate in making cleaning agents. |
7- | Maintenance and care of home ( continued )
| - Discuss the maintenance and care of the home. - Prepare simple cleaning agents. Students: listen to the teacher. Participate in practical. |
8- | Environmental friendly consumption practices.
Practical ( visit to saloon).Non friendly environmental consumption practices e.g. Tobacco, Cocaine, heroin, etc |
|
9- | Environmental friendly consumption practices.
|
|
10- | Principles of consumer education
| -Discuss and explain the functions of consumer agents. Students: listens and copy notes. Learning materials: charts. |
11- | Consumer legislation
| -Explains consumer legislation and their functions. Students: listens to the teacher.
Learning materials: charts. |
12- | Revision | Revision |
13- | Examination | Examination |
HOME MANAGEMENT
SS 2 THIRD TERM
WEEK | TOPIC/CONENT | ACTIVITIES |
1- | Test interpretation
| 1- Explain the interpretation of test. 2- Makes time plan. Students: listens to the teacher. Participate in time planning. Learning materials: past WAEC and NECO questions. |
2- | Test interpretation
|
Students: listens to the teacher. Participate in time planning. Learning materials: past WAEC and NECO questions. |
3- | Developing creative problem solving skills and entrepreneurship Creative entrepreneurship
| Explains the meaning and importance of creative entrepreneurship. |
4- | Developing creative problem solving skills and entrepreneurship Entrepreneurial
|
Students: listens and participates in practical. Learning materials: beads and tools for beads making, designing cards and tools for designing cards. |
5- | Money management
| - Guide students in discussion of money management and family budget. Students: listen and make family budget. Learning materials: chart. |
6- | Wealth creation Capital market and investment
|
Students: listen and copy notes. Learning materials: stock exchange shares, firms and certificate, charts . |
7- | Utilities in the home Water
Practical (water purification) |
Students: participate in the practical. |
8- | Utilities in the home Electricity
| Explain
Students: listen to teacher, copy notes. Learning materials: charts. |
9- | Utilities in the home Household Fuel
| Explain
Students: listen to teacher, copy notes. Learning materials: charts. |
10- | Prevention of wastage
|
Lead students to discuss causes and types of wastage Student –participate in class discussion Learning materials: charts and real object |
11- | Revision | Revision |
12-/13- | Examination | Examination |
FOOD AND NUTRITION
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Kitchen equipment and utensils.
a. Large equipment -mechanical equipment. b. Small equipment. | Teacher Guides the discussion on
Students
Learning materials
|
2 | Labour saving devices.
| Teacher
Students
Learning materials
|
3 | Labour saving devices.
| Teacher
Students
Learning materials
|
4 | Time and energy management in food preparation.
| Teacher
Students
Learning materials
|
5 | Time and energy management in food preparation.
| Teacher
Students
Learning materials Charts showing the importance of time and energy management in food preparation. |
6 | Flour mixture 1- Types of flour in cooking. -whole wheat flour. -all purpose, instant blending flour etc.
-Air, baking powder, yeast, Palm wine, steam. | Teacher
Students
Learning materials
|
7 | Flour mixture
| Teacher
Students Listen attentively.
Learning materials
|
8 | Flour mixture
| Teacher Describes the natural and artificial flavourings.
Students
Learning materials
|
9 | Flour mixture
| Teacher
Students
Learning materials Natural and artificial colourings and flavourings. |
10 | Food study (egg)
| Teacher
Students
Learning materials
|
11 | Egg cookery
Practical. | Teacher
Students
Learning materials
|
12 | Revision | |
13 | Examination |
FOOD AND NUTRITION
SS 2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Milk and milk products.
| Teacher Explains the types of milk (aninet and plain
Students
Learning materials
Tin milk. Nono yoghurt.
|
2 | Sea foods Type of fish in local and sea water.
- e.g. baking, grilling, steaming and frying etc. Practical. | Teacher
Students
Learning materials A chart showing different types of sea. Samples of any available sea food. Real objects. |
3 | Food study (meat) Definition of meat.
| Teacher
-Pig- pork. -Lamb- mutton. -Crab- veal. Students Participate in the discussion. Ask and answer questions. Learning materials A chart showing the structure of meat.
|
4 | Food study (meat) continued
- (Practical demonstration). | Teacher
Students
Learning materials
|
5 | Poultry
Practical demonstration. | Teacher Explain the definition of poultry. Explain the different types of poultry. Discuss the food value of poultry. Explain the factors to consider when choosing poultry. Practical demonstration. Students Participate in the discussion. Ask and answer questions. Participate in practical demonstration. Learning materials Sample of poultry (chicken). Real object. A chart showing the structure of poultry (chicken). |
6 | Condiment and seasoning.
Foreign herbs –bay leaf parsley. Foreign spices – curry powder, thyme. | Teacher
Students
Learning materials Sample of different herbs and spices (local) curry leaves, scent leaves. |
7 | Storage and preservation of foods.
| Teacher
Students Participate in the discussion. Ask and answer questions. Copy summary work. Learning materials A sample preserved food. |
8 | Storage and preservation of foods.
| Teacher
Students Participate in the discussion. Copy summary work. Learning materials A chart showing steps involved in food preservation. |
9 | STORAGE AND PRESERVATION OF FOOD:
| Teacher Explain the difference between jam and marmalade.
Students Participate in the discussion. Ask and answer questions. Participate in practical demonstration. Learning materials Samples of jam and marmalade. |
10 | Test interpretation/practical | Teacher
Students Practical demonstration. |
11 | Revision | Revision |
12 | Examination | Examination |
FOOD AND NUTRITION
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Preservation of foods. Convenience foods.
| Teacher
E.g. using chemicals and preservatives.
Students
Learning materials A chart showing a table of advantages and disadvantages of convenience foods. |
2 | Preservation of foods.
| Teacher Leads discussion on:
Gives a chalkboard summary. Students Demonstrate the use of convenience foods. Learning materials Charts |
3 | Choice and storage of food stuffs.
| Teacher
Students Copy the chalk/white board summary in their notebooks. Learning materials Charts showing perishable foods. |
4 | Choice and storage of food stuff.
| Teacher
Bulk purchase.
Students Participate in class discussion. Draw up a good shopping list. Learning materials Samples of shopping list. |
5 | Choice and storage of food stuff.
| Teacher
Students Participate in class discussion. Copy the chalk/white board summary in their notebooks. Learning materials Samples of food/ shopped items. |
6 | Test interpretation and practical | |
7 | Food budgeting
| Teacher
Students Participate in class discussions. Learning materials A chart showing a family budget. |
8 | Food budgeting
Periodical and preparing food budget considering the nutritional need of family members. | Teacher Lists the various types of food budgeting. Explain the factor to consider when ……………. Students Write an imaginary budget for a family of four. Learning materials A chart showing an imaginary food budget. |
9 | Nutritional needs of the family.
| Teacher Plan a simple and adequate meal for a family. Students Listen and participate in discussion. Learning materials Food items, dishes cooking utensils etc. |
10 | Meal planning
| Teacher Explain meal planning
Students Participate in the class discussion. Learning materials Sample of planned meal. |
11 | Revision | Revision |
12-13 | Examination | Examination |
CLOTHING AND TEXTILES
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | PATTERNS
| Teacher: Displays paper patterns and explain the marking, then demonstrate how to draft patterns. Resources: Paper patterns, tape measure, pencil, block pattern, ruler |
2 | PATTERNS
| Teacher: Demonstrates how to draft a block for a skirt. Resource: Brown paper, ruler, tape measure, pencil |
3 | PATTERNS
| Teacher: Demonstrates how to draft a block for a sleeve. Resource: Brown paper, ruler, tape measure, pencil |
4 | ADAPTATION OF PATTERNS
| Teacher: Defines alteration of patterns. Displays the paper pattern and explains the markings and notations on them. Resources: Ruler, pencil, brown paper, charts on pattern adaptation. |
5 | ALTERATION OF PATTERNS
| Teacher: Defines alteration, demonstrates the adjustment of patterns to a given measurement, demonstrate how to reduce or enlarge pattern sizes. Resources: Block pattern, tape measure, ruler, pencils etc |
6 | FREE HAND CUTTING
| Teacher: Leads discussion on measurement required for a garment. Demonstrates how to cut a garment freely. Resource: Scissors, pins, tailor’s chalk, thread, needle etc. |
7 | FREE HAND CUTTING
| Teacher: Leads discussion on the features of a baby dress. Demonstrate how to cut a simple baby dress. RESOURCE: Catalogue, pencil, tape measure, brown paper |
8 | GARMENT FEATURES Arrangement of Fullness
| Teacher: Discusses the factors to consider when arranging fullness. Leads discussion on the use of different style features effectively and appropriately. RESOURCES: Garment with different styles and features, catalogue, tape, measure, pencil, eraser etc. |
9 | GARMENT FEATURES Arrangement of Fullness
| Teacher: Leads discussion on the basic rules that governs the arrangement of fullness RESOURCES: Same as above |
10 | GARMENT FEATURES Arrangement of Fullness
| Teacher: Leads discussion on the basic rules that govern the arrangement of fullness RESOURCES: Same as above |
11 | COSTUME AND FASHION DESIGNING Trends In Fashion
| Teacher: Explains the differences between fads and fashion. Discuss the fashion of yesterday and today. RESOURCES: Photographs of parents, grandparents, old magazine, catalogue. |
12 | COSTUME AND FASHION DESIGNING
| Teacher: Guides students in sketching appropriate styles. Guides students to adapt the sketched style on the block pattern. RESOURCES: tape, material, block patterns, sewing machine, pins etc. |
13 | Revision | Revision |
14 | Examination | Examination |
CLOTHING AND TEXTILES
SS 2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | GARMENT FEATURES STYLE FEATURE
| Teacher: Demonstrates how to draft pattern for the different style features – collars and cuffs. Resources: Garment with different style features, brown paper, pencils, tape measure |
2 | GARMENT FEATURES STYLE FEATURE
| Teacher: Guides students to list the functions of different style features. Demonstration Resources: Garment with different style features, brown paper, pencils, tape measure |
3 | GARMENT FEATURES STYLE FEATURE
| Teacher: Leads discussion on how these features can be used to flatter the figure. Demonstrates how to draft pattern for Belt and frills. Resources: Garment with different style features, brown paper, pencils, tape measure |
4 | DECORATIVE DESIGNS
| Teacher: Guides students to enumerate them. Discusses points to consider when planning an embroidery work. Demonstrates how to transfer designs unto fabrics using tracing paper/carbon etc Resources: Pressing iron, album, samples of embroidery threads etc. |
5 | DECORATIVE DESIGNS Materials for Embroidery
| Teacher: Guides students to identify different types of design used for embroidery. Discusses and demonstrates the method of transferring designs unto fabrics. Resources: Embroidery machine, samples of embroidery needles, textbook. |
6 | DECORATIVE DESIGNS Traditional Designs
| Teacher: Explains the traditional background of beads and sequins. Leads discussion on how to use bead/sequins to form decorative designs. Practical demonstration on methods of designing beads. Resources: Samples of beads, sequins, embroidery thread and needle. |
7 | DECORATIVE DESIGNS Needle Craft
| Teacher: Discusses the types of needle craft and practical demonstration RESOURCES: Tatting tool kit, pair of scissors, crochet hooks, chart showing picture of needle craft. |
8 | DECORATIVE DESIGN Needle Craft
| Teacher: Demonstrates to students how to make them and then supervises them. Resources: Charts showing pictures of appliqué, patchwork, tape measure, etc. |
9 | DECORATIVE DESIGN
| Teacher: Practical demonstration on making of different macramé knot e.g. flat, spiral, Josephine knots. Resources: Macramé twine, pair of scissors, tape measure etc. |
10 | DECORATIVE DESIGNS Needle Craft
| Teacher: Practical demonstration and supervision of students. Resources: Different materials, pair of scissors, tracing paper, tracing wheel, pencil, tape measure. |
11 | Revision | Revision |
12 | Examination | Examination |
CLOTHING AND TEXTILES
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | HOUSEHOLD LAUNDRY Dry Cleaning
| Teacher: Defines dry cleaning, discusses the different methods of dry cleaning and types of dry cleaning agents. Resources: Samples of dry cleaning agents. |
2 | HOUSEHOLD LAUNDRY Dry Cleaning
| Teacher: Discusses the general rules for removing stains during dry cleaning. Discusses the advantages of dry cleaning clothes. Demonstrates how to use dry cleaning agents to remove stains. Resources: Samples of dry cleaning agents, samples of soiled George wrapper, textbook. |
3 | CARE OF CLOTHES Clothing Repair
| Teacher: Discusses the meaning of repairs in clothing and textiles. Demonstrates how to repair clothes using patching, darning. Resources: Samples of torn garment, pieces of plain fabric, needle, threads, sewing machine, textbook. |
4 | CARE OF CLOTHES Clothing Repair.
| Teacher: Guides students to list other types of repairs in clothing. Demonstrate the repair of broken zippers, slack elastic etc Resources: Buttons, zipper, elastic, pieces of fabric, needle etc. |
5 | CARE OF CLOTHES Renovation Processes
| Teacher: Explains the meaning of reconstruction/remodelling and differentiate them. Discusses on renovation techniques. Guides students to renovate some household articles. Resources: Samples of torn materials, faded garment, scissors, etc. |
6 | CARE OF CLOTHES Renovation Process Dyeing
| Teacher: defines dye and discuss on the different types of dye stuff, methods of dyeing and supervises students to renovate old garment by dyeing. Resources: Samples of different dyes, plastic basin, wooden stick, water, scissors, needle and thread, nylon twine etc |
7 | DRESS SENSE Good grooming
| Teacher: Explains the meaning of good grooming and its principles. Resources: magazines showing picture of a well groomed individual |
8 | DRESS SENSE Good grooming Harmonization of colours
| Teacher: Distinguishes between proper and improper dressing. Discusses on colour combination. Resources: Colour wheel chart, colour triangle. |
9 | DRESS SENSE Wardrobe planning
| Teacher: Explains the meaning of a wardrobe, discusses on the points to consider when planning the wardrobe. Explains clothes suitable for different occasions – their features Resource: A wardrobe or cupboard, hangers. |
10 | DRESS SENSE Wardrobe planning
| Teacher: Discusses on the factors that could influence decisions to buy or make clothes. Guides students on ways of selecting and purchasing good readymade clothes. Resources: Sample of different dresses, textbooks. |
11 | DRESS SENSE Dress Accessories
| Teacher: Guides students to mention the different types of accessories. Explains how to select matching accessories for different clothes and occasions. Demonstrates how to make some simple accessories e.g. necklace, hat Resources: Samples of beads, necklace, earring. Charts showing different accessories, textbooks. |
12 | Revision | Revision |
13 | Examination | Examination |
INTERPRENEURSHIP (TRADE SUBJECTS)
BLOCK LAYING AND BRICK LAYING
SS2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | BASIC PRINCIPLES OF SUB STRUCTURAL CONSTRUCTION Types of soil. | Teacher defines soil, explains formation of soil, states types of soil. Students define soil, identify types of soil, explain various nature of soil. Resources; sample of soil starter tools |
2 | BASIC SUB-STRUCTURAL CONSTRUCTION -Site and soil investigation. -Bearing capacity of soil. | Explain the process of investigating soil/ identification of soil and its importance, explain methods used in soil investigation, mention tools/apparatus used for soil investigation, explain how to determine the capacity of soil. Students explain methods used in soil investigation/identification of soil, state tools/apparatus used in soil investigation, state the importance of soil investigation. Resources; soil samples, tools/equipments. |
3 | BASIC PRINCIPLES OF SUB STRUCTURAL CONSTRUCTION Tools for manual excavation and precaution for safe working conditions. | Explain the process of investigating soil/ identification of soil and its importance, explain methods used in soil investigation, mention tools/apparatus used for soil investigation, explain how to determine the capacity of soil. Students explain methods used in soil investigation/identification of soil, state tools/apparatus used in soil investigation, state the importance of soil investigation. Resources; soil samples, tools/equipments. |
4 | BASIC PRINCIPLES OF SUB STRUCTURAL CONSTRUCTION -Timbering to trenches. -Types of timbering to trenches. | Teacher define timbering to trenches, state and explain purpose of timbering to trenches, name members or parts of timbering to trenches, state precautions to be taken when working on excavated trenches, organize practical on timbering. Students define timbering to trenches, state purpose for timbering to trenches, name types of timbering to trenches, take notes/draw types of timbering to trenches, participate actively in practical. Resources; tools, timber, nails, adjustable props etc. |
5 | BASIC PRINCIPLES OF SUB STRUCTURAL CONSTRUCTION Organize practical work on timbering to trenches. | Teacher define timbering to trenches, state and explain purpose of timbering to trenches, name members or parts of timbering to trenches, state precautions to be taken when working on excavated trenches, organize practical on timbering. Students define timbering to trenches, state purpose for timbering to trenches, name types of timbering to trenches, take notes/draw types of timbering to trenches, participate actively in practical. Resources; tools, timber, nails, adjustable props etc |
6 | FLOOR CONSTRUCTION -Definition of floor, -Explain the floor, - State types floor, -Material for floor | Teacher define floor, explain what is a floor, mention types of floor, state materials for floor, state functions of a floor, explain method of construction of various types of floor, state and explain the equipments for the construction of floors (e.g. concrete mixer. Students define floor, name types of floor, materials, equipments etc, take down notes, and drawing. Resources; existing building stair, cement, fine and coarse aggregate. |
7 | FLOOR CONSTRUCTION -Application of floors. -Drawings of floors. | Teacher define floor, explain what is a floor, mention types of floor, state materials for floor, state functions of a floor, explain method of construction of various types of floor, state and explain the equipments for the construction of floors (e.g. concrete mixer. Students define floor, name types of floor, materials, equipments etc, take down notes, and drawing. Resources; existing building stair, cement, fine and coarse aggregate. |
8 | FLOOR CONSTRUCTION Method of construction and method of concrete mixing. | Teacher define floor, explain what is a floor, mention types of floor, state materials for floor, state functions of a floor, explain method of construction of various types of floor, state and explain the equipments for the construction of floors (e.g. concrete mixer. Students define floor, name types of floor, materials, equipments etc, take down notes, and drawing. Resources; existing building stair, cement, fine and coarse aggregate. |
9 | WALL
| Teacher defines, explains and states the functions of wall, mentions types of wall, state the materials for wall, state the principles of wall constriction (bonding). Students take down notes, participate actively in the practical work. Resources; tools, blocks,/bricks, stones, concrete etc |
10 | PRINCIPLES OF WALL CONSTRUCTION | Teacher defines, explains and states the functions of wall, mentions types of wall, state the materials for wall, state the principles of wall constriction (bonding). Students take down notes, participate actively in the practical work. Resources; tools, blocks,/bricks, stones, concrete etc |
11 | OPENINGS IN WALLS Explain openings in a wall, functions of openings in wall, method of fixing doors and window in opening. | Teacher explain openings in wall, state functions of openings in wall, explain the different types of timber used for windows and timber used for windows and doors construction, state method of timber conversion, explain method of preservation of timber, organize visits to Nigerian forest reserve and saw mills. Resources; timbers, tools, yanding wall etc |
12 | OPENINGS IN WALLS Methods of fixing doors and windows in openings. | Teacher explain openings in wall, state functions of openings in wall, explain the different types of timber used for windows and timber used for windows and doors construction, state method of timber conversion, explain method of preservation of timber, organize visits to Nigerian forest reserve and saw mills. Resources; timbers, tools, yanding wall etc |
13 | Revision | Revision |
14 | Examination | Examination |
BLOCK LAYING AND BRICK LAYING
SS2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | OPENINGS IN WALL (CONT) Materials for the construction of door and windows. | Teacher explain openings in wall, state functions of openings in wall, explain the different types of timber used for windows and timber used for windows and doors construction, state method of timber conversion, explain method of preservation of timber, organize visits to Nigerian forest reserve and saw mills. Resources; timbers, tools, yarding wall etc |
2 | BONDING -Bond -Types of bond. -Materials for bonding. | Teacher explain bond/bonding, state types of bonds, mention materials for bonding, sketch/prepare drawings of various bonds and carry out practical work on bonds. Students construct different types of bonds using bricks, blocks, construct different types of bonds using combination of bricks/blocks. Resources; tools, bricks/blocks, mortar. |
3 | BONDING Practical work on various bonds. | Teacher explain bond/bonding, state types of bonds, mention materials for bonding, sketch/prepare drawings of various bonds and carry out practical work on bonds. Students construct different types of bonds using bricks, blocks, construct different types of bonds using combination of bricks/blocks. Resources; tools, bricks/blocks, mortar. |
4 | TIMBER/TIMBER CONVERSION AND SEASONING Nigerian timber and products for windows and doors. | Teacher explains timber and how it is obtained, state applications of timber in construction industry, explain conversion of timber (with sketches). State methods of conversion, explain seasoning, and its methods, with the aid of a diagram, show various methods of seasoning, state types of doors, and windows. Students visit timber yards to observe activities on timber. Resources; models, pieces of timber. |
5 | TIMBER/TIMBER CONVERSION AND SEASONING Methods of timber conversion/seasoning. | Teacher explains timber and how it is obtained, state applications of timber in construction industry, explain conversion of timber (with sketches). State methods of conversion, explain seasoning, and its methods, with the aid of a diagram, show various methods of seasoning, state types of doors, and windows. Students visit timber yards to observe activities on timber. Resources; models, pieces of timber. |
6 | TIMBER/TIMBER CONVERSION AND SEASONING Functions of openings in dwelling. | Teacher explains timber and how it is obtained, state applications of timber in construction industry, explain conversion of timber (with sketches). State methods of conversion, explain seasoning, and its methods, with the aid of a diagram, show various methods of seasoning, state types of doors, and windows. Students visit timber yards to observe activities on timber. Resources; models, pieces of timber. |
7 | TIMBER/TIMBER CONVERSION AND SEASONING Types of timber doors and windows. | Teacher explains timber and how it is obtained, state applications of timber in construction industry, explain conversion of timber (with sketches). State methods of conversion, explain seasoning, and its methods, with the aid of a diagram, show various methods of seasoning, state types of doors, and windows. Students visit timber yards to observe activities on timber. Resources; models, pieces of timber. |
8 | CONCRETE -Concrete. -Types of concrete. -Materials for concreting. | Teacher explains and name types of concrete, materials for concrete, methods of mixing concrete. Students take down notes, state methods of mixing concrete. Resources; cements, fine and coarse aggregate and tools |
9 | METHODS OF PROPORTIONING, MIXING AND TESTING CONCRETE -Types of concrete mixer, mixing ratio of cement, fine and coarse aggregate. -Water-cement ratio | Teacher state types of concrete mixer, explain different ratios for different concrete mix, explain water cement ratio, mention means of transporting wet concrete to its placing point, state precaution taken while handling fresh concrete. Students operate concrete mixer, explain different types of mix, manually mix concrete, transport fresh concrete to point of placing with a wheel-barrow or head pan. Resources; head pan, wheel-barrow, mixers, cement, fine and coarse aggregate. |
10 | METHODS OF HANDLING AND PLACING CONCRETE. | Teacher state types of concrete mixer, explain different ratios for different concrete mix, explain water cement ratio, mention means of transporting wet concrete to its placing point, state precaution taken while handling fresh concrete. Students operate concrete mixer, explain different types of mix, manually mix concrete, transport fresh concrete to point of placing with a wheel-barrow or head pan. Resources; head pan, wheel-barrow, mixers, cement, fine and coarse aggregate. |
11 | Revision | Revision |
12 | Examination | Examination |
BLOCK LAYING AND BRICK LAYING
SS2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | METHODS OF HANDLING AND PLACING OF CONCRETE -Pumping of ready mix concrete. -Factors for choosing transporting wet concrete. | Teacher explain pumping of ready mixed concrete, explain factors influencing choice of transportation system of wet concrete, state compacting tools and equipments, reasons for compacting concrete, explain curing of concrete, state reasons for curing concrete. Students carry out mixing, transporting and placing of concrete in a form, reasons for choosing a particular transport system for a particular work. Resources; tools, equipments. |
2 | METHODS OF HANDLING AND PLACING CONCRETE -Tools for compaction of concrete. -Reasons for compacting concrete. | Teacher explain pumping of ready mixed concrete, explain factors influencing choice of transportation system of wet concrete, state compacting tools and equipments, reasons for compacting concrete, explain curing of concrete, state reasons for curing concrete. Students carry out mixing, transporting and placing of concrete in a form, reasons for choosing a particular transport system for a particular work. Resources; tools, equipments. |
3 | COMPACTING AND CURING OF CONCRETE | Teacher explain pumping of ready mixed concrete, explain factors influencing choice of transportation system of wet concrete, state compacting tools and equipments, reasons for compacting concrete, explain curing of concrete, state reasons for curing concrete. Students carry out mixing, transporting and placing of concrete in a form, reasons for choosing a particular transport system for a particular work. Resources; tools, equipments. |
4 | METHODS OF CONSTRUCTION JOINTS IN CONCRETE STRUCTURE Types of joints. Jointing materials and their application. Methods of making construction joints in concrete structures. | Teacher explain joints in concrete structure, state jointing materials, explain the methods of making joints in concrete construction. Students carry out simple construction joint work. Resources; tools, equipments and construction materials e.g particle board. |
5 | USES OF FORM WORK IN CONSTRUCTION WORK
| Teacher explain, and state materials for formwork, explain functional requirements of formwork, state and explain the advantages of steel over timber formwork, state and explain types of formwork. Students select appropriate materials for a specific formwork, erect formwork, dismantle formwork, demonstrate care of formwork. Resources; timber, steel etc |
6 | USES OF FORMWORK IN CONSTRUCTION (Formwork cont). | Teacher explain, and state materials for formwork, explain functional requirements of formwork, state and explain the advantages of steel over timber formwork, state and explain types of formwork. Students select appropriate materials for a specific formwork, erect formwork, dismantle formwork, demonstrate care of formwork. Resources; timber, steel etc |
7 | TECHNIQUES OF LAYING PRE-CAST FLOOR FINISHES -Properties of pre-cast floor finishes. -Procedures and precautions in laying floor finishing materials. -Methods of laying tiles and common defects in pre-casting floor. | Teacher explains and states types of floor, explain properties of per-cast floor, state precautions taken while laying precast floor and floor finishing materials, explain methods of laying floor tiles, state common defects in pre-cast floor. Students identify various floor finishes, take a trip to construction sites, observe various types of floor tiles. Resources; floors under-finishing, tiles of various types and sizes. |
8 | TECHNIQUES OF LAYING SYNTHETIC FLOOR TILES Synthetic floor tiles and sizes. | Teacher explains and states types of floor, explain properties of per-cast floor, state precautions taken while laying precast floor and floor finishing materials, explain methods of laying floor tiles, state common defects in pre-cast floor. Students identify various floor finishes, take a trip to construction sites, observe various types of floor tiles. Resources; floors under-finishing, tiles of various types and sizes. |
9 | ORGANIZATION AND EXECUTION OF EXTERNAL AND INTERNAL RENDERING -Rendering/plastering. -Functions of rendering/plastering. -Quality of good rendering. | Teacher explain rendering/plastering, state functions of rendering, state and explain the quality the quality of good rendering/plaster, explain procedures for rendering/plastering, organize and carry out practical on rendering or plastering. Students state qualities of a good rendering, carry out practical rendering. Resources; tools, equipments, cement and fine aggregate and water. |
10 | ORGANIZATION AND EXECUTION OF EXTERNAL AND INTERNAL RENDERING -Procedures for rendering/ plastering. -Arrange and carry out practical on rendering or plastering. | Teacher explain rendering/plastering, state functions of rendering, state and explain the quality the quality of good rendering/plaster, explain procedures for rendering/plastering, organize and carry out practical on rendering or plastering. Students state qualities of a good rendering, carry out practical rendering. Resources; tools, equipments, cement and fine aggregate and water. |
11 | Revision | Revision |
12 | Examination | Examination |
CARPENTRY AND JOINERY
SS2FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
SAFETY RULES IN THE MACHINE SHOP | ||
1 | Machine safety rule |
|
2 | Electrical equipment safety |
|
3 | Safety devices on a machine |
|
PORTABLE POWER TOOLS AND MAINTENANCE | ||
4 | Portable power planer |
|
5 | Portable circular saw |
|
6 | Portable power drill |
|
7 | Portable router and jigsaw |
|
MACHINES AND MAINTENANCE | ||
8 | Circular saw machine |
|
9 | Cross cut machine |
|
10 | Surface planer and thickness machine |
|
11 | Wood turning machine |
|
12 | Revision | Revision |
13 | Examination | Examination |
CARPENTRY AND JOINERY
SS2SECONDTERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
ADHESIVES | ||
1 | Animal glue |
|
2 | Casein glue |
|
3 | Urea formaldehyde |
|
4 | Resernol adhesine and epoxy resin |
|
IRON MOMONGREY | ||
5 | Screws, nails, hinges |
|
6 | Sketches of different types of wells, hinges handles |
|
7 | Fixing of locks, hinges, handles, brackets casters |
|
8 | Specifications of nails, screws, locks, handles |
|
DOORS AND WINDOWS | ||
9 | Types of doors and windows |
|
10 | Sketching joints use in construction of doors and windows |
|
11 | Revision | Revision |
12 | Examination | Examination |
CARPENTRY AND JOINERY
SS2THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
FORMWORK AND CENTRING | ||
1 | Farm work and centring |
|
2 | Centre for various shapes of arches |
|
3 | Timbering to tranches |
|
ESTIMATION AND COSTING | ||
4 | Sketching and working drawing |
|
5 | Interpretation of drawing and sketches |
|
6 | Calculation and estimation |
|
FINISHES | ||
7 | Reasons for applying finishes |
|
8 | Preparation of surface for finishes |
|
9 | Types of finishes |
|
10 | Application of finishes |
|
11 | Tool and equipment |
|
12 | The maintenance of tools and equipment |
|
13 | Revision | |
14 | Examination | |
CATERING CRAFT
SS 2FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | FOOD SERVICE Silver Service
| Teacher: Explains the meaning of silver service. Discusses of mis-en-place in silver service. Explain the procedure in silver service. Enumerate the various advantages and disadvantages of silver service Students: Participate in the discussion, ask and answer questions. Practice the different types of food services Teaching and Learning Materials: Silver serving equipment, charts on Mis-en-place. |
2 | TABLE LAYING/SETTING Laying of Table Cloth:
| Teacher: Explain the laying of table cloth. Discuss the steps in laying the table with the correct covers. Demonstrate the laying of table cloth. Students: Participate in the discussion, ask and answer questions. Observe and practice the table laying/setting Teaching and Learning Materials: Table accompaniments, table cloth |
3 | TYPES OF KITCHEN EQUIPMENT AND THEIR USES
| Teacher: Explain the types of kitchen equipment. Students: Participate in the discussion, ask and answer questions . Teaching and Learning Materials: Kitchen equipment e.g. Pots, steamers, refrigerator etc |
4 | CARE AND MAINTENANCE OF KITCHEN EQUIPMENT
| Teacher: Explains the process and maintenance of the equipment. Demonstrate the process in care and maintenance of various equipment. Students: Practice the cleaning of various equipment. Practice the storage of maintenance of various equipment. Teaching and Learning Materials: Cleaning materials e.g. detergents |
5 | PRINCIPLES OF COOKING METHOD Boiling: stock making, soups sauces
| Teacher: Explains the process, care and maintenance of equipment. Demonstrate the processes in care of maintenance of various equipment Student: Practice boiling method e.g. soups, sauces. Teaching and Learning Materials: Ingredients for soups and sauces. |
6 | PRINCIPLES OF COOKING METHOD
| Teacher: Explains the methods of making stock soup and sauces. Demonstrate the method involved in preparing soup, stock an sauce. Students: Participate in the discussion. Practice roasting e.g. fish Teaching and Learning Materials: Ingredients for roasting fish |
7 | PRINCIPLES OF COOKING METHOD
| Teacher: Explains The Meaning Of Roasting And Mention Types Of Food Items Students: Explains Grilling And In Relation To Cooking Fish. Explain The Effect Of Heat On The Food Value. Practical Demonstration Teaching And Learning Materials: A picture of a Griller. Ingredients for grilling poultry |
8 | COOKING METHOD Baking: pastry and confectionary
| Teacher: Explain baking and mention types of products to bake cake, bread etc. demonstrate practical cake decoration. Royal icing, fondant icing (sugar craft) Students: Participate in the discussion. Practice the preparation of cake decoration using different methods. Teaching and Learning Materials: ingredients for baking bread. Ingredients for fondant, butter and royal icing. |
9 | SPECIAL MENU
| Teacher: Explains the meaning of vegetarian. Enumerates the various types of vegetarian. Demonstrates the dishes for various types of vegetarians. Students: Participate in the discussion. Practice the preparation and cooking of vegetarian meals. Teaching and Learning Materials: Ingredients for cooking vegetarian meals. |
10 | MEAL FOR VUNERABLE
| Teacher: Explain the meaning of vulnerable. Explain the various types of vulnerable. Demonstrate the preparation of some dishes for different venerable. Students: Participate in the preparation of special meals Teaching and Learning Materials: Ingredients for preparing vulnerable meals. |
11 | Revision | Revision |
12 | Examination | Examination |
CATERING CRAFT
SS 2SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | PRINCIPLES OF MENU PLANNING
| Teacher: Explain the meaning and scope of menu. Explain the factors affecting menu planning Students participate in the discussion. Copy chalkboard summary. Materials: Charts and pictures showing types of menu |
2 | PRINCIPLES OF MENU PLANNING
Cyclical Menu
| Teacher: Enumerate the various types of menu. Explain the various types of menu. Explain the disadvantages and advantages of various types of menu. Students participate in the discussion. Copy chalkboard summary. Materials: Charts and pictures showing types of menu |
3 | PRINCIPLES OF MENU PLANNING
| Explain the meaning of Ala carte menu. Explain the advantages and disadvantages of Ala carte menu Students participate in the discussion. Copy chalkboard summary. Materials: Charts and pictures showing types of menu |
4 | SPECIAL MENU Breakfast Menu
| Teacher: Demonstrate the processes of types of Breakfast Menu Students participate in the discussion. Copy chalkboard summary. Materials: Charts and pictures showing types of menu |
5 | TYPES OF FOOD SERVICE II Types of food service: Guerdon
| Teacher: Demonstrate the various types of food services Students participate in the discussion. Copy chalkboard summary. Materials: Charts and pictures showing types of menu |
6 | TEST INTERPRETATION II Food and beverage services in a restaurant | Teacher: Discuss test interpretation on food and beverages service Students participate in the discussion. Copy chalkboard summary. Materials: Charts and pictures showing types of menu |
7 | SPECIALIZED SERVICES specialized (or in situ)
Visitation to a speciality restaurant | Teacher: Discuss different specialized service Students participate in the discussion. Copy chalkboard summary. Materials: Charts and pictures showing types of menu |
8 | SPECIALIZED SERVICE
| Explain the meaning of banquet service. Discuss the various functions of the merchandiser, beverage vendor. Students participate in the discussion. Participate in the visit of a specialty workshop. Materials: Charts showing different specialized service. |
9 | TEST INTERPRETATION III Food Production | Teacher: Explains test interpretation Students: Practice test interpretation on food production. Materials: Samples of questions |
10 | COOKING METHOD
| Teacher: Explains micro-waving of poultry, left-over food. Explains the effect of heat on food value Students: Participate in the discussion ask and answer questions Materials: A picture showing a micro-wave oven |
11 | PASTRY AND CONFECTIONARIES Dough and Dough Product:
| Teacher: Explains the principles of cooking method, baking and frying in pastry and confectionaries. Demonstrate the baking of bread, doughnut, chin-chin, puff-puff. Students: Practice of baking of bread and frying doughnut, puff-puff and chin-chin Materials: Ingredients for bread, doughnut, puff-puff and chin-chin. |
12 | Revision | Revision |
13 | Examination | Examination |
CATERING CRAFT
SS 2THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | SPECIAL MEAL (Other Groups)
| Teacher: Explain the meaning of different groups Demonstrate menu for the various groups. Students: Participate in the discussion, ask and answer questions. Practice menu for the various groups Materials: A chart showing the different groups. A picture of pregnant women |
2 | FOOD COMMODITIES i. Egg and Egg Dishes
ii. Uses of egg in cookery, binding, thickening and raising agent iii. Practical | Teacher: Explain the process of making custard and its uses. Demonstrate the preparation of custard Students: Practice the making of custards Materials: Ingredients for making custards. A picture showing different types of dishes. |
3 | FOOD COMMODITIES Egg and Egg Dishes:
| Teacher: Practical demonstration of egg dishes Students: Practice the making of egg dishes Materials: picture showing different types of egg dishes (textbook, catering book) |
4 | FOOD COMMODITIES Traditional dishes
Practical | Demonstrate the production of dishes using local food stuff Participate in the practical, ask and answer questions. Materials: A chart showing different dishes. Ingredients for the traditional dishes. |
5 | FOOD COMMODITIES International Dishes
Practical | Teacher: Demonstrate the production of international dishes Students: Participate in the practical Materials: Ingredients for international dishes |
6 | FOOD COSTING/CONTROL
| Teacher: Explain the meaning of food costing and control. Enumerate the various objective of food costing and control. Students: Participate in the discussion, ask and answer questions Materials: dish costing sheet |
7 | FOOD COSTING /CONTROL Dish Costing
Practical | Teacher: Explain the meaning of dish costing. Explain the purpose of food costing and control. Explain dish costing sheet and factors to consider in costing Students: Participate in the discussion, ask and answer questions Materials: Dish costing sheet. Portion control equipment |
8 | FOOD COSTING AND CONTROL
| Teacher: Explain the meaning of portion cost per cover. Explain the various profit margins in each dish produce Students: Participate in the discussion, ask and answer questions. Copy board summary. Do assignment Materials: Dish costing sheet. Portion control equipment |
9 | PRICING POLICY
| Teacher: Explain pricing policy. Explain different elements of food costing and control. Students: participate in the discussion. Copy board summary. Material: Food control sheet |
10 | FOOD COSTING/CONTROL
| Teacher: Explain the role of control cost in food production establishment Students: participate in the discussion. Copy board summary Material: Food control sheet |
11 | Revision | Revision |
12 | Examination | Examination |
COSMETOLOGY
SS2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1. 2. 3. 4. 5. 6. 7. 8. 9. | FEET AND HANDS 1. Care of feet i). Effect of shoes on feet. ii). Managing of feet. 2. Care of the hand. i). Massaging ii). Application of oil. FEET AND HANDS Practical on the massaging of feet and toes. -hands. FEET AND HAND Nail disorders (white spots, bitten nails, brittle nails etc) FEET AND HAND Nail diseases (Ring worm, felon and ingrown nail). SKIN Type of skin (oily skin, dry skin etc). SKIN Skin care products Common skin problems and treatments -Practical COLOUR WHEEL/CHART Classification of colours (Primary, secondary, neutral, tertiary intermediate etc). Colour wheel chart RULES OF PERSONAL HYGIENE Personal hygiene Grooming and grooming materials Characteristics of grooming (daily bath, daily teeth care). STERILIZATION Methods of sterilization Types of sterilization | TEACHER: 1. States ways of caring for the feet and hand. 2. Statesthe reasons for wearing good shoes. 3. Outlines tips for buying good shoes. 4. Shows proper technique for caring for hands. 5. Demonstrates proper trimming of nails. 6. Lists common nail disorders. 7. Gives examples of nail diseases. 8. Demonstrates massage of hand and feet. STUDENTS: 1. State the effect of wearing poor fitted shoes. 2. State proper care of hand and feet. 3. Practice trimming of hand and toe nail correctly. 4. Practice the massage of hand and feet. 5. Identify toe, feet, nail disorders. 6. Copy notes on board. INSTRUCTIONAL RESOURCES: Pumice stone, massaging creams, picture of various types and styles of shoes, poster on good shoes, pictures/charts on nail disease and disorder. TEACHERS: 1. Defines skin 2. Lists skin types 3. Explains skin care 4. States and demonstrates the steps involved in the caring of skin 5. Lists some skin care product and defect. 6. Lists common skin problem and their corresponding treatment. 7. Demonstrates treatment of skin problems. STUDENTS: 1. List skin types 2. Give examples and usage of skin care products. 3. Copy notes 4. Picture how to care for skin. 5. Identify common skin problems amongst their peers. 6. Carry out simple skin treatment INSTRUCTIONAL RESOURCES: Chart/magazines showing different types of skin care product. Picture showing different skin defects. TEACHER: 1. Explains the classes of colours 2. Copy notes 3. Draws and explain a colour wheel/chart 4. Practice combinations of colours on drawing books using poster colours. INSTRUCTIONAL RESOURCES: Poster colours, colour wheel, chart, brushes, pencils, card board sheets etc. TEACHER: 1. Explains what personal hygiene of a cosmetologist is. 2. Lists grooming materials and enumerate the appearance of well groomed cosmetologist. 3. Displays pictures of well groomed cosmetologist. STUDENTS: 1. Explain good grooming 2. Identify grooming materials 3. Copy notes. 4. Practice good grooming INSTRUCTIONAL RESOURCES: Chart and posters showing well groomed cosmetologist grooming materials. TEACHER: 1. Defines sterilization 2. States method of sterilization 3. Lists types of sterilization 4. Lists materials and tools of sterilization. 5. States process of sterilization. |
10 | STERILIZATION Materials/tools for sterilization. Processes of sterilization practice. | STUDENTS 1. Define sterilization 2. Copy notes on board 3. Observe video/film of sterilization and practice. 4. Visit shops, markets and departmental store and compile a list of chemicals for sterilization. 5. Carry out sterilization according to the manufacturer’s instructions. INSTRUCTIONAL RESOURCES Sterilizers, washing pan, buckets, dippers, needles, combs, brushes, ultra-violet rays. |
11 12 | FIRST AID First Aid Contents of a first aid box and their uses. FIRST AID First aid treatment for burns cuts etc. Practice. | TEACHER 1. Defines first aid 2. Displays a first aid box and use its contents to demonstrate how to administer first aid on a volunteer. STUDENTS 1. Identify first aid materials 2. copy notes 3. Practice administering first aid 4. Watch video clips and note the contents and processes of first aid treatment. INSTRUCTIONAL RESOURCES First aid box, charts showing first aid procedures some firs aid materials, dummy, video clips. |
13 | Revision | Revision |
14 | Examination | Examination |
COSMETOLOGY
SS2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 2 | TREATMENTS OF HAIR LOSS Hair loss Reasons for hair loss (Old age, poor scalp condition etc.) TREATMENTS OF HAIR LOSS Hair colouring Types of hair colouring | TEACHER: 1. Explains briefly the meaning of hair loss. 2. States reason for hair loss 3. Explains treatment for hair loss and dandruff. 4. States some preventive measures for hair loss. 5. Displays charts showing different types of hair loss. STUDENTS: 1. Define hair loss 2. Give more reasons for hair loss. 3. Identify treatment materials used for hair loss. 4. Draw different types of hair loss in their note books. 5. Carry out treatments on volunteer. INSTRUCTIONAL RESOURCES: Display sample materials for hair loss. Display charts/film showing hair loss. |
3 4 5 6 7 8 9 10 11 12 | TINTING AND COLOURING OF HAIR Selection of the correct colour and shade for hair practical, hair colouring. TINTING AND COLOURING HAIR Selection of the correct colour or shade for hair Practical hair colouring. CHEMICAL HAIR RELAXER Chemical hair relaxers Types of hair relaxers (Cold wave, texturizers etc.) Purchasing tips on relaxers with (NAFDAC No. & Expiration Date) CHEMICAL HAIR RELAXERS: Chemical hair relaxers, materials (combs, shampoo, petroleum base, hair conditioner, protective gloves, water.) CHEMICAL HAIR RELAXERS: Procedures for chemical hair relaxing Practical on hair relaxing. FACIAL DEFECTS AND TREATMENT Facial defects
FACIAL DEFECTS AND TREATMENT Treatments for facial defects Practical FACIAL DEFECTS AND TREATMENT Recommendations for facial treatments (avoid too much intake of oily foods etc). REVISION AND EXAMINATION EXAMINATION | TEACHER: 1. Explains the term colouring. 2. Displays the different colours used for hair colouring. 3. Explains the difference between temporary, semi- permanent and permanent colouring. 4. Demonstrates hair colouring/ tinting on a volunteer. STUDENT: 1. Define colouring / tinting. 2. Copy notes 3. Select the correct colour or shade for the hair. 4. Practice the right procedure of hair colouring on a volunteer. 5. Visit a beauty salon to identify some colouring products. INSTRUCTIONAL RESOURCES: Hair colour, bowls, protective gloves, towels, etc. TEACHER: 1. Explains chemical/ hair relaxer 2. Names types of relaxers 3. Lists purchasing tips. 4. States chemical hair relaxing procedures. 5. Carries out practical demonstration on a dummy. STUDENTS: 1. Explain chemical hair relaxers. 2. Name types of relaxers. 3. Copy notes. 4. List tools and materials for chemical hair relaxing. 5. Practice how to apply chemical hair relaxers in groups on a dummy. INSTRUCTIONAL RESOURCES: Shampoo, comb/brushes, protective gloves, neck strip, petroleum base, water. TEACHER: 1. Explains the terms. 2. Differentiates between the terms. 3. Outlines different facial defects 4. Lists treatment materials 5. Applies facial treatment on a dummy/ volunteer. STUDENTS: 1. Explain and differentiate between the three terms 2. Copy notes. 3. Suggest more treatment methods. 4. Apply and practice facial treatments on a volunteer. 5. Practice facial aerobics. INSRUTIONAL RESOURCES: Facial treatment creams pictures on facial/aerobics and facial defects. |
COSMETOLOGY
SS2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 2 3 | APPLICATION OF MAKE-UP Facial make- ups
Make up materials(facial mask, foam, facial towel etc) APPLICATION OF FACIAL MAKE-UP Reasons for facial make-up (beautification, concealing facial defect, maintenance of implements (proper storage, sterilization) APPLICATION OF FACIAL MAKE-UP Application of facial make-up
| TEACHER: 1. Methods types of facial make-up materials. 2. Displays make-up materials. 3. Demonstrates make-up application on dummy or volunteer. 4. Lists make-up tools. 5. Explains the treatment/maintenance of make-up tools 6. Outlines the method of sterilization. STUDENT: 1. Identify make-up materials. 2.Copy note 3. Practice the use and stages of make-up tools. 4. Practice the maintenance of make-up tools. 5. Visit cosmetic store to make list of facial make-up. 6. Make albums of models wearing good facial make-up. INSTRUCTIONAL RESOURCE S: Colour wheel, chart, lip pencils, powder, brush, make-up kit, sterilization kit, toner, exfoliator. |
4 5 | LIP AND LIP STICK Lip Types of lip colours Types of lipsticks LIP AND LIPS STICK Technique for lip colour application Practical Lip tricks | TEACHER: 1. Names different shapes of lip 2. Displays lip sticks and color wheel. 3. Demonstrates lip tricks using video film. 4. Applies lipstick on volunteer. STUDENT: 1. Copy notes on board 2. Practice the mixing of lip colour wheel. 3. Observe the process of lip tricks from video film. 4. Application of lip sticks on a dummy or volunteer. INSTRUCTIONAL RESOURCES: Colour wheel, chart, lip pencils, lip sticks, lip balm, video film etc. |
6 7 | EYE BROWS, EYE LIDS AND EYELASHES Eye brows and eyelashes Materials for eyebrows, eyelids and eyelashes.
EYE BROWS, EYELIDS AND EYELASHES. Practical on the use of eye brows, eye lids and eye lashes materials. | TEACHER: 1. Lists types of eyebrow 2. Lists materials for eye brows, eye lids and eyelashes. - tweezers - eye pencil - mascara etc 3. Practical on the use of eye brows, eye lids and eye lashes materials. STUDENT: 1. Identify different shapes of eye brow. 2. List materials used for eye brows, eye lids and eye lashes. 3. Copy notes on board. 4. Practice the use of wax, tweezers etc. 5. Apply eye pencil, mascara etc. on a dummy. INSTRUCTIONAL RESOURCES : Dummy, eye pencil, eye shadow, mascara, tweezers, charts showing different shapes of eye brows etc. |
8 9 10 11 12 13 | ARTIFICIAL HAIR Hair pieces and wigs Difference between wigs and hair pieces. Reasons for wearing wigs. ARTIFICAL HAIR Caring for wigs and hair pieces Tips when buying hair pieces and wigs ARTIFICIAL HAIR Production of wigs (Practical) ARTIFICIAL HAIR Procedure for fixing artificial hair. Practical on fixing of artificial hair. Revision Examination | TEACHER: 1. Explains the difference between wig and hair piece. 2. States reasons for wearing wigs. 3. States care for wigs. 4. Demonstrates the making of wigs. 5. Demonstrates application of hair extension on a dummy or volunteer. STUDENT: 1. Differentiate between wigs and hair piece. 2. Copy notes on board. 3. Practice application of hair extension on volunteer. 4. Collect samples to see manufacturer’s instructions for care and handling of wigs and hair pieces. INSTRUCTIONAL RESOURCES: Sample of wig, hair pieces, needles, thread, scissors, nets, dummy, etc. |
DATA PROCESSING
SS 2 FIRST TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | Data Models -definition of data models -types of data models | - Defines Data Model -Discusses the concept of data modeling -Give example ties of data models Instructional Resources: charts, software package. |
2 | Data Modeling -creating tables -creating forms -creating queries -creating reports | -Demonstration how to Create Table, Form, Queries and Reports watch teachers demonstration Instructional Resources: computer set, software packages. |
3 | Data Modeling -significance of data model -exampled of standard of a standard data model data models | -Explains the significance of data model -Participate in classroom activities Instructional Resources: computer set, software packages |
4 | Normal Forms -examples of tables in first normal forms -tables in second and third normal forms -problems of table in first normal form | -Demonstrate how to create table in normal forms -Watch teacher demonstration Instructional Resources: computer set, tutorial packages. |
5 | Normal Forms -determinants of normal forms -foreign keys | Explain the determinant of normal forms unique determinant non unique determinant -State the concept of foreign key. -Differentiate between primary key and foreign key. -Students should participate in creating tables in normal form Intentional Resources: computer set, tutorial package. |
6 | Entity Relationship Entities attributes and relationships | Explain the main components of an entity relationship (er) model with examples -illustrate relationship between entity and attribute with (er) diagrams *listen and participate Instructional Resources:Charts and computer set |
7 | Entity – Relationship Model -additional features of entity model | Give additional features of Entity Model e.g. connectivity and cardinality. -Listen and participate in class discussion Instructional Resources: Charts and computer set |
8 | Relational Model -creating relations using sql -modifying relations using sql | -Explain and demonstrates how to create and modify relation using SQL -Listen and participate Instruction Resources: SQL soft ware, computer set. |
9 | Relational Model -Integrity constraints over relations | -State integrity constraints over relations such no not null, unique, primary key, foreign key and check -The constraints to define the ways automatically enforce the integrity of a database. Instructional Resources: Computer set, sql software |
10 | Relational Model enforcing integrity constraints | -The SQL to show how to enforce integrity constraints e.g. no action Instructional Resources: SQL software, computer set |
11 | Relational Model -querying relational data | Explains how to use SQL and query a relational data e.g. to create a view statement” create view name and select query”. |
12 | File Organization -methods of file organization | -Define file organization -State and explain methods of file organization e.g. heap, sentential, hash and btree files -State characteristics of each file structure. Instructional Resources: Computer set, chart. |
13 | Revision | |
14 | Examination |
DATA PROCESSING
SS 2 SECOND TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | Internet -definition of internet -internet browser -benefits of internet | -The teacher leads the students to define internet -list internet browsers (Opera, Explorer, Mozilla Firefox, UC) etc. -Show the students their icons on the computer. -Explain / demonstrate the benefits of internet |
2 | Internet -requirements for internet connection -internet secreting -abuses of internet | Names requirements for internet commotion e.g. modem, computers etc. -Defines internet security and list examples AVG, Avast,Nortons -Students to mention the abuses of internet |
3 | Internet -searching for information -downloading a file from a web page -copying from a web page. | -guides the students to browse and open a web page on the net. -Demonstrates how to download and copy from a web page Instructional Resources: computer set with internet facility. |
4 | Presentation Package -meaning of presentation package -uses of presentation package -identification of PowerPoint toolbar and its content. | Guides the student to -definition presentation package with examples (PowerPoint) -State the uses /importance of presentation packed -The teacher loads PowerPoint presentation and guides the students to identify the tool bars and its contents. |
5 | Creating Presentation -inserting slides -applying design | Lead the students to -Work with slides, applying designs e.g. design template, color scheme, animation scheme |
6 | Modifying Slides Formatting Text On The Slides -animation texts and chart in presentation | -Format texts on slides by changing their style size colour and orientation -Apply an imitation to text e.g. entrance, exit etc -Applying animation to inserted pictures e.g. motion path PowerPoint software, computer set |
7 | Final Presentation -save presentation -set slide timing -ste transition -run slide show -close presentation | -Set slide tuning and transition style -Save the presentation run the slide show both automatically and by monde click. -Close and exit presentation instructional materials PowerPoint presentation software, computer set. |
8 | Web Design Packages -meaning of web design packages -uses of web design packages | -Define web design packages -State uses of web design package -Participate in clan room discussion Instructional Resources: charts pictures |
9 | Web Design Packages -components of web design packages -examples of web design packages | -Give examples of web design packages, e.g. serif web plus, ace html g pro dream wearer, nettbject function etc. -Lead the students to discover the four components e.g. solid layout effective typography, colour scheme etc. |
10 | Creating Websites -add text , images, links and tables to web pages -format text and change page properties -publish web pages | Lead the students to create a simple web page using Google by adding text images , links and tables to the web pages. -Guides the students to format ext (change fort colour, size and type ) and change paper properties -Lead the students to their web sites. Instructional Resources - internet facility, computer sets. |
11 | REVISION | |
12 | EXAMINATION |
DATA PROCESSING
SS 2 THIRD TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | Graphic Packages -meaning of graphic software package -uses of graphic software package | -Teacher leads the students to define graphic software package -outlines the uses of graphic package. Instructional Resources: charts, pictures, computer laboratory |
2 | Graphic Packages -examples of graphic package -component ion of graphic package | -Teacher gives examples of graphic packages - CorelDraw, Photoshop, paint etc -CorelDraw software and would be opened to see and identity their basic components like standard menu, tool box, pallet box. etc. Instructional Resources: computer set, CorelDraw software. |
3 | Corel Draw Environment -uses of the components of the warded | -Hovers around the different components and states what each in used for e.g. standard menu to see file, edit, view, arrange, layout and effects, file in the place to make a new sheet open a file, save, print and scan. students to participate actively in the practice instructional resources computer set, CorelDraw software. |
4 | Object Transformation -definition -object stretching -scaling, mirroring, rotating, skewing objects etc. | -defines objects transformation -guides the students to draw an object after which, they will practice scaling, stretching etc on the object. Instructional Resources: Computer set, CorelDraw software. |
5 | Object Transformation -object shaping and text kerning -editing and shaping -colour and pattern filling | -Draw an object and guides the students to perform the different kind of transformation on it. Instructional Resources: computer set, CorelDraw software. |
6 | Object Editing/Arrangement -object duplication -object movement -grouping and alignment -intersecting and trimming | -Draws an object and guides the students to duplicate and move it. -guided the students to group the duplication object and align them etc. Instructional Resources: computer set, CorelDraw software. |
7 | Object Editing / Arrangement -object envelop -blending | -Draws an object and demonstrates object and demonstrates object envelop roll – up and blending of two or more objects. students follows teachers example to practice instructional resources computer set, CorelDraw software. |
8 | Working With Layout -drawing page and background -border -set guidelines | -leads the students to create a drawing page and background. -guide the students to create border and set guidelines. Instructional resources computer set, CorelDraw software. |
9 | Working With Layout -importing image -inverting image -adding armistices | -Lead the students to import images (pictures) from another package like paint or ms – word. -lead the student to in set images on their drawing page and add artistic texts. instructional resources computer set, CorelDraw software. |
10 | Maintenance Of Computer -general cleaning of the workshop and computers. -basic maintenance procedure | -Explain and demonstrates how to make computer dust free -Students to clean the computers and the workshop with the supervision of the teacher. -Participation in carrying out basic maintenance like blowing dust out. etc. Instructional Resources: computer set, broken down computer sets(scraps) |
11 | Maintenance Of Computers -battery charging and replacement -DVD drive lens cleaning | Explains and demonstrates how to charge and replace batteries and how to clean the lines of DVD drive. Instructional Resources: AC power source screw driver and clean clothes. |
12 | REVISION | |
13 | EXAMINATION |
DYING AND BLEACHING
SS2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1-2 | TECHNIQUES OF TIE AND DYE BY PLEATING (TWO COLORS) Need for advance technique of pleating, 100% cotton material, colored guinea brocade (cotton material). | The teacher demonstrates tie various pleating technique. Use twine and stick to teach the students. Allow the students to tie the method discussed. Source for the materials to be used in practical lesson. Students take active part in the lesson. |
3-4 | TWISTING AND KNOTTING Use of cotton materials in twisting and knotting. | Tie and die twisting and knotting. Teacher demonstrates for the students to see. Students partake by trying to do what the teacher has done. Students enumerate the materials involved. |
5-6 | CIRCLE TECHNIQUE IN TWO COLOURS. Creation of variety in colours. | Need for creating sense of beauty and variety. Display fabrics of multi-color works produced by circle technique. Students participate in the practical work. Practice dying in multi-colors. |
7-8 | MARBLING IN TWO COLOURS Meaning of marbling. Why two colours of dying. | Explain the processes involved in two colors of marbling. Students participate by helping the teacher to fold the cloth, and prepare the dye bath. |
9-10 | STITCHING METHOD; Need for creativity in tie and dye. (two colours) | Need for the production of stitching in tie/dye process. Demonstrate the processes involved. Students participate in the practical. |
11-12 | FOLDING METHOD (TWO COLOURS) Various ways of folding method. | Need for folding method to increase the knowledge of students. Demonstrate for the students to see. Students ask questions, and partake in practical. |
13 | REVISION | |
14 | EXAMINATION |
DYING AND BLEACHING
SS2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1-2 | EXHIBITION OF FIRST TERM WORK;- Need for exhibiting the students’ works produced the previous term (1st term). | Need for exhibiting the students’ work. Promotion of tie and dye by exposure of the students’ work. Mounting of the works by the students under the supervision of the teacher. Invite teachers and students to witness the exhibition. |
3-4 | TIE & DYE BY CRIS-CROSSING WITH FLAT WOOD Meaning of cris-crossing of wood in the dye. Design formation. Dyeing and finishing process. | Teacher demonstrate for the students to see. Involve the students in the practical work. Allow the students to ask questions where necessary not clear. Produce a sample of the cris-cross method of dyeing. |
5-6 | CRIS-CROSS IN MULTI-COLORS. Meaning of multicolor as in crisc-crossing method of dyeing. | Show a sample to the students. explain how that was produced. Explain the process involved in cris-crossing multi-color. Partake in the practical work. |
7-8 | DIPPING METHOD (2 OR 3 COLORS Need for creativity in tie and dye process by dipping method. | Explain the meaning and process involved in dipping method, demonstrate for the students to see. Students partake in the practical process. Produce a sample. |
9-10 | PROJECT WORK ON THE METHODS DISCUSSED Need for production of samples of each of the methods discussed. | Overview of the method discussed. Production of each of the method in tie & dye. Students produce the works. Each group producing a particular method. |
11 | REVISION | |
12 | EXAMINATION |
DYING AND BLEACHING
SS2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1-2 | EXHIBITION OF SECOND TERM WORK;- Promotion of art works. Need for consciousness of the work in school. | Need for exhibition of the previous term’s work. Propagation of the students’ work through exhibition. The teacher guides the students to arrange the works for exhibition by show-casing their works. |
3-4 | SPLASH DESIGN Need for enriching the students knowledge of tie and dye. Use of foam and brush to splash the design/dye. | Demonstrate for the students to see. Students join hands with the teacher to produce a sample of the splash design. Ask questions where not clear. Clean up the work area. Hang the work in the studio. |
5 | INTRODUCTION TO BLEACHING Need for knowledge in reverse way of pattern making through bleaching. Need materials such as jik, parozone. | Explain how bleaching is carried out. Allow the students to ask questions where not clear. Let a student narrate the processes involved in bleaching and dyeing process. |
6-8 | BLEACHING PROCESS. Need to acquire knowledge in bleaching process. | Demonstrate for the students to see. Engage the students in practical work. Students come to school with colored materials/cloths. Produce some designs through bleaching with jik/parozone. |
9-10 | FOLDING AND BLEACHING Need for combining folding with bleaching to form design in textile. | Demonstrate for the students to see. Fold the cloth and tie very well. Prepare diluted bleach in a plastic basin. Dip the folded cloth inside. Allow to stay for between 15 and 20 minutes. Wash the cloth thoroughly, then loose to reveal the pattern. |
11-12 | EXHIBITION OF THE WORKS PRODUCED. Need for the propagation of the trade (dyeing and bleaching) in the school and beyond. | Teacher guides the students to form shelves for exhibition of the students’ works. Invite the school authority and the students to witness and watch the work produced by the students during the term. |
13 | REVISION & EXAMINATION |
ELECTRICAL INSTALLATION AND MAINTENANCE WORK
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | ELECTRICAL WORKSHOP
| Teacher: Explain the rules to follow in building electrical workshop. Display equipment and materials in the workshop Students: Observe displayed equipment and material. Instructional material: diagram of electrical workshop. Electrical tools. |
2 | ELECTRICAL TOOLS Types of tools
Uses of electrical tools | Teacher: Explain different types of tools. Explain their usage. Identify the stated tools by their names Students: Observe displayed equipment and material Instructional material: Hammer, cutter, pliers |
3 | HANDLING OF ELECTRICAL TOOLS
| Teacher: pick one of the tools, example, hacksaw and stand at an angle to the table with vice and cut a pipe. Students: Participate in the cutting of pipe on a table vice Instruction material: Handsaw, table vice, aluminium pipe. |
4 | MAINTENANCE OF ELECTRICAL TOOLS
| Teacher: Explain some of the steps to be taken in maintaining the electrical tools i.e. cleaning, greasing. Students: Clean and apply grease to lubricate the iron parts of the tools. Instructional Material: pliers, petrol, towel and lubricating agent. |
5 | INSULATOR
| Teacher: Display some insulating materials to students. Students: request define insulator and mention where it is applicable. Instructional materials: rubber, paper, glass, ceramics |
6 | CONDUCTOR
| Teacher: Display some conductors. Students: define conductor and mention types and where applicable Instructional Materials: cooper, aluminium |
7 | ELECTRICAL ACCESSORIES
| Teacher: Display some accessories. Define the accessories. Students: identify some of the accessories. Identify the major parts. Instructional materials: ceiling rose, lamp holder. |
8 | TYPES OF ACCESSORIES
| Teacher: Identification of major parts of the accessories by name. IEE regulation Students: Identify some of the accessories by their names Instructional materials: Lamp holder, switch, junction box. |
9 | INTRODUCTION TO CABLE
| Teacher: define cable. Display cable. Identify the major parts of a cable. Students: Identification of cables based on their names. Instructional materials: PVC cable etc |
10 | ARMOURED CABLE
| Teacher: define cable. Display armoured cable. State different types of armoured cable. Students: Observe the displayed armoured cable Instructional material: Mics. Cable |
11 | INSTALLATION OF ARMOURED CABLE AND IEE REGULATION | Teacher: identify the sizes of armoured cable. Strengthen the armoured cable. Students: observe and later participate in the practice. |
12 | REVISION | |
13 -14 | EXAMINATION |
ELECTRICAL INSTALLATION AND MAINTENANCE WORK
SS 2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | INTRODUCTION TO JOINT.
| Teacher: explain procedure for joining and termination cable. Students: Mention Procedure for terminating. Instructional material: aluminium conductor. |
2 | TYPES OF JOINTS
| Teacher: Display the married joint specimen, t joint specimen, britianal joint specimen to the students Students: identify the different joints by their names. Instructional material: aluminium conductor, pliers, cutter. |
3 | PRACTICAL CLASS ON JOINTING | Teacher: explain the steps to take in carrying out the practical. Cut the aluminium conductors into sizes. Students: follow the steps given by the teacher. Instructional material: aluminium conductor |
4 | TERMINATION 1 Three points of light connected in parallel | Teacher: sketch the diagram on the board. Adhere to IEE termination in regulation. Students: adhere to the sketched diagram and put the design to practice on their board with the aid of the following accessories; 3 lampholder, switch, pvc cable, clip board. |
5 | TERMINATION II Two points of light connected in series. | Teacher: sketch the diagram on the board. Students: identify the components or accessories to be used. Design the project on their board using the diagram. Instructional materials: 2 lamp holders, joint, switch, cable. |
6 | INTRODUCTION TO ILLUMINATION
| Teacher: display different types of bulb. Explain the difference between darkness and light. Explain luminous flux with unit. Explain luminous intensity with unit. Students: observe the displayed object. Ask questions where necessary. Instructional material: students’ classroom |
7 | OVER HEAD INSTALLATION
| Teacher: explain over head installation. Display some accessories both in conductor and insulator material. Students: observe the displayed objects. Ask questions where necessary. Instructional material; aluminium conductor in ceramic insulators |
8 | UNDERGROUND INSTALLATION
| Teacher: explain underground installation. Display some accessories both on conducting material and insulating material. Students: observe the displayed objects. Instructional material: armoured cable, cable lines |
9 | ADVANTAGES AND DISADVANTAGES OF UNDERGROUND AND OVERHEAD INSTALLATION | Teacher: state some of the advantages and disadvantages of overhead and underground installation. Display some unit on overhead and underground installation. Students: observe the displayed charts. Instructional material: armoured cable, cable lugs, aluminium conductors, ceramic insulators. |
10 | REVISION | |
11-12 | EXAMINATION |
ELECTRICAL INSTALLATION AND MAINTENANCE WORK
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | INTRODUCTION TO TESTING
| Teacher: explain and give reasons for testing and inspection of domestic installation. Students: observe the displayed instrument. Instructional material: magger, charts. |
2 | TYPES OF TESTING
| Teacher: state the types of test. State the sequence of test e.g. polarity. Students: observe photocopies of completion and inspection certificates. Instructional material: photocopies of complete installation. |
3 | POLARITY TEST
| Teacher: Display the instruments required. Demonstrate their uses. Students: observe the displayed instruments Instructional material: megger, chart, testing lamp |
4 | PRACTICAL CLASS ON POLARITY
| Teacher: demonstrate by using board and follow the sketched diagram. Students: observe the demonstration. Carry out the test. |
5 | INSULATION RESISTANCE TEST
| Teacher: Display the instrument required. Demonstrate their uses. Students: observe the displayed instruments. Instructional material: megger. |
6 | PRACTICAL CLASS ON INSULATION RESISTANCE TEST. | Teacher: Display the instruments required. Demonstrate by using board and follow the sketch diagram. Students: observe the demonstration. Carry out the test. |
7 | EARTH CONTINUITY TEST
| Teacher: Display the instruments required. Demonstrate its uses. Students: observe the instrument displayed. |
8 | PRACTICAL ON EARTH CONTINUITY TEST
| Teacher: Demonstrate by using board and follow the sketch diagram. Students: observe the demonstration. Carry out the test. |
9 | VISUAL INSPECTION TEST
| Teacher: Explain what a visual test is. With the aid of a sketch diagram. Engage the students to participate Students: participate in carrying out visual inspection. |
10 | STATUTORY REGULATION
| Teacher: Explain statutory regulation according to IEE regulation. Display some of the guide Students: observe the displayed guide. |
11 | REVISION | |
12-13 | EXAMINATION |
FISHERIES
SS 2 FIRST TERM
WEEK | TOPIC | CONTENT | ACTIVITIES | |
1 | Fish Pond |
| Teacher guides students in making sketches of different pnd types | |
2 | Other Culturing facilities |
Practical | Guide the students to construct school fish pond. | |
3 | Components of pond |
Practical | Arrange a visit to a standard fish pond | |
4 | Culture system |
Practical | Teacher explains culture systems, gives examples and ask questions. Students give their own examples and ask their own questions | |
5 | “ cont. |
| “ | |
6 | Water Quality |
Practical | Carry out laboratory experiment on water quality | |
7 | Water Quality Parameters |
Practical | Guide the students to carry out the tests on water quality | |
8 | Methods of monitoring water quality |
| Guide the students to carry out the tests on water quality parameters. | |
9 | Optimum water parameters |
| Laboratory experiment on water quality parameters | |
10 | How to increase oxygen in the pond |
| Students write reports on the demonstrations | |
11 | Revision | Revisions | Revision | |
12-13 | Examination | Examination | Examination |
FISHERIES
SS2 SECOND TERM
WEEK | TOPIC | CONTENT | ACTIVITIES |
1 | Fish feed |
| Display feed stuffs and diss the nutritive value of each feed stuffs or materials |
2 | Fish Feed cont. |
| Display feed stuffs and diss the nutritive value of each feed stuffs or materials |
3 | Fish Feed cont. | Artificial Feed
| Display feed stuffs and diss the nutritive value of each feed stuffs or materials |
4 | Fish Feed cont. |
| Display feed stuffs and diss the nutritive value of each feed stuffs or materials |
5 | Fish Feed cont. |
| Display feed stuffs and diss the nutritive value of each feed stuffs or materials |
6 | Fish Feed cont. |
| Display feed stuffs and diss the nutritive value of each feed stuffs or materials |
7 | Nutritive value of feed components |
| “ |
8 | Summary of the essential nutrients of requirements of fish |
| Display feed stuff and discuss their nutritive value |
9 | Exploitation of feeding regine |
| Students should determine the feeding regine of a number of fish based on their body weight |
10 | Period of feeding |
| students should be engaged in feeding the fish |
11 | Methods of feeding |
| Teacher guides the students to practice the different feeding methods |
12 | Revision | Revisions | Revision |
13-14 | examination | examination | examination |
FISHERIES
SS2 THIRD TERM
WEEK | TOPIC | CONTENT | ACTIVITIES | |
1 | Establishment of fish pond |
Practical | Teacher guides the discussion on the preparation of the ponds to stocking | |
2 | “ cont |
Practical | Demonstration of the activities involved in pond establishment | |
3 | “ Cont. |
Practical | “ | |
4 | Preparation of pond (old Ponds) for new stocking |
Practical | Prepare the old pond for stocking | |
5 | “ cont |
Practical | “ | |
6 | Stocking | 1. Definition and meaning 2. Principles of stocking: - stock fish of same species to avoid cannibalism - stock fish of same age with same growth rate - avoid over stock since it results in competition for feed, space oxygen | Demonstrate the stocking principles | |
7 | Procedures for stocking |
Practical | Demonstrate the stocking procedures | |
8 | Pond management | Practice carried out to ensure fish production:
| Demonstration of the various pond management | |
9 | “ cont. |
| “ | |
10 | Fish Transportation | Fingerlings should be transported by using oxygenated bags & clean big containers
| “ | |
11 | Revision | Revision | Revision | |
12 | Examinations | Examinations | Examinations | |
13-14 | Examinations | Examinations | Examinations | |
GARMENT MAKING
SS2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | FIGURE TYPE
| Analyze different figure types and their variations. Resources; chart of various figure type, mirror, measuring tape etc |
2 | SELECTION OF FABRICS FOR DIFFERENT FIGURE TYPE
| Resources; chart of color wheel. |
3 | FABRIC DESIGN AND PATTERNS Fabric design and patterns suitable for different figure types e.g lines or stripes, prints, floral design. | Explain design and pattern suitable fo various figure types. Resources; fabrics of various textures and design. |
4 | CHOICE OF STYLE Identification of suitable styles for various figure types.
| Explain how to solve figure problems using styles, demonstrate modeling of styles to determine their effects on various figure types. Resources; simple dress of various styles, full length mirror. |
5 | IDENTIFICATION OF STYLE FEATURES. Identification of style features that conceal figure problems. | Describe styles features that conceal figure problems. Resources; mirror. |
6 | DRAFTING OF PATTERNS Measurement for drafting bodice blocks.
| Teacher demonstrates the actual drafting of back bodice block. Resources; brown papers, pencils, measurement tape, pins, scissors, long ruler. |
7 | DRAFTING OF FRONT BODICE BLOCK Measurement for drafting front bodice block.
| Teacher demonstrates the actual drafting of front bodice block. Resources; brown papers, pencils, measurement tape, pins, scissors, long ruler. |
8 | PRINCIPLES OF ADAPTATION AND TECHNIQUES OF ADAPTATION
| Explain the meaning and techniques of adaptation. Resources; front and back bodice blocks, brown paper etc |
9 | ADAPTATION OF BODICE INTO BLOUSE PATTERN
| Teacher demonstrates the adaptation of blocks into blouse pattern. Resources; front and back bodice block, brown paper, scissors, long ruler, cello-tapes, arm holes curves etc. |
10 | ADAPTATION INTO BLOUSE STYLES Slashing and spreading to incorporate style features. | Demonstrates the adaptation into blouse style. Resources; front and back bodice blocks, brown paper, pins, scissors, pencil, eraser, arm hole curves etc |
11 | ADAPTATION INTO SHIRT STYLES Measurement for drafting of shirt blocks.
| Teacher demonstrates the adaptation of shirt styles using shirt blocks. Resources; front and back shirt blocks, brown paper, pencil, arm hole curves etc. |
12 | ADAPTATION INTO SHIRT PATTERN. --Sketching of shirt styles. --Transfer of shirts block unto a new paper. --Incorporation of styles features by splashing and spreading. --Addition of seam and ease allowances. | Demonstrates the adaptation of shirt blocks unto a new paper. Resources; front and back shirt blocks, brown paper, pins, eraser, cello-tape, arm hole curves etc |
13 | REVISION | |
14 | EXAMINATION |
GARMENT MAKING
SS2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | DRAFTING OF SKIRT BLOCKS Measurements required for skirt blocks.
| Demonstrates the drafting of front and back skirt blocks. Resources; brown paper, pencils, pins, tapes, T-square, long ruler, skirt guide/curves, rulers, scissors etc |
2 | ADAPTATION OF SKIRT BLOCK Description of different styles of skirts, gored, yoked, pleated, and circular skirts. | Teacher demonstrates the adaptation of skirt styles from the basic skirt blocks. Resources; basic skirt blocks, brown paper, pencil, eraser, cello-tape, skirt guides, ruler etc |
3 | DRAFTING OF SLEEVE BLOCKS
| Teacher demonstrates the drafting of the sleeve block. Resources; brown paper, pencils, pins, T-square, long ruler, arm holes curves, scissors, measuring tape etc |
4 | ADAPTATION OF SLEEVES
| Teacher demonstrates the adaptation o the sleeve styles e.g puffed sleeve, flare/bell sleeve, magyer, raglan etc Resources; basic sleeve block, bodice block, brown papers, scissors, pencils, pins, cello-tape, arm hole curves, paper etc |
5 | ADAPTATION INTO PUFF AND FLARE Sketching of different sleeve styles.
| Teacher demonstrates the adaptation of sleeve styles e.g puffed sleeve, flare etc Resources; basic sleeve block bodice, bodice blocks, brown papers, scissors, pins, cello-tapes, long ruler, arm hole curves etc. |
6 | COLLARS
| Teacher demonstrates the adaptation of simple collars from the basic collars. Resources; drafted collars, bodice blocks, brown paper, paper, scissors, pins, pencil etc |
7 | DRAFTING OF BASIC COLLARS
| Teacher demonstrates the drafting of basic shirt collar without stand. Resources; drafted collars, bodice blocks, brown paper, scissors, pencil, eraser, ruler etc |
8 | ADAPTATION OF ROLLED COLLAR (SHAWL)
| Teacher demonstrates using the adaption of blouse pattern into shawl collar. Resources; drafted collar, bodice block, brown paper, scissors etc |
9 | DRAFTING OF BASIC TROUSER BLOCKS
| Teacher demonstrates the drafting of trouser blocks. Resources; brown paper, pencils, pins, T-square, long ruler, scissors etc |
10 | ATTACHMENT OF CUFFS
Buttoned/shirt Turn up
| Teacher describes the functions of cuffs., demonstrates the cutting of three different types of cuff e.g straight band, buttoned/shirt, etc Resources; basic sleeve block, bodice block, brown paper, pencil, pins, ruler etc |
11 | REVISION | |
12 | EXAMINATION |
GARMENT MAKING
SS2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | ADAPTATION OF GOWNS FROM BLOUSE AND SKIRT PATTERN
| Teacher demonstrates the adaptation of gowns using blouse and skirt patterns. Resources; blouse pattern, skirt patterns, sleeve block, brown paper, pencil, pins cello-tapes, scissors, ruler, curves. |
2 | METHOD OF SEWING GARMENTS
| Teacher demonstrate the unit method of sewing garment. Resources; adapted blouse/shirt patterns, sleeves, collars, facings, garment fabric, sewing tools and equipments. |
3 | GARMENT MAKING
| Teacher explains and identifies different methods of folding fabric for cutting out and the selection of pattern pieces required. Resources; garment fabric, pattern pieces, adapted blouse/shirt patterns, tools, equipments etc |
4 | LAYING OF PATTERN PIECES ON FABRICS
| Teacher demonstrates laying of pattern pieces on fabrics. Resources; garment fabric, pattern pieces, adopted blouse/shirt patterns, sewing tools and equipments etc |
5 | CONSTRUCTION OF SIMPLE BLOUSE
| Teacher demonstrates the construction of making simple blouse. Resources; adapted blouse, patterns, sleeve garment fabric, sewing tools and equipments etc. |
6 | MAKING UP OF A BLOUSE
| Teacher demonstrates the unit method of making a blouse. Resources; adopted blouse patterns, sleeves, collars, facings, garment fabric, sewing tools and equipments etc. |
7 | EDGES FINISHING
| Teacher demonstrates the edge finishing e.g hemming, scallop edge, bias binding and attachment of lace. Resources; lace, bias binding, sewing tools and equipments etc. |
8 | TRIMMINGS
| Teacher display items used for trimmings and demonstrates cutting and joining of cross-way stripes. Resources; fabric, sewing tools, items for trimmings etc |
9 | CONSTRUCTION OF SHIRT
| Teacher demonstrates the cutting out using adapted shirt patterns, joining and attachment of collar. Resources; adopted shirt pattern, fabric, sewing tools, equipment, collar blocks, etc |
10 | ATTACHMENT OF CUFFS
| Teacher demonstrates how to cut three types of cuffs. Resources; sample of garments with cuffs, fabric and sewing tools. |
11 | MODELING OF GARMENT MADE
| Students to wear their finished product. Resources; garment made. |
12 | REVISION | |
13 | EXAMINATION |
MACHINE WOOD WORK
SS 2 FIRST TERM
WEEK | TOPIC /CONTENT | ACTIVITIES |
1 | Timber seasoning Definition of seasoning Reason for seasoning Method of seasoning. |
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2 | Timber seasoning Definition of seasoning Reason for seasoning Method of seasoning. |
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3 | Timber seasoning Definition of seasoning Reason for seasoning Method of seasoning. |
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4 | Timber seasoning Definition of seasoning Reason for seasoning Method of seasoning. |
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5 | Timber defects Timber defects e.g. knot, shakes, split. Etc |
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6 | Timber defects Timber defects e.g. knot, shakes, split. Etc |
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7 | Timber defects Timber defects e.g knot, shakes, split etc |
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8 | Timber defects Timber defects e.g knot, shakes, split etc |
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9 | Timber preservation Types of timber preservation and their characteristics Selection and application of timber preservatives |
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10 | Timber preservation Types of timber preservation and their characteristics Selection and application of timber preservatives | |
11 | Timber preservation Types of timber preservation and their characteristics Selection and application of timber preservatives | |
12 | Revision | Revision |
13 | Exams | Exams |
14 | Exams | Exams |
MACHINE WOOD WORK
SS2 SECOND TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | Safety in the operation of wood work machine. Safety rules in the operation of wood work
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2 | Safety in the operation of wood work Machine Safety rules in the operation of wood work
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3 | Safety in the operation of wood work Machine Safety rules in the operation of wood work
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4 | Safety in the operation of wood work Machine Safety rules in the operation of wood work
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5 | Safety in the operation of wood work Machine Safety rules in the operation of wood work
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6 | Safety in the operation of wood work machine Safety rules in the operation of crosscut, jig saw and sander | 1.state five safety rules to be observed when using the jig saw 2. explain and demonstrate the safety rules in the operation of the jig saw 3. observe students activities |
7 | Safety in the operation of wood work machine Safety rules in the operation of crosscut saw. | 1.state five safety rules to be observed when using the cross cut saw 2. explain and demonstrate the safety rules in the operation of the cross cut saw 3. observed students activities |
8 | Safety in the operation of wood work machine Safety rules in the operation of orbital sander | 1.state five safety rules to be observed when using the orbital sander machine 2. explain and demonstrate the safety rules in the operation of the orbital sander machine 3. Supervise students activities |
9 | Safety in the operation of wood work machine Safety rules in the operation machine | 1. General safety rules in the operation of wood work machines. |
10 | Revision | Revision |
11 | Exams | Exams |
12 | Exams | Exams |
MACHINE WOOD WORK
SS2 THIRD TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 |
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2 |
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3. |
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4. |
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5 | Jig saw, sander, band saw, tenoner maintenance |
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6 | Wood machining Machine operations
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7 | Wood machining Contd. |
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8 | Wood machining Contd. |
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9 | Wood machining Machine operations
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10 | Wood machining Machine operations
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11 | Revision | Revision |
12 | Exams | Exams |
13 | Exams | Exams |
MARKETING
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Types and distribution
| The Teacher guides the students and gives the meaning of distribution Instructional Materials Material, magazines, diagrams, pictures etc |
2 | Types and function of distribution Cont.
| The Teacher explains the functions choice and distribution channels. Instructional Materials Diagrams, pictures |
3 | Transportation
| The Teacher explains the meaning of transportation in marketing. The Teacher states the importance of transportation Instructional Materials Newspaper cutting pictures, map of Nigeria showing transportation routes , |
4 | Transportation Cont.
| The teacher identifies the major modes and illustrates on them. The teacher explains the advantages and disadvantages of land transportation Instructional Materials Map of Nigeria showing transport routes |
5 | Transportation (Water Transport)
| The Teacher explains the meaning of water transport and also engages the students in the disadvantages and disadvantages of it. Instructional Materials : - charts showing the advantages and disadvantages. |
6 | Transport by Air
| The teacher explains the meaning and further highlights the advantages and disadvantages. Instructional Materials A Picture of an aeroplane. |
7 | Transport by Pipeline
| Teacher explains the meaning and guides the students in meaning discussions on the advantages and disadvantages. Instructional Materials A pictures of a pipeline transport |
8 | Transportation
| The Teacher tells the students the advantages of Air transport over rail and also discusses the factors that determines the choice of transport Instructional Materials A chart |
9 | Documents used in transportation
| The teacher explains the documents used in transportation and its terminologies. Instructional Materials A sample of bill of lading |
10 | Documents Used in Transportation Cont.
| The teacher explains documentary credit, Bill of exchange and types. Instructional Materials A sample of Bill |
11 | Trade
| The teacher explains trade, talks about the types and gives the features of home trade. Instructional Materials A trade chart |
12 | Trade Cont.
| The Teacher explains the division of home trade and its functions Instructional Materials A chart. |
13 | Revision and Examination |
MARKETING
SS 2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Warehousing
| The teacher explains the meaning of warehouse and warehousing. The factors that affect the location of a warehouse. Instructional Materials A picture of a warehouse , magazines, etc. |
2 | Warehousing Cont.
| The teacher explains the functions and types of warehousing. Takes students out on a visit to a warehouse. Instructional Materials Warehouse or a chart showing a warehouse |
3 | Structure and market unions for the sale of goods.
| The teacher explains primary and secondary products. Instructional Materials Invites a market union leader to discuss their roles in marketing process. |
4 | Structure and Market Unions for the Sale if Goods Cont.
| The teacher takes students to visit a nearby market Instructional Materials Resource person |
5 | Roles of facilitators
| The teacher explains the meaning of facilitators engage students in the discussion on the roles of facilitators. Also guided students to role-play the roles of facilitators in marketing of primary and secondary products Instructional Materials Co-operative societies |
6 | Marketing of Mineral Products
| The teacher explains the meaning of mineral products, oil and non-oil products Instructional Materials Map of Nigeria showing location of the mineral products |
7 | Marketing of Mineral products Cont.
| The teacher discusses the methods of marketing mineral products Instructional Materials The teacher states the channel of marketing the products |
8 | Market Segmentation
| The teacher explains the characteristics of market segmentation and its advantages Instructional Materials A shop |
9 | Public Relation and Customer Services
| The teacher defines public relation, the media and explains it role. A chart, calendar and magazines |
10 | Public relation and customer services Cont.
| The teacher explains pre-sale, after-sale and importance of customer services Instructional Materials Magazines , calendars |
11 | Revision and Examination |
MARKETING
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Meaning and reasons for international marketing
| The teacher explains international marketing and its importance. Instructional Materials Trade journals, pictures, magazines etc |
2 | Meaning and reasons for international marketing Cont.
| The teacher explains international trade system, market decisions and reasons Instructional Materials Magazines, internets, pictures Radio and television |
3 | Meaning and Reasons for International Marketing Cont.
| The teacher directs discussion on features of international marketing Instructional Materials Internets, Trade journals |
4 | Organizing for International marketing
| The teacher leads discussion onthe key approaches to entering international market Instructional Materials Pictures of foreign products catalogues |
5 | Organizing for International Marketing Cont.
| The teacher guides discussion on restriction and rules involved in international marketing Instructional Materials Pictures of foreign products catalogues |
6 | Application of Information Communication Technology (ICT) in International Marketing
| The Teacher leads discussion on ICT in International marketing Instructional Materials - GSM, telephone and computer system |
7 | Application of Information Technology (ICT) in International Marketing Cont.
| The Teacher demonstrates the use of the internet in electronic marketing Instructional Materials Laptops, GSM, Computer |
8 | Application of Information Technology (ICT) in International Marketing Cont.
| The Teacher guides students to use internet facilities Instructional Materials Website |
9 | International Trading
| The teacher explains foreign trade, its reasons and the differences between domestic and international trade Instructional Materials A chart |
10 | Revision /Examination |
PHOTOGRAPHY
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Revision (Printing of Photographs) | Observe Printing Process |
2 | Historical Development of Photography
| Compare photographs of early pre modern and modern period List the major contributions of the inventors |
3 | Photography development in Nigeria Pre-independence photography in Nigeria Post – Independence photography in Nigeria | Compare photograph of pre and post independence periods |
4 | Introduction to Lightening The sources of light Natural Light Artificial Light | Experiment by shooting photographers in both day and night. |
5 | Natural Light Sources of Natural Light Sun (b) moon and stars Natural light and photography | Experiment by shooting photographs in both day and night |
6 | Practical works on Natural Light and photography | Experiment by shooting photograph |
7 | Artificial Light Sources of Artificial Light Flash (b) studio lightening equipment Artificial light and photography | Indoor (Studio) Outdoor |
8 | Practical work on Artificial light and photography | Experiment by shooting photographs |
9 | Lenses The meaning of lenses. Basic principles of lens Convergence of light Divergence of light Types of lens Positive lenses Lenses (convex (b)) Negative lenses (Concave) | Experiment with concave and convex lenses in the sun |
10 | Lenses The meaning of aperture Relationship between lens and aperture Lens: (a) focal length (b) short and long focal length 4. aperture: (a) position (b) F- Stop | Compare aperture and lens Locate the lens and aperture in a camera Manipulate lens and choose f – stop |
11 | Camera Lens The definition of camera lens Types of camera lens Standard b. wide angle (fish eye) c. harrow angle (Telephone) d. zoom etc The uses of camera | Identify different camera lenses Enumerate the uses of different camera |
12 | Revision | |
13 | Examination | |
14 | examination |
PHOTOGRAPHY
SS 2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Revision (Camera Lens) | |
2 | Shooting: i. Methods of shooting of photographs by using hand held and tripod ii. Composition: Line Shape Space Tone Colour iii. Nature study: (a) plants (b) animals (c) landscape | Identify elements of composition from different Shoot different subjects from nature |
3 | Practical exercise on shooting Still Life: (a) Arranged household utensils (b) arranged fruits. Portraiture: (a) a child (b) an adult (c) group | Shooting different still life subjects. |
4 | Practical Exercise on Shooting of Photography | Differentiate between the various shot |
5 | Tripod tripod definition parts of tripod uses of tripod cares of tripod | Identify various parts of Trip |
6 | Uses of Tripod (Practical) mounting of camera on tripod shooting of photographs by using tripod | demonstrate how to mount the camera on tripod shoot different photographs by using tripod |
7 | Camera Filters the meaning of camera filters types of camerafilters uses of camera filters advantages and disadvantages of camera filters | Identify camera filters |
8 | Practical work on shooting photographs with using camera filters | Observe different photographs with using camera filters |
9 | Care and preservation of photographs methods of care and preservation of photographs e.g. (i) mounting (ii) framing (iii) lamination definition of framing definition of lamination | Observe different between frame and lamination |
10 | Practical work on how to produce: frame, lamination | Identify various tools and equipment use in making frame and lamination |
11 | Revision | |
12 | Examination | |
13 | Examination |
PHOTOGRAPHY
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Revision (Care and preservation of photographs) | |
2 | Introduction to digital photography The meaning of digital photography Differences between digital photography and analogue photography work | Discuss the uses of equipment needed in digital photography |
3 | Introduction to digital photography Digital photography equipment e.g (a) digital camera (b) computer system (c) printer Differences between digital camera and still camera | Discusses the uses of equipment needed in digital photography |
4 | Introduction to digital photography Digital photography software meaning, types Uploading from digital camera Use of Photoshop application | Operate the computer system by : (1) uploading digital image (2) editing uploaded applications. |
5 | Practical work on uploading from digital camera | Experiment on how to upload image from the camera |
6 | Practical work on uses of Photoshop application | Experiment of editing uploading images using Photoshop |
7 | History & Appreciation of Photography II History of photography in Nigeria Contemporary Nigerian photographer e.g. Sunmi Smart Cole, Kelechi, Amadi etc | Identify: Works of the photographers Style of expression |
8 | Emergency of digital photography Development of digital photography from the early 80s Digital photography today | Compare digital photography with traditional photography |
9 | Field Trip | Ask relevant question on the practice of photography |
10 | Field Trip | Ask relevant question on the practice of photography |
11 | Revision | |
12 | Examination | |
13 | Examination |
SALESMANSHIP
SS2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | PRICING
| Teacher defines pricing, objectives, strategies, and types of pricing. Students differentiate between pricing and models of pricing. |
2 | PRICING
| Teacher states the reasons for price changes and factors affecting product pricing. Students state the importance of price fixing. |
3 | DEMAND
| Teacher explains demand and its types, explain the relationship between demand and pricing. Students list and explain types of demand. |
4 | DEMAND
| Teacher sates and explains the factors affecting demand. Students state laws of demand and copy black board notes. |
5 | COST BASE
| Teacher identifies and examines the types of cost. Students list and explain the different types of cost. |
6 | COST BASE
| The teacher explains the determinants of cost. Students identify four types of cost. |
7 | DISCOUNT
| Teacher explains the reasons why discount is important. Students enumerate and explain the type of discount. |
8 | DISCOUNT
| Teacher lists the types of discount and explains each. Students participate in class discussion on the subject matter ‘’discount’’. |
9 | MONEY
| Teacher defines money and states its functions. Students list and explain five qualities of money. |
10 | MONEY
| Teacher states the importance of money. Students state advantages of money, and copy notes on the board. |
11 | REVISION | |
12 | EXAMINATION |
SALESMANSHIP
SS2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | CONSUMER
| Teacher explains consumer and consumer market. Students take active part in class discussion of consumer and consumer market. |
2 | HISTORY OF SALESMANSHIP
| Teacher explains the factors influencing consumer buying behavior. Students explain consumerism. |
3 | DECISION PROCESS
| The teacher defines decision process and explains the reasons for decisions. Students define decision process and copy notes on the board. |
4 | DECISION PROCESS
| Teacher states reasons for consumer decision. Students list and explain the problems of decision process and the hierarchy of need. |
5 | ENVIRONMENTAL FACTORS AFFECTING CONSUMER BEHAVIOUR
| Teacher states the dangers of conventional market profits. Students explain the meaning of business environment. |
6 | ENVIRONMENTAL FACTORS AFFECTING CONSUMER BEHAVIOUR
| Teacher states customer attitudes and behavior towards his environment. Students identify the characteristics of conventional market. |
7 | COOPERATE BUYING BEHAVIOUR Meaning of cooperate buying behaviour
| Teacher explain the meaning of cooperate behavior. Students define who a cooperate buyer is. |
8 | MAJOR SALES INFLUENCE
| Teacher states factors that stimulate sales. Students take part in class discussions. |
9 | MAJOR SALES INFLUENCE Meaning and Types of cash sales; prompt cash, spot cash, cash on delivery, cash with order. Meaning of credit sales. Advantages and disadvantages of credit sales. | Teacher defines and states types of cash sales. Students state advantages and disadvantages of credit sales. |
10 | REVISION | |
11 | EXAMINATION |
SALESMANSHIP
SS2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | CHANNELS OF DISTRIBUTION
| Teacher explains the meaning of distribution, and meaning of channel of distribution. Students define channel of distribution |
2 | CHANNELS OF DISTRIBUTION
| Teacher explains products that can move using each channel identified. Students identify problems of distribution channel. |
3 | RETAILER
| Teacher identifies the characteristics of a retailer. Student define a retailer. |
4 | RETAILER
| Teacher states the advantages and disadvantages of a retailer. Students identify the duties of a retailer. |
5 | WHOLESALER
| Teacher states meaning of wholesaler in distribution channels. Students identify the roles of wholesaler in distribution channel. |
6 | WAREHOUSING
| Teacher identify the various types of warehouse. Students to define wholesaler warehousing. |
7 | CONSUMER COOPERATIVE SOCIETIES
| Teacher writes out a brief history of cooperative society. Students actively participate in class activities. |
8 | CONSUMER COOPERATIVE SOCIETIES
| Teacher lists advantages and disadvantages of cooperative societies. Students list out types of cooperative societies. |
9 | EXPORT TRADE AND IMPORT TRADE
| Teacher states the differences between the various types of export trade. Students discuss the benefits of export trade. |
10 | EXPORT AND IMPORT TRADE
| Students discuss the role of salesman in both export and import. Students state the division of import trade. |
11 | COMMERCIAL DOCUMENTS
| Teacher states the meaning of commercial documents. Students actively discuss trade terms and abbreviations, and also copy notes on the board. |
12 | REVISION | |
13 | EXAMINATION |
TOURISM
SS2 FIRST TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | Festivals in Nigeria
| Teacher: Guides students identify the festivals in Nigeria Student: Note and write down the festival in Nigeria |
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| Teaching and learning materials:chart, videos, pictures, festivals |
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4 | Heritages in Nigeria
| Teacher: Leads students to identify heritages in Nigeria |
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| Students: Note and write down heritage in Nigeria |
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| Teaching and learning materialsvisit museums and monuments, charts, pictures |
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10 | National tourism events
| Teacher: Leads the students to identify and explain National tourism events Students: Participate and list National tourism events |
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| Teaching and learning materials; Chart, videos, pictures, events |
12 | Revision | |
13 | Examination |
TOURISM
SS2 SECOND TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | Travel agency business
| Teacher: Defines travel agent and guides students to list the functions of a travelling agent Student: Write the definition of a travel agent and list the function of a travel agent |
2 | Qualities of a travel agent
| Teacher: Leads students to identify qualities of a travel agent Students: Identify qualities of a travel agent Teaching and learning materials: Charts, airline tickets, price list, passport, visa, visit to a travel agency |
3 | Tour operating business
| Teacher: Defines a tour operator and guides students to identify roles of a tour operator Student: Write down the definition of a tour operator and identify roles of a tour operator Teaching and learning materials: Charts, airline tickets, price list, passport, visa, visit to a tour operator’s organization |
4 | Qualities of a tour operator
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5 | Why people travel
| Teacher: Guides students to discuss and identify why people travel Students: Note and write down reasons why people travel. Teaching and learning materials: Charts of places of interest, brochures, travel guides, magazines and journals. |
6 | Support services Support groups in travel and tour businesses
| Teacher: Guides students to discuss and identify support groups in travel and tour businesses. Students: Note and write down support groups in travel and tour businesses Teaching and learning materials: Charts of places of interest, brochures Magazines, travel guides, journals, charts of car hire services, accommodation and catering services |
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10 | Public agencies in tourism
a)i. Federal Ministry of Tourism, Culture and National Orientation (FMCT / NOA) ii. State Tourism Board
iii. Local tourism committee
| Teacher: Guides students to identify public agencies in tourism and their roles Discuss the roles of public agencies in tourism Student: Note and write down public agencies in tourism and their roles Participate in the discussion Teaching and learning materials: Nigeria Tourism Policy, Nigeria Tourism Master plan, brochures |
11 | Revision | |
12 | Examination |
TOURISM
SS2 THIRD TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | b. Parastatals i. National Council on Culture and Tourism a) Articulating Tourism Policies | Teacher: Guides students to identify public agencies in tourism and their roles Discuss the roles of public agencies in tourism. Students: Note and write down public agencies in tourism and their roles |
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10 | Achievement in Agencies in tourism
| Teacher: Guides students to identify achievements of agencies in tourisms Discuss the achievement of agencies in tourism Students: Note and write down the achievement of agencies in tourism Participate in the discussion Teaching and learning materials: Journals, magazines, brochure |
11 |
Culture (NAFEST)
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12 | Revision and Examination |
RADIO TV & ELECTRONICS
SS2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | SAFETY CHECKS IN SERVICING RADIO RECEIVER
| The teacher explains the dangers of dirty work areas and careless handling of live circuits, instruct students to always check the discharging of high voltage points, and explain the danger of working in a dark, and not well ventilated work areas, while students take notes on the danger of dirty work environment. |
2 | RESISTORS
| The teacher uses charts to display the graphic symbols of various types of resistors, and determine their ratings, while students identify the resistors, and calculate their values from color codes. |
3 | RESISTORS/CAPACITORS
| The teacher demonstrates how to use meter and determine resistor values, while the students compare the values of resistors from color codes, and multi-meter readings. The teacher draws the graphic symbol for fixed and variable capacitors, while the students identify the various types of capacitors. |
4 | CAPACITORS
| The teacher demonstrate how to use multimeter to test capacitors, while the students identify the various types of capacitors. |
5 | DIODES
| The teacher provides various types of diode, and display chart showing the graphic symbols of diodes, demonstrate with multimeter how to determine the anode and cathode of a diode, and also it conditions, while the students identify different types of diodes provided by the teacher, and also practice how to determine the anode and cathode of a diode. |
6 | TRANSISTORS
| The teacher displays the chart showing the graphic symbol for bipolar, and unipolar transistors, and provides signal and power transistors, while the students sketches the symbol for bipolar and unipolar transistors from chart didplayed by the teacher. |
7 | TRANSISTORS Transistors configuration; CC, CE and CB | The teacher explains, and displays the chart showing the common, common emmiter, and common base transistor configuration. While the students sketches the CC, CE, and CB configuration from the displayed chart by the teacher. |
8 | BATTERY
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9 | OHM’S LAW
| The teacher defines ohm’s law, and explains the relationship between resistance, voltage and current, performs mathematical calculation on ohm’s law. While students observe as the teacher demonstrate connection of resistance in series and parallel. |
10 | OHM’S LAW
| The teacher demonstrates connection of resistors in series and parallel. |
11 | OHM’S LAW Advantages of parallel connection. | The teacher demonstrates applications of parallel connection, while students take down notes. |
12 | OHM’S LAW Calculation of parallel and series resistors. | The teacher performs mathematical calculation on series and parallel connection, and use meter to measure the values. While the students observe the teacher measure resistance value with multimeter. |
RADIO TV & ELECTRONICS
SS2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | ELECTRIC POWER Definition of electric power. Measurement of electric power. | The teacher defines and explains electric power. He also solves problems relating to electric power. The students solve problems relating to electric power. |
2 | ELECTRIC POWER.
| Using the formula; VI, I2/R, V2/R, the teacher solves various problems of many levels, relating to power. |
3 | ALTERNATING AND DIRECT CURRENT.
| The teacher defines and explains AC and DC. He also uses diagram to explain AC and DC. He should use multimeter to demonstrate how to measure AC and DC. The students use multimeter to measure AC and DC. |
4 | R.M.S VALUES. i. Definition of R.M.S values. ii. Frequency and period of a sine wave. Iii. Calculation of R.M.S values. | The teacher defines and explains R.M.S values, peak values, and frequency. Draws sine wave to show frequency and period. Work some examples on how to calculate R.M.S peak values and frequency. The students draw sine wave, and calculate R.M.S peak values. |
5 | ELECTRIC MEASURING INSTRUMENTS. Identification, uses and operation of voltmeter, ammeter, ohmmeter, multimeter. | The teacher displays and demonstrates the usage of the various measuring instruments. The students observe the instruments, and practice how to use them. |
6 | ELECTRIC MEASURING INSTRUMENTS.
| The teacher demonstrates how to use instruments in measuring current voltage and resistance in both AC and DC. He will show how to use multimeter to test diodes transistors etc, and also explains how to identify a faulty meter. The students observe and identify the various measuring instruments, and participate with the teacher in using measuring instruments to read the values of V,I,R. |
7 | POWER SUPPLY UNITS.
| The teacher explains the power supply unit using schematic diagram of a receiver circuit. He also explains the difference between half, full, and bridge rectifier. The students identify the power supply units, and observe various components in the units. |
8 | POWER SUPPLY UNITS.
| The teacher demonstrates the construction of a stabilized power supply unit, and explains the function of a regulator, or stabilizer in a power supply unit. The students observe the teacher’s demonstration , or practice the construction process. |
9 | AMPLIFIERS Classes of amplifiers;- A,B,C, and AB amplifiers. | The teacher defines and explains the operation of the various classes of amplifier with the aid of a chart or sketch. He also shows the amplifier unit of a radio or TV set. |
10 | AMPLIFIERS.
| The teacher uses cathode ray oscilloscope to display the frequency response of various classes of amplifiers, and construct s a signal power, or voltage amplifier. The students observe the frequency response of the various classes of amplifiers, and also construct a single stage signal or power amplifier. |
RADIO TV & ELECTRONICS
SS2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | RADIO TRANSMITTER.
| The teacher explains the functions and operation of radio transmitter, displays the chart of the block diagram of a radio transmitter, and uses the block diagram in the chart displayed, explains the functions of each stage of radio transmitter, and observe the chart, and listen to the teacher’s explanation on the functions of each stage of radio transmitter. |
2 | RADIO RECEIVER.
| The teacher explains the basic functions and operations of radio receiver, while the students take notes on the basic functions and operation of radio receiver. |
3 | RADIO RECEIVER.
| The teacher provides a chart showing the block diagram of a radio receiver and explains the function of each stage, while students draw the block diagram of a radio receiver from the chart, and take notes on the explanations of the functions. |
4 | SELECTIVITY AND SENSITIVITY
| The teacher defines selectivity and sensitivity. Uses a radio receiver to explain the concept, while students observe the performance of the radio receiver used to demonstrate sensitivity and selectivity. |
5 | RESONANCE CIRCUIT
| The teacher explains the functions of tuner by operating a radio receiver, uses chart to explain the various types of resonance (series, parallel, and series/ parallel), and explains bandwidth and gives specific examples of frequency ranges, while students draw the sketches, explaining the types of resonance perform calculation involving frequency ranges to determine bandwidth. |
6 | SATELLITE COMMUNICATION SYSTEMS
| The teacher defines and state types of satellite communication systems (passive and active). Lists the elements of a satellite system; earth station, ground based satellite, and state their functions while students ask and answer questions relating to satellite communication. |
7 | SATELLITE COMMUNICATION SYSTEMS.
| The teacher discusses and explains transmission and reception of satellite communication, demonstrates the installation of a satellite dish, and organizes and take students to visit a satellite TV and radio station. E.g AIT, NTA etc |
8 | ELECTRONIC REPAIRS
| The teacher provides radio receiver set, and demonstrate the following;
While the students observe the teacher dismantle and reassemble the various unit in a radio set. |
9 | ELECTRONIC REPAIR
| The teacher dismantles RF, IF, AF, and detector stages, provides a car radio set, and demonstrates the installation, and carries out fault repairs on car radio set. While the students observe the teacher install a car radio, and carry out repair on a faulty car radio set. |
10 | FAULT FINDING AND REPAIRS IN RADIO RECEIVER
| The teacher lists fault finding techniques after checking the plug to maintain power supply, uses flow chart for signal injection and signal tracing. While the students observe the teacher’s demonstration on how to apply the techniques. |
11 | FAULT FINDING AND REPAIR IN RADIO RECEIVER.
| The teacher create faults in radio set for students to trace the fault, provides radio receiver for fault finding and repairs, and demonstrates alignments of RF and IF, using the necessary equipments, and tools for FM and AM radio receivers. While the students practice the fault finding techniques to trace the fault created by the teacher, and observe the teacher demonstrate on the procedure of alignment of IF and RF stages using the necessary equipments and tools. |
AUTO MECHANIC WORK
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | PETROL ENGINE – TWO STROKE CYCLE | Teacher defines and explains two stroke cycle operation. Students examine the working sequence. Resources; Live engine, i.e two stroke charts. |
2 | PETROL ENGINE – FOUR STROKE CYCLE. | Teacher explain and illustrate four stroke cycle engine. Students observe the working operation of four strokes. Resources; Live engine, charts, posters. |
3 | PETROL ENGINE – ADVANTAGES OF FOUR STROKE AND TWO STROKE | Teacher distinguish between two stroke and four stroke cycle engine. Students observe the differences between two stroke and four stroke engine. Resources; Charts, posters on spark ignition engine (SIE) |
4 | DIESEL ENGINE—TWO STROKE CYCLE AND FOUR STROKE CYCLE. | Teacher explain and illustrate the principles of operation of two & four stroke cycle engines, emphasize on the difference between the two. Students observe the operational sequence of tow stroke & four stroke cycle. Distinguish between the layout and advantages. Resources; Live engine of compression ignition engine (CIE). Two and four stroke. |
5 | COMPONENTS OF A TRANSMISSION UNIT (CLUTCH) – IDENTIFICATION OF PARTS AND CHARACTERISTICS OF CLUTCHES. | Teacher illustrate with sketches, types of transmission components, i.e pressure plate, disc, release bearing. Students make sketches on types of clutches. Observe the operation. Resources; Gearbox, posters, charts. |
6 | COMPONENTS OF A TRANSMISSION UNIT (CLUTCH) CONSTRUCTION AND OPERATION OF A SINGLE PLATE CLUTCH. | Teacher list various parts in a transmission system. Students identify transmission components. Resources; Live vehicle, clutch , gearbox, posters, charts. |
7 | COMPONENTS OF A TRANSMISSION UNIT (GEAR BOX)—OPERATION OF A SLIDING MESH GEARBOX AND REVERSE MECHANISM. | Teacher dismantle and identify parts of gearbox, illustrate and explain. Students observe the operation, and the dismantling. Resources; Live vehicle, gearbox, posters, charts, etc |
8 | SUSPENSION SYSTEM—LEAF SPRING AND COIL SPRING | Teacher assist in tracing faulty system. Students identify faulty suspension. Resources; Leaf spring, spring, hydraulic suspension, chart. |
9 | SUSPENSION SYSTEM—HYDRAULIC SUSPENSION SYSTEM. | Teacher demonstrates the removal and replacement of suspension system. Students observe and demonstrate the removal and replacement of suspension system. |
10 | SUSPENSION SYSTEM—FAULT FINDING IN SUSPENSION SYSTEM | Teacher identify faulty areas. Students observe the fault finding. Resources; Charts, posters, leaf spring, and copulas spring |
11 | SUSPENSION SYSTEM—REPAIR OF SUSPENSION SYSTEM | Teacher repair faulty suspension system. Students observe the repair of the faulty side. Resources; Coil spring, leaf spring. |
12 | SUSPENSION SYSTEM—ADVANTAGES OF SUSPENSION SYSTEM TYPES | Teacher demonstrates how the suspension system works. Students observe how the suspension system works. Resources; Suspension system, charts, posters. |
AUTO MECHANIC WORK
SS 2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | STEERING SYSTEM—STEERING FAULTS, GEARBOX, RACK AND PINION, WHOM & WHEEL, WOM & NUT ETC | Teacher explain the effect of faulty system. Students note the effects of faulty steering system. Resources; Real objects, steering, gear box e.g whom & wheel. |
2 | STEERING SYSTEMS—ADJUSTMENT OF STEERING UNIT | Teacher demonstrate how to remove and replace steering unit. Demonstrate the adjustment of the steering unit. Students observe the removal of steering unit, observe and participate in adjustment of steering unit. Resources; Posters, charts, spanner, hammers, screw drivers. |
3 | ENGINE LUBRICATION—VISCOSITY AND VISCOSITY INDEX | Teacher demonstrates on oil viscosity. Students observe and listen attentively as the teacher demonstrates. Differentiate grade of oil. |
4 | ENGINE LUBRICATION—OIL FILTERS & QUALITIES OF LUBRICANTS | The teacher will list quality of lubricant. Students observe and touch oil, and feel the viscosity. Resources; Tools and equipments, oil can. |
5 | COOLING SYSTEM—AIR COOLING, WATER AND AIR COOLING SYSTEM. | Teacher guide in identifying parts of cooling system, demonstrate removal. Students identify cooling system parts. Resources; Radiator, fan- blade, fan belt, rubber hoses, charts. |
6 | PROPERTIES OF FUEL—FUEL PROPERTIES | The teacher explains the properties of fuel. Students observe and listen attentively as the teacher demonstrates. Resources; live vehicle chart, posters. |
7 | CARBURETTORS—SIMPLE AND MULTI-JET CABURETTORS. | The teacher will describe with sketches, the operation of different types of caburrators. Students copy the sketches. Resources; live vehicle charts, posters. |
8 | CABURETTORS— REMOVE AND REPLACE CABURATTORS. | Teacher will carry out diagnosis of faults in carburetors. Students carry out simple carburetor maintenance. Resources; live vehicle, spanners, hammers, posters, charts etc. |
9 | AIR CLEANER, FUNCTIONS OF AIR CLEANER, SERVICING OF AIR CLEANER. | The teacher will define and explain the functions of cleaner. The students will remove and replace air cleaner. Resources; live vehicle, spanner, hammer, charts, etc. |
10 | AIR CLEANER—IMPORTANCE OF SERVICING AIR CLEANERS. | Teacher demonstrates how to remove and replace air cleaners. Students remove and replace cleaners. Resources; complete air cleaner, spanner, and screw drivers, etc. |
11 | Revision | |
12 | Examination |
AUTO MECHANIC WORK
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | BRAKING SYSTEM—MECHANICAL AND HYDRAULIC OPERATION OF DISC AND DRUM BRAKES. | The teacher will explain the operations of mechanical and hydraulic operation of disc and drum brakes. Students identify the operational differences between types of brakes. Resources; master cylinder, wheel cylinder, brake calipers, live vehicle, tools and equipment, charts. |
2 | BRAKING SYSTEM—MASTER CYLINDER OPERATIONS | The teacher will illustrate and draw master cylinder. The students will assess the correct function of master cylinder. Resources; master cylinder, live vehicle, tools, equipments, charts, etc |
3 | BRAKING SYSTEM-- ADJUSTMENTS OF BRAKES | The teacher will demonstrate how to remove and replace brake component parts. The students will carry out a simple brake adjustment on a hydraulic operation. Resources; live vehicle, tools, equipments, charts, and posters. |
4 | BRAKING SYSTEM—FAULTS IN BRAKING SYSTEM. | The teacher will demonstrate how the wheel cylinder operates. The students will carry out a simple wheel cylinder operation. Resources; live vehicle, tools, equipments, charts, and posters. |
5 | BRAKING SYSTEM—FAULTS IN BRAKING SYSTEM. | The teacher demonstrates how to remove the brake to find out the fault. The students carry out a simple brake adjustment on an hydraulic operation. Resources; complete tool box, live vehicle, equipments, etc. |
6 | BRAKING SYSTEM—REMOVAL, AND REMOVAL OF BRAKE LINING | The teacher will demonstrate the procedures for bleeding brakes. The students will participate in brake bleeding during operation. Resources; complete tool box, live vehicle, charts, equipments etc. |
7 | WHEEL AND TYRE—ROAD WHEELS AND TYRE PRESSURE. | The teacher will carry out a demonstration on vulcanizing of tubes and tubeless tyres. The students will explain the vulcanizing of tubes and tubeless tyres. Resources; live vehicle, wheel rims, tyres, tubes, tyre pressure guage, vulcanizing equipments. |
8 | WHEELS AND TYRE SERVICE—VULCANIZED TUBES AND TUBELESS TYRES. | The teacher will state the causes of tyre wear, and remedies. The students will practice the process involved in vulcanizing. Resources; tubes, tyres, tyre pressure, vulcanizing equipments. |
9 | WHEEL AND TYRE SERVICE—WHEEL CONSTRUCTION | The teacher will explain wheel construction. The students will listen attentively. Resources; wheels, wheel rims, live vehicle, equipments, etc. |
10 | WHEELS AND TYRE SERVICE—TYRE REGULATIONS | The teacher will explain types of tyre construction. Students practice the procedures involved in tyre construction. Resources; tyre, tubes, tyre pressure gauge, vulcanizing equipments. |
11 | MANAGEMENT—
| The teacher will define management, explain the function of management, explain the purpose of managing resources. The will students listen to the teacher attentively and participate in class discussion. Resources; organizational chart of a business organogram. |
12 | Revision | Revision |
13 | Examination | Examination |
UPHOLSTERY
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | SAFETY UPHOLSTERY MACHINE OPERATION. Safety in the upholstery machines | Explain the importance and safety habits on machines. |
2 | SAFETY UPHOLSTERY MACHINE OPERATION
| Demonstrate safe operation of upholstery. Demonstrate safe habits in machine shop. |
3 | SAFE STORAGE MATERIAL IN UPHOLSTERY WORKSHOP Methods of storage of various materials, tools, and equipments. | Demonstrate appropriate storage habits and procedures. |
4 | SAFE STORAGE MATERIAL IN UPHOLSTERY WORKSHOP Method of proper storage of tools and materials. | Demonstrate proper storage of tools and materials. |
5 | MEANING AND IMPORTANCE OF MAINTENANCE AND REPAIR OF TOOLS AND MACHINE -Definition of maintenance and repair. -Explain the terms; -Maintenance and -repair | Explain the meaning of maintenance and repair. |
6 | MEANING AND IMPORTANCE OF MAINTENANCE AND REPAIR OF TOOLS AND MACHINE State the importance of maintenance and repair. | Discuss the importance of maintenance and repair. |
7 | TYPES OF MAINTENANCE
| Discuss the various types of maintenance. |
8 | TYPES OF MAINTENANCE
| Demonstrate various maintenance activities |
9 | MAINTENANCE OF TOOLS, EQUIPMENTS, MACHINES, AND MATERIALS. Importance of tools, machines, equipments, and materials. | Discuss the various maintenance of tools, machines, equipments, and materials. |
10 | MAINTENANCE OF TOOLS, EQUIPMENTS, MACHINES, AND MATERIALS. -Application of maintenance tools. -Select the appropriate materials for platform. | Discuss the various types of platform materials. Demonstrate the application of the materials in upholstery. |
11 | PLATFORM MATERIALS
| Discuss various types of platform. Demonstrate the application of the materials in upholstery. |
12 | APPLICATION OF DESIGN PRINCIPLES IN UPHOLSTERY WORK. -Preliminary freehand sketch. -Selection of the best sketch | Guide the students to generate useful alternative sketches. Guide the students to select one sketch and give reasons for the selection. |
13 | Revision | Revision |
14 | Examination | Examination |
UPHOLSTERY
SS 2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | APPLICATION OF DESIGN PRINCIPLES IN UPHOLSTERY. Production of working drawings; orthographic details and pictorial views. | Teacher guides the students to produce the working drawings individually. |
2 | APPLICATION OF DESIGN PRINCIPLES IN UPHOLSTERY WORK.
| Explain the method of preparing cutting list. Guide the students to produce route sheets. Discuss the use of workshop rod. |
3 | UPHOLSTERY WORKSHOP ROD. -Develop a workshop rod. -Mark-out a workshop rod. | Discusses the use of workshop rod. |
4 | UPHOLSTERY WORKSHOP ROD.
| Demonstrate the development of workshop rod. |
5 | PRODUCTION OF TEMPLATES
| Explain template. Explain the importance of templates. |
6 | PRODUCTION OF TEMPLATES list template materials;
| Explain template. Develop a template. Demonstrate the application of a template. |
7 | FRAME CONSTRUCTION 1. Preparation of materials. a. Wood b. Metal etc 2. Marking out. 3. Joint construction. | Explain the sequence of operation. |
8 | FRAME CONSTRUCTION
| Construct an upholstery frame. |
9 | PADDING AND CUSHION MATERIALS
| Explain various types of padding and cushion materials. Demonstrate the application of padding and cushion materials. |
10 | PADDING Preparation of padding materials.
| Explain the preparation of padding materials. |
11 | Revision | Revision |
12 | Examination | Examination |
UPHOLSTERY
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | PADDING Padding fixing | Demonstrate the operation of padding. |
2 | COVERING MATERIALS. List types of covering materials;
| Explain types of covering materials. |
3 | COVERING MATERIALS Application of covering materials used in upholstery. | Demonstrate the application of covering materials. |
4 | COVERING Development of covering patterns. | Demonstrate the development of covering patterns. |
5 | COVERING
| Demonstrate each of the operation. |
6 | COVERING Sewing; final, covering materials, pipe, tufts, trimming etc | Demonstrate the sewing of the covering materials. |
7 | COVERING Fixing the covering materials; Tacks, gimp, pins etc | Demonstrate the sewing of the covering materials. |
8 | FASTENERS AND FITTINGS. Types of fasteners; hook, metal plate, screw hook etc. | State the uses of fasteners. Demonstrate fixing of fasteners. |
9 | FASTENERS AND FITTINGS Types of fittings; castors, carpet, guards etc | State the uses of fittings. Demonstrates fixing of fasteners and fittings. |
10 | FINISHING AND DECORATING
| Demonstrate the process of finishing and decorating; trimming, fixing, polishing. |
11 | Revision | Revision |
12 | Examination | Examination |
PAINTING AND DECORATION
SS2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | PAINTING— Meaning of still life painting, properties in still life painting, sketches of still life composition, painting of still life composition using colors. | The teacher shows examples of still life painting like table, chair, car etc, demonstrate the techniques of still life paintings using poster color. Using teaching aid like pencil, poster color, brushes, palletes, cardboard etc |
2 | COMPOSITION FROM NATURE Meaning of composition, study from nature, e.g fruits, plants, animal life. Paintings from nature using poster color, water color. | The teacher explains the term nature composition, techniques and procedures of the use of color to produce painting. Assist students to make sketches from nature. The students participate actively and paints composition of fruits and exhibits. |
3 | LANDSCAPE AND SEASCAPE— Meaning of the term landscape and seascape. Prospective in landscape and seascape painting. Types of perspective e.g aerial and linear perspective. Terms in perspective such as horizon, picture plan, eye level, vanishing point etc. Use of view finder. | The teacher explains and illustrates landscape/seascape painting, explain perspective and demonstrate the use of view finder, while the students listen and observe, and also sketch landscape in correct perspective. |
4 | LANDSCAPE AND SEASCAPE PAINTING (CONT) | The students paint landscape and seascape using poster colors, water colors and oil color, card board, drawing board etc |
5 | DECORATION FOR BODY ADORNMENT— Advances beading, roll paper beads, sea beads, beads from plastics, glass beads, paper mache and clay. | The teacher demonstrates the production of beads from roll paper, straw clay, paper mache. The students observe the teacher and produce bead using mixed media e.g seed, clay, straw. |
6 | CONTEMPORARY WALL DECORATION;- Introduction to wall decoration, types of wall decoration like wall paper designs and musle designs. | The teacher guides the students to make designs. The students listen. |
7 | CONTEMPORARY WALL DECORATION (CONT) Musal design—motif compositions on wall, mountain of wall papers. | The teacher explains to students musal designs and how to mount papers. |
8 | CONTEMPORARY WALL DECORATION (PRACTICAL) | The students make group production of musal. |
9 | DECORATION FOR INTERIOR— Flower decoration, flower using fabrics e.g organic, flower arrangement with dried grass. | The teacher explains the use of flowers in decorating interior. |
10 | DECORATION FOR INTERIOR— Arrangement of natural flowers. | Teacher demonstrates making flower fabrics. |
11 | DECORATION FOR INTERIOR-- arrangement of natural flowers. | The teacher demonstrates the arrangement of natural flowers in vases. The students listen and watch attentively. |
12 | DECORATING FOR INTERIOR (PRACTICAL) | The students demonstrates coloring of dried grasses from local color and display for assessment. |
13 | Revision | Revision |
14 | Examination | Examination |
PAINTING AND DECORATION
SS2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | BATIK DESIGN— -Meaning of batik. -Techniques involved in the production of starch and wax. | The teacher explains the meaning of batik and the materials. The students mention and explain the two types batik techniques. |
2 | BATIK DESIGN (CONT) Materials and tools for batik and making of designs. | The teacher displays and explains the materials used in batik like dyes, dye chemicals, plain cloth, candle wax, store etc. The students listen to the teacher. |
3 | BATIK (CONT) PRACTICAL— Preparation of dye solutions, dyeing and finishing processes. | The teacher demonstrates the process and prepare dye solution. The students dye and display finished products. |
4 | TIE-DYE WITH BATIK. Combination of tie-dye with batik in fabric production. | The teacher demonstrates the combination of tie-dye and batik techniques in fabric production. The students observe the demonstration of the combination of both tie-dye and batik in fabric production. |
5 | TIE-DYE WITH BATIK (PRACTICAL) | The teacher guides the students to produce fabrics using combined techniques of tie-dye and batik. |
6 | ADVANCED POSTER— Posters on political, educational, commercial and health themes. | The teacher demonstrates the use of texts and illustration in poster making, using teaching aid like cardboard, pencil, poster, color, pens, ink, ruler etc. The students observe the teacher’s demonstration. |
7 | ADVANCED POSTER (CONT) | The teacher demonstrates by using samples of posters and slides to explain the qualities of good posters. The students produce posters with text only. |
8 | ADVANCED POSTERS (CONT) | The students produce posters with both posters and illustration and display. |
9 | PACKAGE DESIGN— Introduction to package design, functions of package design. | The teacher explains the meaning of package design and the functions, and list the materials—paper, pencil, eraser, ruler, cutting knife, poster color etc. The students define package design. |
10 | PACKAGE DESIGN- (PRACTICAL) Production of package design, e.g boxes and carton. | The students name the types of package design and produce sample of design package. |
11 | Revision | Revision |
12 | Examination | Examination |
PAINTING AND DECORATION
SS2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | TYPES OF PACKAGE | Name the types of package designs. List the types of package designs. |
2 | PRODUCTION OF PACKAGE DESIGNS | Explains and show the steps of package designing. Produce samples of the types of package designs. |
3 | DESIGN PACKAGES FOR VARIOUS FINDINGS; Production of designed packages of boxes and cartons. | Demonstrates the production of designed packages e.g boxes and wrappers. Produce designed package. |
4 | PROSPECT IN BEADING WALL DECORATION, DYEING AND FLOWERS ARRANGEMENT— Prospects in beading. | The teacher explains the ue of beads and thing that can be beaded like shoes, bags etc. Students listen attentive to teacher. |
5 | PROSPECTS IN WALL DECORATIONS | The teacher lists and explains the economic values of wall decoration. Students take down notes. |
6 | DISCUSS THE PROSPECTS IN DYEING | The teacher discusses the prospects in dyes and batik. Students make contribution in the discussion. |
7 | PROSPECTS IN FLOWER ARRANGEMENT. | The teacher discusses the prospects in flower arrangement. The students enumerate the prospects in the decoration. |
8 | JOB ESTIMATION AND COSTING— Estimating and costing of given jobs considering areas and sizes of work. | The teacher explains and discusses seasons for estimating and costing of job. Students listen attentively to teacher. |
9 | DESIGN AND MATERIALS TO BE USED. | Discuss methods of estimation taking into consideration of areas, and size of work, design involved. |
10 | TIME DURATION | |
11 | Revision | Revision |
12 | Examination | Examination |
PRINTING CRAFT
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | MECHANICAL COMPOSITION -Safety rules -Old method of generating image. | Teacher highlights the safety rules in mechanical composition room, compares the layouts of the two systems, explains the composing methods with reference to keyboard and casters, discuss the principles and types of mechanical, describing the components of each type. Students learn the safety rules in a mechanical composing room, compare the layouts of the two systems, discuss the principles of linotype circulatory matrices. |
2 | MECHANICAL COMPOSITION -Types and components of mechanical composing machines. -Monotype and linotype. -Accessories and their uses. -Difference between monotype and linotype machine. | Teacher highlights the safety rules in mechanical composition room, compares the layouts of the two systems, explains the composing methods with reference to keyboard and casters, discuss the principles and types of mechanical, describing the components of each type. Students learn the safety rules in a mechanical composing room, compare the layouts of the two systems, discuss the principles of linotype circulatory matrices. |
3 | PHOTO COMPOSITION
| Teacher explain photo composition, enumerates the safety rules in photo-composing and highlights the hazards, displays the components of the photo-composing machine and guides the students to identify them. Students learn and observe rules in photo-composing industry, study the composing machine and their accessories. |
4 | PHOTO COMPOSITION (CONT) Safety rules. Components of photo-composing machine. | Teacher explain photo composition, enumerates the safety rules in photo-composing and highlights the hazards, displays the components of the photo-composing machine and guides the students to identify them. Students learn and observe rules in photo-composing industry, study the composing machine and their accessories. |
5 | LAYOUT PLANNING
| Teacher explain the process of layout planning for film making, familiarizes the students with tools, equipments and materials for layout planning for film assembly, discuss the procedures in chronological order for layout planning for film assemblies, show students how to;- examine the negative for pinholes, determine emulsion and non-emulsion side of negative, slide negative unto masking sheet, cut the window, tape the negative unto the planning sheet, opaque the negative ready for exposure for plate making. Students make measurement of the sheet, mark and rule the sheet, identify gripper’s margin, locate the margin and position of the film negative on the sheet, following teacher’s instruction, carry out the activities in no. 4 of the teacher’s activities. |
6 | LAYOUT PLANNING (CONT) Layout planning for film assembly. Negative and positive film. | Teacher explain the process of layout planning for film making, familiarizes the students with tools, equipments and materials for layout planning for film assembly, discuss the procedures in chronological order for layout planning for film assemblies, show students how to;- examine the negative for pinholes, determine emulsion and non-emulsion side of negative, slide negative unto masking sheet, cut the window, tape the negative unto the planning sheet, opaque the negative ready for exposure for plate making. Students make measurement of the sheet, mark and rule the sheet, identify gripper’s margin, locate the margin and position of the film negative on the sheet, following teacher’s instruction, carry out the activities in no. 4 of the teacher’s activities. |
7 | FILM MAKING PROCESS (CAMERA) Darkroom
| Teacher explains the operational safety environment in the darkroom, displays the safety rules in the darkroom, shows students the equipments and materials for film making, explains the functions of important parts of a process camera, explains different types of original artwork. Students list and observe the safety rules in the darkroom, discuss and list the materials in film making, stating each use, discuss different types of original artwork. |
8 | FILM MAKING PROCESS (CONT) -Safety rules in the darkroom -Equipments and materials for film making.
| Teacher explains the operational safety environment in the darkroom, displays the safety rules in the darkroom, shows students the equipments and materials for film making, explains the functions of important parts of a process camera, explains different types of original artwork. Students list and observe the safety rules in the darkroom, discuss and list the materials in film making, stating each use, discuss different types of original artwork. |
9 | FILM MAKING PROCESS (CONT) Excursion to a press. | Teacher leads students to sections in the press. Students take notes and provide reports. |
10 | PROJECT EXCURSION Film making and layout planning. | Teacher leads students to sections in the press. Students take notes and provide reports. |
11 | Revision | Teacher revises with the students. |
12 | Examination | Students write the examination. |
PRINTING CRAFT
SS 2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | OFFSET LITHOGRAPHIC MACHINE PRINTING
| Teacher explains the meaning and safety rules. Students listen and ask question where necessary. |
2 | OFFSET LITHOGRAPHIC MACHINE PRINTING (CONT)
| Teacher explains the meaning and safety rules. Students listen and ask question where necessary. |
3 | RELIEF PRINTING
| Teacher explains and lists the letter press equipment and tools. Students listen and note the various relief press equipments and tools. |
4 | RELIEF PRINTING (CONT)
| Teacher demonstrates maintenance procedures and explains safety precaution. Students observe safety rules and maintenance precautions. |
5 | RELIEF PRINTING (CONT)
| Teacher discusses each method in position, types of relief machine, types of letter press machine and their processes. Students listen and note the types and processes in relief printing. |
6 | GRAVURE PRINTING INTAGLIO (CONT)
| Teacher explains the origin of gravure printing among the Italians. Students mention 3 types of gravure printing. |
7 | GRAVURE PRINTING INTAGLIO (CONT)
| Teacher discusses the advantages and disadvantages, enumerates the products of gravure printing. Students discuss the products of gravure printing. |
8 | FLEXOGRAPHIC PRINTING
| Teacher defines and explains the concepts of flexography. Listen and note the concepts of flexography. |
9 | FLEXOGRAPHIC PRINTING (CONT) Excursion | Teacher leads students to the press. Students take notes and make reports. |
10-11 | PROJECTS Any of the above topic. | Teacher supervise and assist students. Students participate. |
12 | Revision | Teacher revises with the students. |
13 | Examination | Students write the examination. |
PRINTING CRAFT
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | PHOTOGRAPHIC SCREEN PRINTING
| Teacher uses silk (mesh) to make a photographic screen, leads students to make design on the tracing paper and paint design with black poster, leads students stuck design to screen with glass plate and board, leads students to expose the pile of stuck design to sunlight. Students watches and imitates, make design on screen, watch teacher, watch and demonstrate. |
2 | PHOTOGRAPHIC SCREEN PRINTING (CONT)
| Teacher uses silk (mesh) to make a photographic screen, leads students to make design on the tracing paper and paint design with black poster, leads students stuck design to screen with glass plate and board, leads students to expose the pile of stuck design to sunlight. Students watches and imitates, make design on screen, watch teacher, watch and demonstrate. |
3 | PHOTOGRAPHIC SCREEN PRINTING (CONT)
| Teacher demonstrates. Students observe (watch). |
4 | IMAGE REPRODUCTION
| Teacher leads students to make reproduction of the design using the screen. Students demonstrate making reproduction or prints. |
5 | BOOK BINDING
| Teacher discusses the meaning, purpose and importance of book binding. Students listen and ask questions. |
6 | TYPES OF BINDING
| Describe the types of binding. Students discuss and compare the different types of binding. |
7 | PRINT FINISHING Meaning/importance. | Teacher explains the meaning and importance of print finishing. Students ask questions on print finishing. |
8 | PAMPHLET BINDING
| Teacher explains and describes pamphlet binding. Students discuss pamphlet binding. |
9 | PERFECT BINDING Concept, processes and importance. | Teacher explains and describe perfect binding. Students discuss/follow the teacher’s instruction. |
10-11 | PROJECT/EXCURSION Photographic screen. | Teacher leads students to photographic screen section. Students watch and provide report. |
12 | Revision | Teacher revises with the students. Students listen and ask questions. |
13 | Examination | Students write the examination. |
GSM MAINTENANCE AND REPAIRS
SS2 FIRST TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | User Interface design of GSM phones (UID) Definition of Interface | Guide students to define user interface |
2 | User interface design of GSM phone (UID) Types of user interface designs
| Guide student to list user interface design |
3 | Various user interface designs Comparison of various user interface design | Compare various user interface design |
4 | User interface design The importance of user interface design | State the importance of user interface design |
5 | GSM phone accessories and functions definition of accessories of GSM phones | Guide students to define GSM phone accessories |
6 | GSM MAINTENANCE AND REPAIRS Identification of accessories of GSM phones | Display GSM phone accessories and ask students to identify each one |
7 | Function of GSM phone accessories The Function of GSM phone accessories | States the function of GSM phone accessories |
8 | Common menu and sub – menus Explanation of main menu and sub- menu of different GSM phones e.g phone book, message and call register | Demonstrates with different handsets to compare menus |
9 | Function of GSM phone menus and Sub menu Function of different GSM phone menus and submenus e.g phone book, message, call register etc. | State the function of different GSM phone menus and sub-menus e.g phonebook, messages, call register etc. |
10 – 11 | Practical General practical and troubleshooting | Demonstrate with different handset |
12- 13 | Revisions and examinations | Go through all the theories as well as practical |
GSM MAINTENANCE AND REPAIRS
SS2 SECOND TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | Hard ware components The essential component which includes : CPU, SIM Socket, earpiece, keyboard etc | List and display the essential hardware components e.g. CPU, SIM socket, earpiece, keyboard etc |
2 | Hardware component Hard component of CPU, SIM, earpiece , mouthpiece etc | Displays the Basic components of the CPU, SIM, earpiece, mouthpiece etc. |
3 | Software components Software component of GSM phones | List the component of GSM phones |
4 | Function of GSM hardware and software. The function of hardware components of CPU, SIM socket, earpiece, mouth piece, key pad etc | Identifies and displays common tools equipment for hard ware repairs. |
5 | Software components functions The function of software component with examples | Identifies and displays common software tools for repairs |
6 | GSM repairs tools and equipment Common tools and equipment for hardware repairs such as : star allen key, star precision set, normal, normal precision set | Identify common tools and equipment for hard ware repairs |
7 | GSM Phone tools & equipment Common tools and equipment for hardware repairs e.g. multi meter (analogue and digital) and computer set. | Classified common tools and equipments for hard and software repairs |
8 | Common software tools for repairs such as
The uses of tools identify above | Demonstrate the uses of common tools and equipments for hard and software repairs |
9 – 10 | Cares of tools and equipment Care and maintenance of tools and equipment in the GSM phone repairs | Guides the students to identify the basic care and maintenance tools and equipment |
11 – 12 | Practical and revisions General practical and revision | Guides students on the major maintenance and repairs |
13 | Examination | Examination |
GSM MAINTENANCE AND REPAIRS
SS2 THIRD TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 -2 | GSM phone safety practices GSM phone care and maintenance procedures | Identify and emphasizes GSM phone care and maintenance procedure |
3 | Trouble shooting and repair (I) Trouble shooting hardware faults of GSM phone e.g. antenna, service port, LCD and power pack | Guides students to troubleshoot hardware faults of GSM phones |
4 | Trouble shooting and repair (II) Trouble shooting hardware faults of GSM phone e.g. key pad switch, charging system, mouth piece (micro phone) and earpiece (speaker) | Identify the faulty GSM phones and repair |
5 | Trouble shooting and repair (III) Trouble shooting hardware component e.g. ringer, sim terminals, switch ports etc Repair faulty hardware components | Identify hardware of GSM phones and repairs faulty hardware components |
6 | Trouble shooting and repair (IV) Trouble shooting
| Guide student to trouble shoots software faults of GSM phones |
7 | Trouble shooting and repair (V) Trouble shooting
| Participate in the trouble shooting process |
8 | Trouble shooting and repair (VI) Trouble shooting fix and repair software fault |
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9 - 10 | Practices and revisions | Participates in the practical |
11- 12 | Revision | Revision |
13 | Examination | Examination |
REFRIGERATION AND AIR CONDITIONING
SS 2 FIRST TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | Energy Meaning of internal energy | Teacher explain the meaning of internal energy while student participates actively in the discussion. |
2 | Energy Enthalpy of fluid substances, its pressure, volume and temperature of internal energy | Teacher state the properties of fluid substances while students participates |
3 | Energy The P-h diagram of refrigerants | The teacher plot and explain enthalpy and P-h chart for the students |
4 | Power Meaning of power | The teacher explain meaning of power and state its unit |
5 | Power Calculation of power used by compressor | The teacher illustrates how power consumed by a compressor can be calculated from the formula i.e (P) = mass flow rate enthalpy (h) outlet enthalpy intet |
6 | Power The unit of power and heat e.g. watts, killo watts joules, kilojoules etc | Students to calculate power consumed by a compressor. |
7 | International practical temperature and pressure values The boiling point of oxygen 18297 C, triple point of water –0.01 C, boiling point of water – 100 C, boiling point of silver – 960.80 C, boiling point of gold – 1063 C | The teacher explain the need for standardized temperature and pressure values of silver, gold, water etc. while the students participate actively in the discussion |
8 | International practical temperature and pressure values Uses of suction and high pressure gauges | The teacher demonstrates how suction and high pressure gauges are used to determine performances of refrigerants |
9 | Air conditioning process Psychometric properties of air | The teacher explains psychometric properties of air i.e heating, cooling etc, while the students take note of the correct sequence |
10 | Air conditioning process The process of air conditioning e.g heating , cooling etc | The teacher explains psychometric properties of air i.e heating, cooling etc, while the students take note of the correct sequence |
11 | Air conditioning process Latent and sensible heat, saturated and superheated vapour | The teacher explain the latent heat, saturated air etc while the students read properties diagram |
12 | Air conditioning process Psychometric properties diagram | The teacher illustrate the reading of a property diagram to the student |
13 – 14 | Revision and exams | Revision and exams |
REFRIGERATION AND AIR CONDITIONING
SS2 SECOND TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | Refrigerant flow controls Types of refrigerant flow control | Teacher list and explain different types of flow controls for the students to identify |
2 | Refrigerant flow controls Construction of refrigerant flow control e.g.
| The teacher describe the construction of refrigerant flow controls while students note the constructional details |
3 | Refrigerant flow controls Construction of refrigerant flow control e.g
| The teacher describe the construction of refrigerant flow controls while students note the constructional details |
4 | Refrigerant flow controls Operating / working principles of refrigerant flow control | Explain the operation of the refrigerant flow controls while the students notesthe sequence |
5 | Refrigerant flow controls Installation and service procedures. | The teacher demonstrate the installation and the services procedures |
6 | Evaporators and condenser Design and construction of evaporators and condensers. | The teacher demonstrate the design and construction of evaporators |
7 | Evaporators and condenser Heat load estimation of evaporators and condensers | The teacher demonstrates the design and construction of evaporators |
8 | Evaporators and condenser Estimation of diameter and length of refrigeration piping | The teacher explain the estimation of diameter and length of refrigeration piping to the students to note |
9 | Evaporators and condenser Servicing procedure for evaporators and condensers | The teacher demonstrate how to service evaporators and condensers with the appropriate tools and equipment |
10 | Piping, ducting and trucking Piping condenser and evaporators | The teacher explain the concept piping, ducting and trucking and their advantages listing tools for the work |
11 – 12 | Revision and exams | Revision and exams |
REFRIGERATION AND AIR CONDITIONING
SS2 THIRD TERM
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | Piping, ducting and trucking Piping of condenser and evaporators | The teacher demonstrate piping of refrigerators and air conditioners |
2 | Piping, ducting and trucking Ducting or trucking installation of the air conditioner | The teacher demonstrate trucking and ducting in air conditioner installation |
3 | Piping, ducting and trucking Piping, ducting and trucking tools | Teacher list the tools for piping, ducting and trucking and their uses for students |
4 | Insulation of air condition and refrigeration The need for insulation of refrigeration and air conditioning systems. | Teacher explains the need for installation of refrigeration and air conditioning system |
5 | Insulation of air condition and refrigeration Types and function of insulating materials e.g. glass, rock, slag, ceramic, wool cork etc. | The teacher identifies insulating materials for the selection of the students |
6 | Installation of air condition and refrigeration Properties of insulating materials. | The teacher states the different insulating materials for students to identify |
7 | Insulation of air condition and refrigeration Procedures for insulating refrigeration and air conditioning systems. | The teacher demonstrate the procedures for installation of refrigeration and air conditioning systems for the students to practicalize on an existing system unit |
8 | Fault diagnosis and troubleshooting Different method of diagnosing fault
| The teacher to explain the different methods while students participate actively |
9 | Fault diagnosis and troubleshooting Common faults on refrigeration and air conditioning e.g leakage dead system, dead compressor, ineffective cooling, electric shock etc. | Teacher demonstrate techniques for carrying out repairs in the system for students to effect repairs on a system |
10 | Fault diagnosis and troubleshooting Techniques of effecting repairs in refrigeration and air conditioner unit. | Teacher demonstrate techniques in fault finding in a unit (trouble shooting) |
11 | Fault diagnosis and troubleshooting Techniques for trouble shooting in a given system. | Teacher demonstrate techniques in fault finding in a unit (trouble shooting) |
12 – 13 | Revision and examination | Revision and examination |
ANIMAL HUSBANDERY
SS 2 FIRST TERM
WEEK | TOPIC | CONTENT | ACTIVITIES |
1 | Processing of animal products | i. Processing of eggs ii. Processing of meat |
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2 | “ | i. Processing of meat ii. Processing of hide and skin iii. Processing of wool |
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3 | Marketing of animal products | i. Definition of marketing ii. Marketing channels iii. Advantages and disadvantages of marketing channels |
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4 | Animal nutrition and classes of animal feed | i. Definition of animal nutrition ii. importance of animal nutrition iii. Classification of farm animal feeds |
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5 | Sources of animal feed stuff | i. Carbohydrates and their sources ii. Protein and their sources iii. Fats and oils and their sources. |
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6 | Sources of animal feed stuff | i. Vitamins and their sources ii. Minerals and their sources iii. Water and their sources |
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7 | Values and functions of various animal feed stuff | i. Supply of energy ii. Help in milk production iii. Help in tissue formation iv. Repair of worn out tissues v. Help in temperature regulation. |
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8 | Values and function of various animal feed stuff | i. Insulates the body ii. For growth and development iii. Aid resistance to diseases iv. Used in acid base balance v. Essential for digestion of food. | - Teacher leads classroom discussion and ensures that students participate actively in the class |
9 | Practical on animal products processing | i. Meat processing ii. Milk processing iii. Egg processing vi. Hide and skin processing | i. Teacher demonstrates meat processing stages ii. Teacher organizes field trip to abbattoir iii. Teacher provides videos of animal product processing for students to watch in the laboratory. |
10 | Practical on animal nutrition | i. Identification and collection of animal feed stuff e.g. cereals, tubers, roughages, domestic waste ii. Plant and animal sources of protein, fats and oils, vitamins etc iii. Sources of water e.g. feeding sources, drinking sources and metabolic water. |
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11 | Practical on animal nutrition | i. Preparation of hay, silage etc ii. Preparation of poultry feeds iii. Milling of animal feeds |
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12 | Revision | Revision | Revision |
13 & 14 | Examination | Examination | Examination |
ANIMAL HUSBANDERY
SS 2 SECOND TERM
WEEK | TOPIC | CONTENT | ACTIVITIES |
1 | Livestock rations | i. Definition of animal ration ii. Types of rations e.g. balanced ration, maintenance ration and production ration |
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2 | “ | i. Distinguish between the various rations ii. Identify the nutrients that constitute the various types of ration |
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3 | Formulation of livestock ration | i. Methods of ration formulation ii. Identification of ingredients for ration formulation e.g. blood meal, fish meal, cotton seed meal, bone meal, oyster shell, ground nut cake, maize grain, palm kernel cake etc. iii. Factors to consider in formulation of animal ration. | i). Students to make collection of various feed ingrefients. ii). Students to work in group to formulate animal ratio. |
4 | Malnutrition in livestock production | i. Definition of malnutrition ii. Symptoms of malnutrition iii. Causes of malnutrition iv. Effects of malnutrition on livestock production | i. The teacher provides malnourished farm animals for students to watch. |
5 | Practical on formulation of livestock ration | i. Formulation of poultry feeds ii. Preparation of hay, silage and husk iii. Build an album of various ingredients used for formulation of animal feeds. | i. The teacher guides the students on the preparation of hay, silage, husk etc |
6 | Practical on formulation of livestock ration | i. Formulation of ration for pigs, rabbit, sheep and goats ii. Build an album of different feed stuff used for formulation of feeds for pigs, rabbit, sheep and goats. | The teacher groups the students into projrct groups to formulate rations for different classes of livestock |
7 | Pasture management practices | i. Meaning of pasture ii. Meaning of forage crop iii. Distinguish between pasture and forage crops | The teacher guides classroom discussion and ensure that students participate actively |
8 | “ | i. Types of pasture - natural pasture - artificial pasture | “ |
9 | Characteristics of pasture grasses legumes | Examples of pasture grasses e.g. guinea grass, elephant grass, bahama grass, northern gamba, giant star grass, spear grass. | The teacher exhibits the different pasture grasses for students to observe and identify them |
10 | Characteristics of pasture legumes | Examples of pasture legumes e.g. centro, tropical kudzu, stylo, calapo etc. | “ |
11 | Practical on pasture grasses and legumes | i. Identification of common pasture grasses and their botanical names ii. Identification of common pasture legumes and their botanical names | i. The students are asked to produce their individual pasture grasses and legume albums |
12 & 13 | Revision | Revision | Revision |
13 | Examination | Examination | Examination |
ANIMAL HUSBANDERY
SS 2 THIRD TERM
WEEK | TOPIC | CONTENT | ACTIVITIES |
1 | Range land |
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2 | Importance of range land |
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3 | Methods of range land improvement |
| The teacher guides classroom discussion |
4 | Practical |
| Students exhibit their collections of pasture grasses and legumes in the laboratory |
5 | Factors affecting production of herbage in a range land |
| The teacher guides classroom discussion |
6 | Practical on animal feeds and feeding |
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7 | Practical on animal feeds |
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8 | Practical ways of checking malnutrition in animal husbandry |
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9 | Practical on processing and marketing of animal products |
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10 | Field trips |
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11 | Revision | Revision | Revision |
12 | Examination | Examination | Examination |
FURNITURE MAKING
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Machine Tools Safety -General machine tools safety rules and regulations -State specific machine tools safety rules and regulation | -State and explain machine tools safety rules and regulation -State specific machine tools safety rules and regulation |
2 | Machine and their specific safety rules and regulation | -Demonstrates machines tools safety rules and regulation -Demonstrate at least five machine tools safety practice |
3 | Portable Power Tools Safety -Portable power tools safety rules and regulation | -State and explain too table power tool safety rules and regulation -State specific portable power tool safety rules and regulation |
4 | Manufactured Board -Manufactured boards | -Defines manufacture board -State and describe different types of manufacture board |
5 | Manufactured Board -Types of manufacture board and their uses | -Define, state and describes different types of manufactured boards -States the advantages and disadvantage of manufactured board -Least advantages of manufactured board |
6 | Wood Adhesives --Adhesives types and uses | -Defines the term adhesive -State the types and their uses |
7 | Wood Adhesive -Characteristics of adhesive -Preparation and application of each type adhesive | -State the characteristics of adhesive -Demonstrates the application of different types of adhesives -State different types of adhesive and their characteristics and uses |
8 | Nails And Their Uses -Nail and their uses -Method of driving nails | -List different types of nails -Display samples of nails state their uses |
9 | Screws Types And Uses -Screw and their uses | -List different types of screws -Display samples of different screws -State their uses |
10 | -Screwing Methods of driving screws | -Explain and demonstrate methods of screws -Practice how to drive in screws -Drive in screws using appropriates methods |
11 | Revision | Revision |
12 | Examination | Examination |
FURNITURE MAKING
SS 2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Portable power tools and their operations Portable power tools types and their uses | Explain portable power tools -Observe the displayed portable power tools -Differentiate between portable power tools and machine tools |
2 | Portable power tolls operations -Operation of portable power tools | -Demonstrate the uses of portable power tools -State the types of portable power tools and their uses -Operate portable power tools |
3 | Design fundamentals -Element of design -Principles of design | -Explain the element and principles of design -Explain the principles of design -Explain the different and principle of design |
4 | Stages in furniture design -Preliminary sketches -preliminary full-size drawing -Final drawing | -Discuss different stages in design -Design a simple furniture item following the stages in design -Produce working drawing of a furniture item |
5 | Stages in furniture design -Preliminary sketches -preliminary full-size drawing -Final drawing | -Discuss different stages in design -Design a simple furniture item following the stages in design -Produce working drawing of a furniture item |
6 | Fourniture construction -Frame construction -carcasse construction | -Display different simple of furniture items -Discuss different types of furniture construction |
7 | Fourniture construction -Frame construction -carcasse construction | -Display different simple of furniture items -Discuss different types of furniture construction |
8 | Box and construction | Demonstrate the different steps involved in furniture construction -Sketch and construct simple furniture items -construct simple furniture items |
9 | Revision | Revision |
10 | Revision | Revision |
11 | Revision | Revision |
12 | Examination | Examination |
FURNITURE MAKING
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Meaning and forms of upholstery -Define upholstery -Form of upholstery | -Define upholstery -Explain the forms of upholstery -List at least two forms of upholstery -Note the forms of upholstery definition -Sample of upholstery items |
2 | Meaning and forms of upholstery -Define upholstery -Form of upholstery | -Define upholstery -Explain the forms of upholstery -List at least two forms of upholstery -Note the forms of upholstery definition -Sample of upholstery items |
3 | Tools uses in upholstery construction -Upholstery tools and their uses | -List and describe upholstery tools with the students -State their uses -Describe different types of upholstery tools |
4 | Tools uses in upholstery construction -Upholstery tools and their uses | -List and describe upholstery tools with the students -State their uses -Describe different types of upholstery tools |
5-6 | Machine tools uses in upholstery construction -Types of upholstery machines and their | List and describes the various types of upholstery machines -Note the different types of upholstery machines and -Mention any one they have seen -Identify at least three types of upholstery machine -State the uses of the machines |
7-8 | Traditional and modern padding materials -Traditional padding materials -Modern padding materials | -Describe traditional padding materials and modern padding materials -Note the types of padding materials -Samples of traditional and modern padding materials -Describe the properties and characteristics of materials -Torch and feel the available materials -State the characteristics and the materials in each group |
BOOK KEEPING
SS 2 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 2. 3. 4 5 6 7. 8. 9. 10. .12. 13. 14 | Accounting Concepts and Conventions:
Accounting concepts: Explain basic accounting concepts. Accounting conventions:
Depreciation:
Depreciation methods:
Depreciation methods:
Depreciation computation: Compute simple depreciation by using
End of year Adjustment: i). Explain adjustment. ii). Identify two types of adjustments End of year Adjustment:
ii). Explain the treatment of prepaid expenses and income in the end of the year adjustment Bad and doubtful debts
Bad and doubtful depts.:
Revision Examination | Teacher Activities:
Student Activities: Learners make note on accounting concepts and conventions. Instructional Resources: A chart showing diagrams and relevant text books. Teacher Activities: Explain basic accounting concepts. Students acivities: Learners ask questions on basic accounting concepts Instructional Resources: Charts showing diagrams and relevant text books. Teacher Activities: Teacher list and explain basic accounting conventions. Student Activities: Learners ask questions on basic accounting conventions Instructional Resources: A chart showing diagrams and relevant text books. Teacher Activities: Define depreciations Student Activities: Learners identify causes of depreciation Instructional Resources: A chart showing diagrams and relevant text books. Teacher Activities:
Student Activities: Learners identify various method of depreciation Instructional Resources: A chart showing diagrams and relevant text books. Teacher Activities: - guides the students to identify and understand depreciation methods. Student Activities: learners understand method of depreciation. Instructional Resources: charts, diagrams, videos. Teacher Activities: - Demonstrate how to compute the simple depreciate Student Activities: learners practice various methods of depreciations. Instructional Resources: charts, diagrams, videos. Teacher Activities: - Explain adjustment and lead students to identify two types of adjustment. Student Activities: learners write note on adjustment. Instructional Resources: charts, diagrams, videos. Teacher Activities: - Explains accruals and prepayments. Students Activities: Learners write note on accruals and prepayments. Instructional Resources: relevant text books. Teacher Activities: - demonstrate adjustment in the appropriate book. Students Activities: learners understand and practice adjustment in the appropriate books. Instructional resources: relevant text books and calculators. Teacher Activities:Define bad debt and doubtful debts Student activities: learners understand difference between bad and doubtful debt. Instructional resources: relevant text books and calculators. Teacher Activities: guide the students on how to post bad debt and doubtful debts in the appropriate books. Students activities: learners understand bad and doubtful debt. Instructional resources: relevant text books Revision Examinations |
BOOK KEEPING
SS 2 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 2 3 4 5 6 7 8 9 10 11 | Stock valuation:
Stock valuation:
Three column cash book:
Three column cash book:
Classes of ledger:
Classes of ledger:
Trading, Profit and loss Account:
Trading, Profit and loss Account:
Trading, Profit and loss Account and balance sheet:
Revision Examination | Teacher Activities: Teacher explains stock valuation and states its purpose. Students Activities: Learners ask questions on the purpose of stock valuation. Instructional Resources: A chart showing stock valuation. Teacher Activities:
Students activities: learner understand different methods and compute FIFO method. Instructional resources: A chart showing different methods of stock valuation. Teacher Activities: Guide the students to identify the columns of three columns cash book. Students Activities- leads students to differentiate between single double and three column cash book Instructional Resources: A chart showing the format of three column cash book. Teacher Activities:
Student Activities: learners understand the differences between single, double and three column cash book. Instructional Resources: A chart showing the format of three column cash book. Teacher Activities:
Students Activities: learner ask questions on columns of ledger. Instructional Resources: A chart showing the format of three column cash book. Teacher Activities:Teacher posts transactions into ledger. Student Activities - Learner to understanding how to post transactions into a ledger and practice more exercises. Instructional Resources: A chart showing the format of ledger. Teacher Activities:
Instructional Resources: A chart showing the format of trading profit and loss accounts. Teacher Activities:
Student activities: Learner practices more exercise. Instructional Resources: Annual Report, a chart showing the format of trading profit, relevant text books. Teacher Activities:Guides the students to make adjustment as it affect balance sheet. Student Activities: learner practice more exercise. Instructional resources, annual report, charts relevant text books. Revision. Examination |
BOOK KEEPING
SS 2 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 2 3. 4 5. 6 7 8. 9. 10 11 12 13 | Receipt and payment:
Receipt and payment:
Receipt and payment:
Receipt and payments:
Income and expenditure:
Income and expenditure:
Income and expenditure:
Income and expenditure:
Income and expenditure: Prepare a subscription in advance and arrears as it affect income and expenditure account. Income and expenditure: Prepare a simple income and expenditure account. Income and expenditure: Prepare more exercises on income and expenditure account. Revision Examination | Teacher Activities:
Student Activities:- learners take notes Instructional Resources: A chart showing the limitations of receipts and payments. Teacher Activities:
Student Activities:- Learners take note on receipts and payment account. Instructional Resources: A chart showing the purpose of receipt and payments. Teacher Activities:
Students Activities: Learners understand the content of receipt and payment. Instructional Resources:
Teacher Activities: Prepare a simple receipt and payment account. Students Activities: Learner understands how to prepare a simple receipt and payment account. Instructional Resources: A chart Annual reports of non-profit rganization. Teacher Activities:
Student Activities: Learner understands the income and expenditure account Instructional Resources: A chart showing the difference between income and expenditure, Receipt and payment. Teachers activities:
Student Activities:
Instructional Resources: A chart showing the list of users of income and expenditure account. Teacher Activities:
Student Activities: Learners understand income and expenditure account. Instructional Resources: a chart showing the list of sources of income of non profit making organization. Teachers Activities: explains how to determine sales and purchase when preparing trading assets of non-profit making organization Student Activities: learners understand the income and expenditure account. Instructional Resources: A chart showing the format of total debtors and creditors control account. Teacher Activities: Explain treatment of subscription in arrears and advance in income and expenditure account. Student Activities: learners organiza more exercise on the treatment of subscription in arrears and advance. Instructional resources: A chart showing the format of subscriptions in arrears and advance. Guides the students to prepare income and expenditure account. Students Activities: learner goes on excursion to non-profit making organization. Instructional resources: annual report of a non-profit making rganization.
Teacher activities: Teacher supervises the preparation mark the exercises and do corrections. Instructional Resources: Annual Report and a chart showing the format of a non-profit rganization. Revision Examination |
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