English Studies Ss Ii First Term

ENGLISH STUDIES
SS II
FIRST TERM
ACTIVITIES TEACHING AND

WEEK
PERFORMANCE EVALUATION
TOPIC CONTENT LEARNING
OBJECTIVE GUIDE
TEACHER STUDENTS MATERIALS
1. SPOKEN ENGLISH Students should be able Words such as: 1. Drills students in the 1. Pronounce the 1. Flash cards Students to:
CONSONANT to: Slice, troupe, scalp, pronunciation of words words correctly 2. Cardboards which 1. recognize
CLUSTERS 1. recognize consonant thread, price, scream, of two consonant after the teacher. contain words of two consonant clusters.
sound. fry, dried, stray, cloud, clusters in Isolation and 2. Identify the consonant clusters in 2. pronounce words
2. pronounce correctly scare, bleach, string, in sentences. consonant clusters their initial position. with two consonant
words with two plant, crush, prompt, 2. Watch out for in words. clusters at their
consonant clusters at drive etc. students who may insert 3. Read sentences initial position.
their initial position. a vowel between the that contain the 3. show the
3. show their meanings clusters. words. meanings of the
through their use in 3. Guides them to use words through their
sentences. the words in sentences. use in sentences.
VOCABULARY Students should be able Function of the heart, 1. Explains internal 1. Explain what 1. Recommended Text Students to:
DEVELOPMENT to: lung, kidney, spleen body systems/organs to the human 2. Charts 1. mention and
Words associated 1. mention and describe liver. the students. internal body 3. Pictures describe the human
with human internal human internal body 2. Leads students to organs are. 4. Card Boards internal body organs
body system/organs system. understand the 2. Say the 2. explain their
2. explain the function functions of the human functions of these functions
of each of these body internal organs. organs. 3. identify these
systems/organs. 3. Leads students to 3. Identify them in organs in pictures
identify these organs in pictures. and charts.
charts or pictures.
GRAMMATICAL Students should be able Features of Noun 1. Leads students to 1. State the 1. Sentence strip students to:
STRUCTURE to: phrase: identify the features of features of noun 2. Relevant passages 1. say the features of
Noun Phrase 1. identify the features 1. the headword must a noun phrase. phrases. 3. Recommended text noun phrase
of noun phrase. be a noun (broken 2. Guides them to 2. Identify noun 2. identify noun
2. identify noun phrase bottle). identify noun phrase in phrases in clause in sentences
in a sentence. 2. it can be personified sentences. sentences. 3. use noun clauses
3. use noun phrase by an article (the man). 3. Guides students to 3. Use them in sentences.
correctly in sentences. 3. it can be a post- use noun phrases in correctly in
modifier (the boy at the sentences. sentences.
gate).
1
ENGLISH STUDIES
SS II
FIRST TERM
TEACHING AND
ACTIVITIES
WEEK
PERFORMANCE LEARNING EVALUATION

TOPIC CONTENT
OBJECTIVE MATERIALS GUIDE
TEACHER STUDENTS
LISTENING Students should be Tape – recorded 1. Presents an interesting 1. Listen attentively to the 1. A taped recorded Students:
COMPREHENSION able to: passage on HIV/AIDS. passage. passage on HIV/AID. 1. identify the main
Listening to answer 1. listen attentively 2. Asks students to identify 2. Identify main ideas in the 2. Passage from a ideas in the passage
questions to identify the main the main ideas in the passage. passage. recommended book listened to.
idea in the passage. 3. Leads students to discuss 3. Discuss the passage in or magazine on 2. identify
2. identify the the passage in small groups. small groups. corruption. supporting points.
supporting points. 4. Asks them questions to 4. Answer the question 3. Charts on child 3. mention some key
3. mention some elicit the main points. asked by the teacher. trafficking. sentences from the
key sentences from passage.
the passage. 4. answer question
4. answer questions from the passage.
from the passage.
2 SPOKEN ENGLISH Students should be Consonant 1. Drills students in the 1. Pronounce the words 1. Flash cards Students to:
Consonants Clusters able to: clusters in pronunciation of words of correctly after the teacher. 2. Card boards which 1. recognize
1. recognize the initial position three consonant clusters in 2. Identify the consonant contain words of two consonant clusters.
consonants cluster of words such isolation and sentences. clusters in words. consonants clusters at 2. pronounce words
in words. as: 2. Watch out for students 3. Read sentences that their initial position. with two consonant
2. produce sprint, splash, who may insert a vowel contain the words. cluster in their initial
correctly cluster of scalp, strong between the clusters. positions.
three consonants in stray; squeeze, 3. Guides them to use the 3. show the
initial position of scream string, words in sentences. meanings of the
words. strike, sprinkle, words through their
scrub, spray etc. use in sentences.
READING Students should be Passage dealing 1. Explains note making as 1. Listen attentively to grasp 1. Selected passages Students to:
COMPREHENSION able to: with different selecting, outline, and what the teacher has for silent and vocal 1. outline 4 main
Reading chapters of 1. outline the main subjects and integrating in a coherent explained. reading. ideas from the book.
books and making idea from the book. themes for sequence all important facts 2. Participate actively in the 2. Other teacher 2. make notes on
notes 2. extract points reading, or ideas read. discussion. made instructional their own.
from the book read comprehension 2. Explains purpose and 3. Write the difference materials.
and make their own and note approach of not making. between note making and
note. making. 3. Explains clearly the reaching reading of books.
difference between note 4. Identify the main ideas in
making and reading of books. the passage.
2
ENGLISH STUDIES
SS II
FIRST TERM
TEACHING AND
ACTIVITIES
WEEK
PERFORMANCE LEARNING EVALUATION

TOPIC CONTENT
OBJECTIVE MATERIALS GUIDE
TEACHER STUDENTS
SUMMARY Students should be Reading selected 1. Reviews the ideas of the 1. Identify the ideas of the Selected passage Students to:
Reading of main able to: comprehension main points, topic sentences main points, topic from: 1. recognize the main
gist 1. recognize the passage of suitable and other interrelationship sentence and other 1. Newspaper gist in a given
main gist or main complexity which are with each other. interrelationship with 2. Journals passage.
point in a given argumentative, 2. Selects passage that are each other. 3. Literary works 2. list 4 main points
passage. expository or narrative expository narrative or 2. Use main ideas to write in the passage.
2. use the main in content. argumentative. sentences. 3. use 3 main points
points to form 3. Asks students to pick out in sentences of their
sentences of their main points, key sentences own.
own. etc.
WRITING Students should be Layout of expository Leads students to discuss Dicuss the style and 1. Textbooks Students to:
Expositor Essay able to: essay: the style/format of an formats of expository 2. Relevant pictures 1. state two main
describe the style 1. discussing instances expository essay e.g essay. 3. Any other characteristics of an
of an expository of problems. introduction, sequential supplementary expository essay.
essay. 2. expressing presentation of idea, reading materials. 2. write an
concern/worry conclusion. introductory
3. causes of the paragraph of an
problem. expository essay.
4. effect on the
society.
5. conclusion.
3 VOCABULARY Students should be Words associated with Teacher guides students to: 1. Talk and write about 1. Pictures of Students to:
DEVELOPMENT able to: acquire health : 1. Talks and write about their experiences in a appropriate medical 1. list 10 words
REGISTERS OF more and varied Words such as sickly, their experiences in a clinic clinic or hospital. items. associated with
HEALTH range of words for well, critical or hospital. 2. Writes the important 2. Charts health.
talking effectively condition, pills 2. Draws the attention of words and use them in 3. Card boards 2. use them in
on matters on diagnosis, students to important words. their own sentences. containing some of sentences.
health. convalescing, 3. Encourages students to 3. Talk about these words these words.
emergency, casualty, talk about these words freely.
wards infections, freely.
contagious,
hypertension, anemic,
sickler, asthmatic,
measles, dysentery etc.
3
ENGLISH STUDIES
SS II
FIRST TERM
WEEK
OBJECTIVE GUIDE
LISTENING Students should be able Looking for main points 1. Leads students to 1. Discuss the 1. A passage from a Students to:
COMPREHENSION to: in a passage on drug discuss the passage in passage in small recommended text on 1 list 4 main points in
Listening to answer 1. listen attentively to abuse. small groups. groups. drug abuse. the passage they
questions identify main ideas in a 2. Asks students 2. Answer 2. Passage from a listened to.
speech or conversation. questions to elicit the questions to elicit magazine on 2. identify two or
2. identify supporting main points. the main points in corruption. more supporting
points. 3. Asks students to the passage. points.
3. mention some key identify the main 3. They identify the 3. answer questions
sentences from the ideas in the passage. main ideas in the from the passage.
passage. passage.
4. answer questions from
the passage.
GRAMMATICAL Students should be able Function of Noun phrase: 1. Explains the 1. Explain the 1. Sentence strips Students to:
STRUCTURE Noun to: 1. as a subject of a verb. position and position and 2. Given passage 1. list the functions of
Phrase 1. enumerate the e.g. praising the teacher is functions of noun functions of noun 3. Recommended text noun phrase.
function of noun phrase. the students delight phrase in sentence. phrase in a 2. explain the
2. explain the functions 2. as an object of a verb. 2. Guides them to sentence. functions.
of noun phrase e.g she gave ‘the students’ identify noun phrase 2. Identity noun 3. use noun phrase in
3. identify noun phrase time to finish the work. in a sentence. phrase in passages. sentences.
in sentence. 3. as subject compliment 3. Guides students to 3. Use noun
4. use noun phrase e.g he is ‘the new use noun phrases in phrases to form
correctly in sentences. chairman’ their sentence. sentences.
4. as object compliment
e.g the gave ngozi ‘an
award’
5. as object of a
preposition e.g i kept the
money inside ‘my bag’
WRITING Students should be able An expository essay eg. Guides students to Wire an expository 1. A model essay Students to:
to write a good 1. Controlling HIV/AIDS write an expository essay. 2. Relevant text write a full
expository essay on any in Nigeria. essay. books. expository essay on a
topic of interest. 2. Managing population 3. Any other relevant topic of interest.
explosion in Nigeria. materials.
4
ENGLISH STUDIES
SS II
FIRST TERM
WEEK
OBJECTIVE GUIDE
4. SPOKEN ENGLISH Students should be able Stress on first 1. Identifies five syllabic 1. Distinguish 1. Dictionary Students to:
Stress on five syllabic to: syllable of five words. between words of 2. Flash cards 1. recognize words
words 1. recognize words of syllabic words e.g 2. Encourages students to varied syllables. 3. Card board which five of syllables
five syllables stressed capitalism, look up stress placement 2. Recognize and contains five syllabic stressed on the first
on the first syllable. regionalism, in longer words from the articulately words stress on the first syllables.
2. pronounce the words materialism, dictionary. correctly stress syllables. 2. pronounce the
correctly. nationalism etc. 3. Drills students on the timing sentences words correctly
3. use the words correct pronunciation of and modulate 3. use the words in
correctly in speech and words both in isolation their voices. speech and in
in writing. and in sentences. 3. Cite similar writing.
4. Draws the attention of words with the aid
the students to the fact of dictionary.
that the longer a word, the
more its stress pattern is
predicted.
READING Students should be able Appropriate passage 1. Explains the 1. Participate 1. Selected passage for Students to:
COMPREHENSION to: for reading, interrelationship of actively in class vocal reaching. extract points from
Reading chapters of 1. extract main points comprehension and listening and reacting as discussion. 2. Other teacher made the book read and
books and note from the book read and note making. receptive language skills. 2. The do instructional materials. make note of their
making make notes of their 2. Encourages extensive extensive work own.
own. work and practice within and practice
2. acquire skills for and outside the classroom. within and outside
note making from 3. Explains the purpose the class on note
books, magazines and and approach of note making.
lecture materials. making. 3. Explain the
purpose and
approach of note-
making.
5
ENGLISH STUDIES
SS II
FIRST TERM

WEEK
OBJECTIVE GUIDE
SUMMARY Students should be able Designed questions to Reviews the ideas of Identify the ideas Selected passages from: Students to:
Reading main gist to: enable students to main points, topic of main points, 1. journals 1. recognize main
1. recognize the recognize and extract: sentences and their topic sentences 2. literary work gist in a given
main/central points or 1. main gist inter-relationship with and their inter- 3. newspapers passage.
gist in a given passage. 2. relevant points each other. relationship with 2. extract the points
2. extract the main 3. points for only each other. from the passage.
points from the secondary importance 3. use 3 main points
passage. in sentences of their
3. use the main points own.
to form sentences of
their own.
GRAMMATICAL Students should be able Identify noun phrases in 1. Reads the passage 1.Read the 1. A given passage Students to:
STRUCTURE to: a passage on any of the carefully. passage carefully. 2. Relevant texts 1. read the passage
Noun Phrase 1. identify the noun following topic: 2. Identifies the noun 2. Identify the with understanding.
phrases in any passage. 1. Environmental phrases in passage read. noun phrases in 2. identify the noun
2. explain their pollution. the passage read. phrases in the
functions as used in the 2. Health population. passage.
passage. 3. Family life or 3. say their
HIV/AIDS containing functions as used in
noun phrasing. the passage.
5. VOCABULARY Students should be able Words associated with 1. Talks and writes 1. Talk and write 1. Pictures of Students to:
DEVELOPMENT to: medical personnel about their experiences about their appropriate medical 1. list 8 words
Registers of Health II acquire more and varied (matron, sister, ward in a clinic or hospital. experiences in a items. associated with
range of words for attendant) book bank, 2. Draws the attention clinic or hospital. 3. Charts health.
talking effectively on traditional medicine, of the students to 2. Write out the 3. Card boards 2. use them to from
matters concerning HIV/AIDS, malaria, important words. important words containing some of their own sentences.
health. cough, diabetes etc. 3. Encourages students and use them in these words.
to talk about these their own
words freely. sentences.
3. Talk about
these words
freely.
6
ENGLISH STUDIES
SS II
FIRST TERM

WEEK
OBJECTIVE GUIDE
LISTENING Students should be able Listening to a radio 1. Encourages students 1. Listen 1. A tape recorded Students to:
COMPREHENSION to: broadcast where to get the subject matter attentively to get passage. answer questions
Listening to answer answer questions from possible . of the broadcast. the subject matter 2. A radio broadcast. from the radio
questions a radio broadcast 2. Leads students to from the radio broadcast listened
listened to. discuss in small groups broadcast. to.
3. Asks them questions 2. Discuss in
on what they have small groups.
listened to. 3. Answer the
teacher’s
question.
READING Students should be able Reading suitable 1. Extensive work and 1. Extensive work 1. Selected passages for Students to:
COMPREHENSION to: passages from selected practice within and and practice vocal reading. 1. make notes from
Suitable Passage acquire the skills for books, dailies or outside the classroom within and outside 2. Other teacher made magazines or
note-making from magazines. on note-making. the classroom on instructional materials. lectures.
books, lectures and 2. Encourages the note-making. 2. answer questions
magazines. students to refer to 2. Refer to on what they read.
previous English previous English
exercises that are exercises that are
relevant to this task. relevant to the
task.
SUMMARY Students should be able Select an expository 1. Selects a passage that 1. Listen Selected passage from: Students to:
Reading to to: passage with is expository in content. attentively to the 1. Newspaper 1. explain the
summarize an 1. explain what appropriate exercises 2. Explains what teachers 2. Journals meaning of
exposition. expository means. and question for expository means. explanation. 3. Literary work expository.
2. identify main ideas. practice from their text. 3. Picks outs the main 2. Pick out the 2. identify main
3. have adequate source ideas and topic main ideas and ideas.
of information about a sentences from the topic sentences 3. have adequate
topic. passage. from the passage. source of
information about
the topic.
7
ENGLISH STUDIES
SS II
FIRST TERM
WEEK
OBJECTIVE GUIDE
6 SPOKEN ENGLISH Students should be Stress on second syllable in words 1. Writes out some words 1. Recognize and 1. Dictionary Students to:
Stress on five syllabic able to: such as: imperialism, adventurism, with five syllabic articulate correctly 2. Flash cards 1. recognize
words 1. recognize revisionism, consumerism, structures. stress timing 3. Card board stressed syllables.
stressed syllable in examinable, sectarianism etc. 2. Guides students to look sentences and which contains five 2. pronounce
five syllabic words. up stress placement in modulate their syllabic words words correctly.
2. pronounce the long words from the voices. stressed on the 3. use the words
words correctly. dictionary. 2. Cite similar second syllable in speech and in
3. use the words in 3. Drills students on the words with the aid writing.
speech and in pronunciation of the of the dictionary.
writing. words both in isolation or
in sentences.
LISTENING As in week 5 Materials of varying lengths and As in week 5 As in week 5 As in week 5 Students to:
COMPREHENSION complexity. 1. state 4 points in
Listening to answer the passage
question listened to.
2. identify 2 or
more supporting
points in the
passage.
3. answer
questions asked
by the teacher.
GRAMMATICAL Students should be 1. Features of relative pronouns: 1. Explains the features of 1. Listen 1. Real objects Students to:
STRUCTURE able to: who, whom, whose, which, where, a relative pronoun. attentively to the 2. Sentence strips 1. identify relative
Pronouns 1. identify relative when, that. 2. Leads students to teacher. 3. Various passages pronouns.
pronounce. 2. Functions of relative pronouns: explain their functions in 2. Explain the 2. explain their
2. explain their a. Who, whose, whom and that are sentences. functions and functions
position and used for human beings 3. Guides them to identify positions of 3. use them to
function in b. which and that are use to describe relative pronouns in relative pronouns form sentence.
passages. inanimate objects and animals sentence. in sentences.
3. use them in 3. Position: Relative pronouns are 4. Leads students to make 3. Identify them in
sentences. placed close to the word to which sentences with relative sentences.
they relate. They take the place of a pronouns. 4. Form their own
noun and also join together two sentence with
parts of a sentence. Eng. The girl relative pronouns.
‘who sells oranges’ has married.
8
ENGLISH STUDIES
SS II
FIRST TERM

WEEK
OBJECTIVE GUIDE
WRITING Students should be Feature of argumentative 1. Leads students to 1. Discuss their view 1. Text book Students to:
Argumentative able to: essay. discuss any given points taking 2. A model essay from 1. explain each of
Essay 1. explain the features 1. Writer to present a argumentative essay cognizance of the any other relevant book. the features of an
of an argumentative view point. topic, bringing out style of essay. E.g 3. Pictures argumentative
essay. 2. Prove his point (argue the validity of their a. Giving adequate 4. Charts essay.
2. participate in a for or against a particular view points in a source of information 5. Real objects 2. participate in
debate. view point) . logical way. b. Making reference debate.
3. Conclude his 2. Organizes a class to the audience e.g
presentation. debate. Mr. Chairman etc.
c. Participate in
debate
7 SPOKEN ENGLISH As in Week 4 Stress on the third syllable As in Week 4 As in Week 4 1. Dictionary Students to:
Stress on five syllabic in words such as 2. Flash card 1. recognize stressed
words Agriculture, international, 3. Card board syllables in words of
conversational, containing five syllabic five syllables.
operational excusable etc. words stressed on the 2. pronounce the
third syllable words correctly
3. use the words in
speech and in
writing
VOCABULARY Students should be 1. Major national sports 1. Guides students 1. List the different 1. Appropriate passage Students to:
DEVELOPMENT able to: such as: hand ball, basket to list different kinds kinds of sports and 2. Charts 1. identify the
Registers of sports I 1. identify major ball, net ball, pollo, of games played in games played in 3. Pictures. words.
national sports. football, cricket, hocket, Nigeria. Nigeria. 2. pronounce them
2. mention some athletics. 2. Lists some sports 2. List some sport correctly.
sports activities. 2. Sports activities such activities they know. activities. 3. use them
3. pronounce the as: 3. Leads students to 3. Read passage on correctly in speech
words correctly. tournament, contest, read passage on sports from national and in writing.
4. use the words championship, rounds sports from national dailies and other
effectively in speech head bout etc. dailies and other articles.
and in writing. articles.
9
ENGLISH STUDIES
SS II
FIRST TERM

WEEK
OBJECTIVE GUIDE
READING Students should be able Selected passage for salient 1. Guides students 1. Carefully read 1. Related passage from Students to:
COMPREHENSION to: and vocal reading. on the selection of the selected their text. 1. explain implied
Reading for implied explain the meaning of the passage to be passage. 2. Relevant passages meaning.
meaning implied meaning of read. 2. Read appropriate from dailies magazines 2. identify the
words made at various 2. Guides students books, dailies etc. and books. implied meaning of
setting. in extracting main 3. read carefully to 3. Tape recorder. words in a passage.
ideas of the passage. grasp the main 3. use them in
3. Guides students points. sentences.
to distinguish 4. Write the
between stated and different between
implied meaning. stated and implied
meaning.
WRITING Students should be able Writing of argumentative Guides students to Write their own 1. A model essay Students to: Write
Argumentative Essay to write an essay on any of the write an essay on a essay making 2. Any other an argumentative
argumentative essay following topics given topic. references to the supplementary material essay.
a. Should female audience. Eg. Mr.
circumcision be abolished? Chairman, panel of
b. Military rule is better judges etc.
than civilian rule
8 LISTENING Students should be able Listening to materials 1. Presents an 1. Listen 1. Passage from a Students to:
COMPREHENSION to: dealing with life situation. interesting passage attentively to the recommended text. 1. identify main
Listening to answer 1. listen attentively to that deals with life passage. 2. A tape recorded ideas in the passage.
questions identify the main idea situation. 2. They identify passage on pest control. 2. identify
in a passage. 2. Asks students to main ideas in the 3. Charts on child supporting points in
2. identify some of the identify the main passage heard. trafficking. the passage.
supporting points in the idea in the passage 3. Discuss the 3. mention some key
passage. listened to. passage in small sentences from the
3. mention some key 3. Leads students to groups. passage.
sentences from the discuss the passage 4. Answers 4. answer questions
passage. in small groups. questions from the from the passage.
4. answer questions 4. Asks students passage.
from the passage. questions from the
passage.
10
ENGLISH STUDIES
SS II
FIRST TERM

WEEK
OBJECTIVE GUIDE
GRAMMATICAL Students should be able Parts of speech that can 1. Leads students to 1. Identify 1. Textbooks Students to:
STRUCTURE to: be nominalized identify nominatilized nominalized words 2. Passages 1. identify the
Nominalization 1. state the devices for a. Adjectives. Eg. words in sentences and in sentences and in 3. Illustrations of nominalized words .
turning other parts of Black – blackness passages. passages. certain activities 2. convert some
speech into nouns in Beautiful – Beauty 2. Leads students to 2. Turn some verbs verbs and adjective
english usage. Wise – Wisdom turn verb and adjectives and adjectives to to nouns.
2. turn verbs and b. Verbs E.g to nouns. nouns. 3. use some
adjectives to nouns. Cry – Crying (Crying is 3. Guides them in using 3. Use these newly nominalized words
3. use nominalized parts not allowed) these formed nouns in formed nouns in in sentences.
of speech in sentences. Sleep – Sleeping sentences. sentences.
(Sleeping is prohibited
in the class)
SUMMARY Students should be able Selected argumentative 1. Selects or passage 1. Listen to the Selected passage from: Students to:
Reading to to: passage with that is argumentative in teacher 1. Newspaper 1. explain the
summarize and 1. say the meaning of appropriate exercises content. 2. Participate fully 2. Journals meaning of
argument argument. and questions for 2. Explains what in the discussion 3. Literary work argumentv
2. identify and have practice from their text. argument means 2. identify and have
adequate source of 3. Picks out the main adequate source of
information about a idea and topic information about
topic. sentences. the topic.
WRITING Students should be able Features of a formal 1. Leads students to the Discuss the 1. A model formal letter Students to:
Letter writing to: letter: meaning of formal features of formal 2. text book list and explain the
explain the features of a 1. Writer’s Address letter letters. 3. Charts features of formal
formal letter. 2. Date 2. Explains the features letter.
3. Receiver’s Address of formal letter, with
4. Salutation reference to the address,
5. Heading/Title Heading/Title,
6. Closure salutation – Dear
7. Signature sir/Madam,
8. Full name Introduction, Body of
Letter, Conclusion,
Closure.
11
ENGLISH STUDIES
SS II
FIRST TERM

WEEK
OBJECTIVE GUIDE
9 SPOKEN Students should be able Stress on the fourth 1. Leads students to identify 1. Identify the stress 1. Flash cards Students to:
ENGLISH to: syllable of five the stressed syllables. syllables in the 2. Charts 1. identify the
Stress of vive 1. identify the stressed syllabic words as in 2. Drills students on the words. 3. Sentence strips stressed syllables.
syllabic words syllable in the words. dramatization, correct pronunciation of 2. They pronounce 4. Recommended text 2. pronounce words
2. pronounce the words communication, words. the words after the book. correctly.
correctly. consideration, 3. Guides them to look up teacher. 3. use words
3. use the words correctly organization, stress patterns in similar 3. The use their correctly in speech
in speech and in writing. Privatization etc. words in the dictionary. dictionaries to check and in writing.
4. Leads them to make the stress patterns in
sentences with the words. similar words.
VOCABULARY Students should be able 1. Venues of sports 1. Guides students to 1. List sports 1. Appropriate Students to:
DEVELOPMENT to: such as: Stadium, mention the different types venues. passages 1. list the sports
1. mention some sports Arena, Tennis court, of sports venues 2. Also mention 2. Charts venues.
venues. boxing ring, football 2. Mentions different sports sports officials. 3. Pictures 2. mention sports
2. mention some sports field, race course, officials. 3. read passages on officials.
officials. track lane etc. 3. Leads students to read sports from national 3. use the words in
3. use the words correctly 2. sports officials passages on sports from dailies. speech and in
in speech and in writing. such as: National dailies and other writing.
upire, coach, referee, articles.
game master, reserve
bench, linemen,
sparring partners,
sports fans etc.
SUMMARY Students should be able Suitable passage for 1. Presents appropriate 1. Listen attentively 1. Newspaper Students to:
Reading to to: summary. materials. to the passage read. /magazine cuttings. 1. read passage and
summarize 1. read and discuss 2. Guides students to 2. The identify topic 2. Supplementary discuss it.
passages. identify topic sentences. sentences. readings poems, 2. identify key
2. identify key ideas from 3. Encourages them to write 3. Use their own plays. ideas.
different paragraphs. topic sentences in their own words to write the 3. Course book 3. identify topic
3. identify topic sentences words. topic sentences. 4. Other relevant sentences.
from paragraphs/passages. materials. 4. write topic
4. write topic sentence in sentences in their
their own words. own words.
12
ENGLISH STUDIES
SS II
FIRST TERM

WEEK
OBJECTIVE GUIDE
WRITING Students should be able Application for job Leads students to write Writes an application A model formal Students to:
FORMAL to: and application for job for job, using the letter. write an
LETTER write an application for (Post of a clerk) indicating. correct format. application for the
job. a. Post applying for post of a Clerk .
b. Where you come for
c. Age
d. Educational
qualifications etc.
10 SPOKEN Students should be able Emphatic stress 1. Explains the meaning of 1. Listen attentively. 1. Relevant text Students to:
ENGLISH to: (stress on a word in a emphatic stress. 2. Identify the words books. 1. explain emphatic
EMPHATIC 1. explain emphatic stress. sentence) . 2. Leads students to that carry stress in 2. Card board stress.
STRESS 2. identify the stressed a. She finally sentences that contain sentences. containing sentences 2. identify
word in a sentence. promised not emphatic stress. 3. Do some exercise with emphatic stress. emphatic words.
3. do exercises on ‘STEAL’ again 3. Guides them to identify on emphatic stress. 3. do exercises on
emphatic stress. b. John was the best the emphatic words in the emphatic stress.
student in sentences.
‘BIOLOGY’
c. He works at the
university LIBRARY
etc.
VOCABULARY Students should be able Words associated 1. Explains words. 1. Listen attentively. 1. Main class text Students to:
DEVELOPMENT to: with building and 2. Guides students to read a 2. Read a passage 2. Any other relevant 1. identify the
Register of 1. identify words building construction, passage on building 3. Identify words materials words.
Building and associate with building. such as: Plot, construction. 4. Do an exercise 3. Picture 2. read a passage.
building 2. read a passage on foundation, cite, land, 3. Leads them to identify 3. do a lexis
construction building construction. documents, plans, the words. exercise.
3. do a lexis exercise on contractor, block 4. Guides them to do an
building construction. layer, brick layer, exercise on registers of
labourer, walls, building.
ceiling, roofing,
plumbing, upstairs,
plaster etc.
13
ENGLISH STUDIES
SS II
FIRST TERM

WEEK
OBJECTIVE GUIDE
LISTENING Students should be A taped recorded 1. Guides students to select 1. Listen to the A taped recorded Students to:
COMPREHENSION able to: passage. what to listen to. selected passage. passage. 1. explain implied.
Reading for implied 1. explain implied. 2. Guides them to pick the 2. Identify the 2. identify implied
meaning 2. identify implied. main ideas in the passage. main ideas. meaning of words.
meaning of words 3. Guides students to 3. Distinguish 3. use the words in
made at various distinguish between stated between stated sentences.
settings. and implied meanings. and implied
3. use the implied meaning in what
meaning of words in they have listened
sentences. to.
GRAMMATICAL Students should be Demonstrative 1. Explains demonstrative 1. Listen 1. Pictures Students to:
STRUCTURE able to: pronouns: pronouns. attentively to the 2. Sentence strips 1. identify
PRONOUN 1. define (this, that, these, 2. Leads students to explanation demonstrative
demonstrative those) E.g identify demonstrative 2. identify pronouns.
pronouns. a. This house is mine pronouns in sentences. demonstrative 2. state their
2. identify them in b. That car is a new 3. Guides students to use pronouns functions.
sentences. one. them in sentences. 3. Use them in 3. from sentences
3. state the functions c. these boys jumped sentences. with them.
of demonstrative through the window.
pronouns. d. Thos student came
4. use them in late.
sentences.
11 REVISION
12 EXAMINATION
14
ENGLISH STUDIES
SS II
SECOND TERM

WEEK
OBJECTIVE GUIDE
1 SPOKEN ENGLISH Students should be able Stress on the fifth 1. Leads students to 1. Identify stress 1. Dictionary Students to:
Stress on six syllabic to: syllable: existentialism, identify the stressed syllable in six 2. Flash cards 1. identify the
words 1. recognize the normalization, syllables. syllabic words. 3. Cardboard which stressed syllables in
stressed syllable. internalization, 2. Encourages 2. Recognize and contains six syllabic six syllabic words.
2. pronounce words indistinguishable etc. students to look up articulate correctly words with stress on the 2. pronounce words
with six syllables stress placement in stress timing in fifth syllables. correctly.
correctly. long words in their sentences and 3. use words
3. use words correctly dictionaries. modulate their correctly in speech
in speech and in wiring. 3. Drills students on voices. and in writing.
the pronunciation of 3. Make sentences
words, both in with the words.
isolation and in
sentences with the
words in speech and
in writing.
VOCABULARY Students should be able 1. Meaning of 1. Explains the 1. Listen 1. Pictures Students to:
DEVELOPMENT to: environment meaning of attentively to the 2. Charts 1. explain the
Words associated with 1. explain the meaning 2. Types of environment. explanation of the 3. Flash cards meaning of
environment of environment. environmental 2. Guides students to teacher. 4. Course books environment.
2. mention types of problems mention types of 2. Identify types of . Other Material. 2. mention types of
environmental - Environmental environmental environmental environmental
problems. pollution problems. problems. problems.
3. state the importance - disposal of refuse 3. Leads students to 3. List 3 3. state the
of a clean environment. - Pest control state the importance importance of a importance of clean
4. identify the nature of - Bush burning of a clean clean environment environment.
problems under each - Smoking environment. 4. Write these
type. - Drainages 4. Guides students to environmental
- Environmental identify these problems.
degradation environmental
- Cutting down of trees problems.
- Sewage system etc.
15
ENGLISH STUDIES
SS II
SECOND TERM

WEEK
OBJECTIVE GUIDE
GRAMMATICAL Students should be able When the subject of a 1. Leads students 1. Identify subjects 1. Text book Students to:
STRUCTURES to: sentence is performing to identify the and predicators in 2. Diagrams 1. identify active and
Verb Forms 1. identify the active and the action of the verb, subjects and sentences taking 3. Illustrations on passive sentence.
passive sentence we say it is active e.g. predicators in into consideration charts. 2. change sentences
patterns. a. ‘My sister bought a sentences. the form of the from active to passive
2. write the active and fan’ becomes ‘A fan 2. Guides students verbs, change or vice-versa.
passive forms of verbs. was bought by my to change active active sentences to
3. construct sentences in sister’ (Passive) sentences into passive and vice
the active and passive b. “Our father bought passive. versa.
forms. a house” (Active) 3. Provides various 2. Construct more
become “A house was examples of active sentences in the
bought by my father” and passive active and passive
(passive) . sentences. forms.
4. Leads students
to construct passive
and active
sentences.
LISTENING Students should be able Short debate between 1. Selects a debate 1. Plan their 1. A short class debate. Students to:
COMPREHENSION to: two selected members topic. speeches before 2. A recorded speech on 1. mention main points
Listening to speeches 1. listen to identity main of the class. 2. Encourages delivery. relevant topic. in the speech.
ideas of a speech or students to think 2. Listen 2. answer questions on
conversation. about and plan attentively to the the topic discuss.
2. answer some their speech. speech for
questions on the speech. 3. Asks then comprehension.
questions on the 3. Answer
main points of the questions form the
speech. speech.
16
ENGLISH STUDIES
SS II
SECOND TERM

WEEK
OBJECTIVE GUIDE
LISTENING Students should be able Selected passages for 1. Guides students to 1. Explain in their 1. Tape recorded Students to:
COMPREHENSION to: vocal reaching and explain, on the basis of own words the speeches, talk or 1. give the meaning
Reading for implied 1. explain what implied listening what they learnt at Junior differences between conversation. of implied
meaning means. comprehension. Secondary School stated and implied 2. Relevant passages statement.
2. identify implied English, the difference meanings. and extract from 2. identify the
meaning of statements between stated and 2. Write the various sources. implied meanings of
made at various implied meanings. differences clearly 3. Materials extracted statements made at
settings. 2. Explains the difference and illustrate with from radio, television various settings.
3. distinguish between for meaning more clearly some statements. broadcast. 3. distinguish
stated and implied and illustrates with some between stated and
meanings in speech. statements. implied speeches.
4. make oral or written 3. Leads students to make 4. make oral or
statements to illustrate individual statements or written statements to
the distinction between refer to written speeches illustrate the
stated and implied to illustrate the distinction.
meanings. differences.
VOCABULARY Students should be able Use of vivid sensuous 1. Explains how modifiers 1. Listen attentively 1. Flash cards Students to:
DEVELOPMENT to: adjectival words make such combinations to teacher’s 2. Card board that 1. identify
Word Modifiers 1. identify a modifier. associated with as a brown house more explanation. contains modifiers modifiers.
2. describe accurately, a. Colours e.g meaningful than just ‘a 2. Identify how 3. Objects of various 2. describe different
different aspects of reddish, greenish etc. house’. meanings change a. Colour aspects of things,
things, actions, events b. Smell e.g. sharp, 2. Illustrates carefully with addition of b. smell action, event,
or experiences by pungent unsavoury, how meaning change with modifiers. 4. Relevant passages actions, event etc.
means of appropriate odours, acrid etc. the addition of modifiers. 3. Write in their of descriptive and
words. 3. Makes a list of such books appropriate narrative passages
words as: road, modifiers for words featuring a good use of
compound, lorry, market, e.g Car, church, adjectives and adverbs
kitchen etc. basket, which they for vividness dramatic
4. Guides students to can read out to the effect.
describe the use of class.
appropriate modifiers in 4. Use the words in
various places such as sentences of their
market, hospital etc. own .
17
ENGLISH STUDIES
SS II
SECOND TERM
TEACHING AND
WEEK
PERFORMANCE ACTIVITIES EVALUATION

OBJECTIVE GUIDE
READING Students should be Appropriate passage 1. Guides students to 1. Read the A relevant passage Students to:
COMPREHENSION able to: from their main text. select the passage to be selected passage. from a recommended 1. read the passage.
Reading for implied 1. identify implied read. 2. Identify the main class text. 2. identify implied
meaning meaning of words 2. Guides them to select ideas in the passage meaning of words.
made of various the main ideas from the 3. Distinguish 3. use the words in
setting. passage. between stated and their own sentences.
2. use implied 3. Guides students to implied meaning of
meaning of words in distinguish between stated words.
sentences. and implied meaning of 4. Use the words of
words. implied meaning in
4. Leads students to use sentences.
the words with implied
meaning in sentences.
WRITING Students should be Letter of complaint. 1. Revises features of Write a letter of 1. A mode formal Students to: write a
Formal Letter able to: formal letter. compliant. letter letter of complaint to
write a letter of 2. Guides students to 2. Relevant text the police on armed
complaint. write a letter of books. robbery incident.
complaint.
3 SPOKEN ENGLISH Students should be Expressing surprise or Devises appropriate Act out dialogue Tape – recorded Students to read out a
Intonation able to: disbelief: dialogue to be acted out devised by the materials. given dialogue using
1. recognize different - Ada is a witch, by students similar to teacher. appropriate
intonation pattern. Really?! those given under content. information.
2. use appropriate - Musa is a millionaire.
intonation patterns You must be joking!
associated with - Musa is a spy. I don’t
surprise or disbelief believe it!
exclamation) . - Ibrahim is dead. Is he?
VOCABULARY Use of vivid sensuous Students to:
DEVELOPMENT adjectival words 1. identify
Word modifiers associated with a. modifier
1. Tast e.g appetizing, b. describe different
As in week 2 delicious, bitter As in week 2 As in week 2 As in week 2 aspects of things,
2. Use adverbials action, events etc.
modifier showing degree
of happening e.g rapidly,
gently, sluggishly etc.
18
ENGLISH STUDIES
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVE GUIDE
GRAMMATICAL Students should be 1. There is a convention 1. Explains what 1. Engage in oral class 1. Sentence strips Students to:
STRUCTURES able to: on how tenses in verbs sequence of tenses games in which a 2. Chart 1. write sentences
Introduction to 1. recognize should appear in involves through student makes a 3. Textbooks using the
sequence of verb appropriate sequence sequence in the same class games with statement while appropriate.
tenses of tenses with the sentence. complex sentences in someone else reports it sequence of tenses
same sentences. 2. If the finite verb in a selected texts. using the appropriate 2. identify sentences
2. use effectively sentence is: 2. Guides students in sequence. with inadequate
sequence of tenses a. Present, those in other writing sentences 2. Write sentences sequence.
within the same part of the sentence using the appropriate using the correct
sentence. should also be in present sequence of tenses. sequence of tenses.
b. Past, subsequent verbs
should also be in the
past. E.g.
i. Obi says that he is the
captain of the team
ii. Ola said that he
wanted to be the goal
keeper.
SUMMARY Students should be Simple reports for 1. Presents 1. Read materials. 1. Newspaper Students to:
Reading to able to: summary. appropriate materials. 2. Identify topic /magazine cuttings 1. read the passage
summarize longer 1. read and discuss 2. Leads students to sentences. 2. Supplementary silently.
selections the passage identify topic 3. Write topic sentences reaching e.g Poems, 2. discuss the
2. identify key ideas sentences. in their own words. Plays. passage.
from different 3. Encourages 3. Course book 3. pick out topic
paragraphs. students to write the sentences.
3. identify topic topic sentences in 4. identify topic
sentences from their own words. sentences from
paragraphs/passages paragraphs/passages
4. put together 5. identify key ideas
sentences in their from different
own words. sentences.
6. put together
sentences in their
own words as a
summary.
19
ENGLISH STUDIES
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVE GUIDE
4 LISTENING Tape recorded speeches 1. Guides students to 1. Explain in their own As in week 2
COMPREHENSION or utterance. explain the difference words the differences
Listening for implied between stated and between stated and
meaning implied meanings. implied meanings.
2. Leads students to 2. Write the differences
As in week 2 make individual clearly and illustrate As in week 2
statements or refer to with some statements.
relevant aspects of
written speech to
illustrate the
differences.
READING Students should be Appropriate books, 1. Relevant passages As in week 2
COMPREHENSION able to: dailies, magazines etc. from their text.
Reading for implied As in week 2 that distinguish between 2. Relevant passages
As in week 2 As in week 2
meaning stated and implied from the dailies,
meanings. magazine, other
books.
VOCABULARY Students should be Use of vivid sensuous 1 .Flash card Students to:
DEVELOPMENT able to: adjectival words 2. Card board that 1. identify modifiers
Word modifiers 1. identify a modifier. associated with rate of contain modifiers. in sentences.
2. describe accurately occurrences frequently, 3. Relevant passages 2. describe different
different aspects of permanently, annually, of descriptive and aspects of things,
As in week 2 As in week 2
things, actions, monthly, hourly, narrative contents actions events etc.
events actions, temporally, occasionally featuring good use of
events, or etc. adverbs for vividness.
experiences by means
of appropriate words.
WRITING Students should be An Apology letter. Leads students to Students write and 1. A model formal Students to:
Formal Letter able to write and write an apology apology letter letter Using the format of
apology letter. letter. 2. Textbook formal letter,
students write an
apology letter to the
principal for the
payment of school
fees.
20
ENGLISH STUDIES
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVE GUIDE
SPOKEN ENGLISH Students should be Falling tone (statement) 1. Points out to the 1. Identify where Class demonstration using Students to:
Intonation able to: e.g students where there there should be a provided texts. identify the finality of
identify the finality of 1. There will be a match should be a fall in fall in tone in a statements,
statement, at the National Stadium tone in a sentence. sentence. information and
information and tomorrow. 2. Provide enough 2. Participate in questions.
question in a given 2. There will be a class exercises in drills and drill exercises in
context. quiz this morning encourages vocal class.
3. When will the match class participation.
begin (Guestion)
4. which teams are
playing? (question) .
GRAMMATICAL 1. Sentence strips Students to:
STRUCTURE 2. Charts 1. write sentences
Sequence of verbs as 3. Text books using appropriate
in Week As in week 3 Week 3 work continues As in week 3 As in week 3 tense sequence.
2. identify sentences
with inadequate tense
sequence.
SUMMARY Students should be Short stories for 1. Presents 1. Read stories. 1. Newspaper magazine Students to:
Reading to able to: summary . appropriate stories. 2. Identify topic cuttings. 1. read and discuss
summarize longer 1. read and discuss 2. Leads students to sentences. 2. Poems, plays stories.
selections stories. identify topic 3. Write topic 3. Other relevant stories. 2. identify key ideas
2. identify key ideas sentences. sentences in their from different
from different 3. Encourages the own words. paragraphs.
paragraphs. students to write the 3. identify topic
3. identify topic topic sentences in sentences from
sentences from their own words. paragraphs/sentences.
paragraphs/sentences. 4. put together
4. put together sentences in their
sentences in their own words as a
own words as a summary.
summary.
21
ENGLISH STUDIES
SS II
SECOND TERM

WEEK
OBJECTIVE GUIDE
READING Students should be able Comprehension 1. Guides students to 1. Carefully read a Recommended class Students to:
COMPREHENSION to: passage from their read a selected selected passage text. 1. read selected
Reading for 1. read the passage class text. passage from the from the class text. passage.
comprehension carefully for thorough class text. 2. Recognize the 2. pick out the main
understanding of the 2. Guides them to main ideas in the ideas in the passage.
passage. recognize the main passage. 3. answer questions.
2. recognize main ideas in the passage 3. answer relevant from the passage read
points in a to be read. questions from the 4. make sentences with
comprehension passage. 3. Leads students to passage. some words.
3. answer questions answer some relevant 4. Form sentences
from the passage read. questions from the with words from
4. make sentences with passage. the passage.
some words from the 4. Asks them to make
passage. sentences of their
own with some words
from the passage.
6 SPOKEN ENGLISH Students should be able Rising tone e.g. 1. Points out to the 1. Identify where Class demonstration Students to:
Intonation to: a. Yes/No questions students where there there should be a using provided texts. 1. identify indication of
1. identify indication of will you come home to should be a rise in rise in tone in a tentativeness.
tentativeness. night?) . tone in a sentence. sentence. 2. use correct
2. use the correct b. Polite requests (help 2. Provides enough 2. Participate in information where
intonation patterns me with your pen exercises in drills and drill exercises in pattern applicable.
where applicable. please) . encourages vocal class.
c. Listing items (Pen, class participation.
book, ruler and eraser)
d. Sentence with
additional meaning (I
guess he will come).
22
ENGLISH STUDIES
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVE GUIDE
LISTENING Students should be able Appropriate listening 1. Explains the differences 1. Explain in their 1. Taped recorded Students to:
COMPREHENSION to: comprehension more clearly and illustrates words the speeches, talk or 1. identify the implied
Listening for implied 1. identify implied questions for practice with some statements. differences conversation. meaning of statements
meaning meaning of statements in distinguishing 2. Guides students to make between stated 2. Materials made at various setting.
made at various between stated and individual statements or and implied extracted from 2. distinguish between
settings. implied meanings. refer to relevant aspects of meanings. radio, or television stated and implied
2. distinguish between written speech to illustrate 2. Write the broadcast. meaning in speech.
stated and unstated the differences. differences clearly 3. make oral or written
meanings in speech. and illustrate with statements to illustrate
3. make oral or written some statements. the distinction between
statements to illustrate the two.
the distinction between
stated and implied
meanings.
WRITING Students should be able Features of speeches 1. Leads students to 1. Discuss the 1. Samples of short Students to:
Speech for specific to: such as: recognize the different phases of a speech speeches from 1. discuss the features
purposes 1. explain the features a. title phases of a speech through in class. books or periodical. of a speech.
of a speech. b. opening greetings class discussion. 2. Read out a 2. Textbooks 2. discuss some specific
2. discuss some specific c. general 2. Shows samples of short model speech speech topics.
speech topics. introduction speeches and allows presented by the
d. the main body students to read them out. teacher.
e. conclusion
VOCABULARY Students should be able Prefixes such as un, 1. Explains how prefixes 1. List the basic 1. Charts Students to:
DEVELOPMENT to: mis, il etc en.g health can generate new words root words 2. List of prefixes 1. identify 4 basic root
Prefixes as word 1. identify basic root Health – unhealthy and meanings from basic 2. Use prefixes for and their meanings words.
extension, making for words. Belief – unbelief root words. creating antonyms 3. Flash card 2. explain the words in
new meanings 2. show the meaning of ‘mis’ 2. Guides students in the 3. Draw up a 4. Cardboard sentences of their own.
the words in sentences Spell – misspell use of prefixes for creating suitable list of 5. Dictionary 3. use 3 prefixes to
of their own. Understand – antonyms words and find generate words which
3. use prefixes to misunderstand 3. Leads students to draw antonyms to these are antonyms.
generate words which ‘il’ up a suitable lists of words by means of 4. use 4 words in
are antonyms of given Legal – illegal and lets them give the prefix sentences of their own.
words. Legitimate – antonyms to these words
4. use the new words in illegitimate by using prefixes.
sentences of their own.
23
ENGLISH STUDIES
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVE GUIDE
7 READING Students should be Selected 1. Gives examples of the 1. Write examples 1. Drill books Students to:
COMPREHENSION able to: passages and distortions, illogicalities, based on their limited 2. Selected detect in various
Reaching for critical detect from various other reading inconsistencies, experience in reading. passages reading materials,
evaluation reading materials materials of exaggerations and so on that 2. Read appropriate 3. teacher made evidence of illogicality,
evidence (if any ) of appropriate can be found in the reading work book or teacher material. inconsistency faulty
illogicality, readability levels materials. made exercises on reasoning etc.
inconsistency, faulty with questions 2. Guides students to give reading for critical
reasoning, misleading and exercises to other examples based on their evaluation.
statements etc. text critical limited experiences in
reading ability. reading.
3. Provides appropriate
workbook or drill – book or
teacher made exercises on
reading for critical
evaluation.
GRAMMATICAL Students should to Phrasal verbs Emphasizes the fact that 1. Listen attentively to 1. Dictionary Students to:
STRUCTURE able to: with one particle a. When verbs are used this the teacher. 2. Textbook 1. explain the meaning
Phrasal Verbs 1. explain what e.g turn down way, they have a single 2. Generate more of phrasal verbs.
phrasal verb means. turn up give in meaning. phrasal verbs. 2. identify them in
2. identify phrasal came across put b. Whenever the particles 3. Look up their sentence.
verbs in sentences. off put in etc. change the meaning also meaning in the 3. make sentence with
3. use such verbs changes. dictionary. phrasal verbs.
correctly in 4. Use phrasal verbs in
sentences. sentences.
SUMMARY Students should be Poetry 1. Guides students to read 1. Read the selected 1. Selected poem Students to:
Reading to able to: a. Types of selected poems. poem. from a 1. read a poem.
paraphrase poems 1. read the poem with poetry e.g dirge, 2. Leads students to discuss 2. Discuss the content recommended text. 2. explain the key
understanding. epic, lyric etc. the content of the poem. of the poem. 2. From other words in the poem.
2. explain the key b. Language 3. Leads them to identify 3. Identify the different relevant sources. 3. summarize the poem
words used in the i. Concise different types of poetry types of poems. in their own words.
poems. ii. Unique 4. Guides them to identify the 4. Identify the type of
3. summarize the iii High language feature in the poem. language used in the
poem in their own 5. guides students to poem.
words . summarize the poem. 5. Summarize the
poem.
24
ENGLISH STUDIES
SS II
SECOND TERM
WEEK
OBJECTIVE GUIDE
DICTATION Students should be able Dictating of words 1. Guides students 1. Read the 1. Flash cards Students to:
to: selected words from to read a passage selected passage 2. Recommended class 1. write correct
1. write correct spellings the class text. selected from their taking note of the text. spellings or words.
of dictated words. text taking note of spellings of some 2. explain the meaning
2. explain the meaning some words. words. of the words.
of the words. 2. Picks some 2. Write the
words from the dictated words
passage end from the passage.
dictates to the 3. Learn the correct
students. spelling of the
3. Leads them to words.
the correct 4. Explain the
spellings. meaning of the
4. Explains the words.
meaning of the
words.
8 SPOKEN ENGLISH Students should be able 1. Drills on words 1. Guides students 1. Pronounce the 1. Flash cards Students to:
. Drills on Speech to: pronunciation. to correct words correctly. 2. Card board 1. pronounce words
1. pronounce words 2. Drills on different pronunciation of 2. Read the given containing sentences correctly.
correctly. sentence structures. words. sentences, taking 3. Class text 2. explain meaning of
2. explain the meaning 2. Drills them on note of the stress words.
of words. reading different and intonation 3. read sentences
3. read sentences structures of Patterns used in the correctly.
correctly, observing sentences. sentences.
stress and intonation 3. Guides them to
patterns in the contexts observe the correct
used. stress and
intonation patterns
in the different
structures of
sentences read.
25
ENGLISH STUDIES
SS II
SECOND TERM
WEEK
OBJECTIVE GUIDE
LISTENING Students should be able 1. Speeches on any 1. Selects a speech 1. Listen Pre-recorded passage Students to:
COMPREHENSION to: topical issue. on any topical issue. attentively to a on a relevant topic. 1. outline the main
Listening to 1. listen attentively to a 2. Guides to speech 2. Guides students speech to be read. ideas in passage
summarize speech speech. making. to listen attentively 2. Identify the main listened to.
2. outline the main ideas to a speech. points in the 2. use the main ideas to
from the speech. 3. Guides then to passage listened to. construct sentences of
3. use the main ideas to identify the main 3. Make oral or their own.
construct oral or written ideas in the passage. written sentences
sentences of their own. 4. Encourages with the main
students to make ideas.
oral or written
sentences with the
main ideas.
GRAMMATICAL Phrasal verbs with 1. Dictionary Students to:
STRUCTURE two particles eg. 2. Class recommended 1. identify phrasal verbs
Phrasal Verbs Go up with texts. in sentences and in
Go through with passages.
As in Week 7 As in Week 7 As in Week 7
Look out for 2. uses phrasal verbs to
Put up with form their own
Do away with sentences.
Keep away from etc.
DICTATION Students should be able Dictation on words 1. Selects words to 1. Write the correct 1. Dictionary Students to:
to: with double letters. be dictated. spelling of the 2. Flash cards 1. write correct
1. write correct spellings E.g 2. Dictates the words dictated. 3. Relevant text books spellings of words.
of words. Occasionally words to students. 2. State the 2. state the meanings of
2. give the meanings of Professional 3. Leads them to the meanings of the the dictated words.
such words. Occurrence meaning of the words. 3. make sentences with
3. make sentences with words. 3. Form their own the words.
the words. 4. Guides them to sentences with the
form sentences with words.
the words.
26
ENGLISH STUDIES
SS II
SECOND TERM

WEEK
OBJECTIVE GUIDE
9 VOCABULARY Prefixes as word 1. Charts

. DEVELOPMENT extension, making for 2. List of prefixes and
Prefixes new meaning e. their meanings
In, im, re etc 3. Flash cards
‘in’ 4. Dictionary.
Adequate – inadequate
Equal – inequality
Appropriate –
As in Week 6 Inappropriate As in Week 6 As in Week 6 As in Week 6
‘im’
Posiible – impossible
Polite – impolite
Mature – Immature
‘re’
Produce – reproduce
Generate – regenerate
Gain – Regain etc.
LISTENING Students Should be able 1. Listening to a 1. Guides, students 1. Listen 1. A pre-recorded Students to:
COMPREHENSION to: lecture on any topical in identifying the attentively. lecture on a relevant 1. examine the content
Listening to lectures 1. listen attentively to a issues. main points of a 2. answer questions topic. of the lecture for
for note making lecture. 2. Guides to making lecture by asking on the key points. 2. Real objects correctness.
2. examine the content notes from lectures leading questions. 3. Write down key 3. Dictionary 2. outline main idea of
for correctness. and speeches. 2. Asks students to points of the the lecture listened to.
3. outline the main ideas write down the lecture.
of the speech. main points as they
give answers to the
questions.
27
ENGLISH STUDIES
SS II
SECOND TERM

WEEK
OBJECTIVE GUIDE
READING Students should be able to: Selected passage in 1. Selects a suitable 1. Carefully read the 1. Relevant passages Students to:
COMPREHENSION 1. identify the implied immunization. passage to be read. selected passage from text. 1. identify implied
Reading for implied meaning of words from the 2. Guides students to 2. Identify the main 2. Relevant passages meaning of words
meaning passage. identify the main idea ideas of the topic from, dailies magazines from the passage.
2. use implied meaning of of the topic. discussed in the and other books. 2. make their own
words in the sentences. 3. Leads/encourages passage. sentences with the
students to read 3. Read dailies, words.
appropriate books, books, magazines
dailies, magazines 4. Identify the
etc. implied meaning of
4. Guides students to the words in the
find out the implied passage read.
meaning of words in
the passage read.
GRAMMATICAL Students should be able to: Identifying meaning 1. Explains the 1. Listen attentively 1. Sentence strips Students to identify
STRUCTURE identify the meaning of of phrasal verbs in meaning of some to the teacher. 2. text books the meaning of some
Exercises some phrasal verbs as used sentences. phrasal verbs. 2. The identify the phrasal verbs as
sentence context. 2. Asks students to meaning of some used in sentence
identify the meanings phrasal verbs as context.
of some phrasal verbs used in given
as used in given sentences
sentences.
10 READING As in week 9 Selected passage for 1. Relevant textbooks.
COMPREHENSION 1. explain what implied silent and vocal 2. Relevant passages
Reading for implied meaning is. reading on topic from dailies and
meaning 2. identified implied such as: magazines.
As in week 9 As in week 9 As in week 9
meaning of words in environmental
various settings. pollution.
3. use implied meaning of
words in sentences .
28
ENGLISH STUDIES
SS II
SECOND TERM

WEEK
OBJECTIVE GUIDE
SUMMARY Students should be able Drama 1. Leads students to read 1. Read the dramatic 1. Selected play Students to:
Reading to to: a. theme the dramatic work work presented by 2. Appropriate 1. read the dramatic
paraphrase 1. read a dramatic work b. Features of drama. selected. the teacher. costumes/props work with
dramatic works with understanding. i. Costumes 2. Guides students to 2. Discuss the content 3. Other anthologies understanding.
2. explain the key ii. Props discuss content of the of the work. 2. explain key words
words used for dramatic iii. Performance work. 3. Identify the type of used in the work.
words. iv. Audience. 3. Leads students to dramatic work. 3. identify theme
3. summarize the v. Play director. identify the types of 4. Listen to the and features of the
dramatic words. dramatic work. explanation given by play.
4. identify them and 4. Leads students to the the teacher on theme 4. re-write the play
features. explanation of the theme and feature of the in their own words.
5. write a play. and feature of the dramatic work.
dramatic work discussed.
WRITING Students should be able Speeches for specific 1. Guides students to 1. Discuss the phases 1. Samples of short Students to:
Writing speeches to: purposes e.g. recognize the different of a speech in class. speeches from books or 1. discuss the
for specific write speeches for a. A welcome address phases of a speech 2. Read the model periodical. features of a speech.
purposes different purposes. b. A farewell address through class discussion speech presented by 2. Relevant text books. 2. write a speech to
c. An address given 2. Shows them samples of the teacher. be presented at the
on a prize giving day short speech and asks 3. Discuss some send-off ceremony
students to read them out. specific speech of the school
3. Leads students to topics. principal.
discuss some specific 4. Write a speech on
speech topics a given topic.
4. Allows students to 5. Read the speech
write and read out their out in the class.
speeches
DICTATION
As in week 8 As in week 8 As in week 8 As in week 8 As in week 8 As in week 8
As in week 8
11 REVISION
12 EXAMINATION
29
ENGLISH STUDIES
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVE GUIDE
1 SPOKEN ENGLISH Students should be able Debates on the Ensures that the best 1. Listen attentively 1. Relevant materials Students to:
Speaking skills: to: following topics speaker be selected on to their class mates a. Textbooks 1. speak fluently and
Argument, Debates 1. pronounce works capitalism is better the basis of the when debating. b. Supplementary books convincingly.
correctly. that communism. following criteria 2. Use persuasive 2. pronounce
2. use the right words a. Persuasiveness words. correctly.
stress pattern. b. Grammatical 3. Use good 3. use appropriate
3. use appropriate structure and choice of grammatical words where/when
words when and where words structures. necessary.
necessary. c. Correctness of 4. Use correct 4. use the right word
4. speak fluently and pronunciation pronunciation. stress pattern.
convincingly on a given including word stress
controversial topic. patterns
d. Fluency
LISTENING Students should be able 1. Listen critically to 1. Explains what is 1. Listen attentively 1. Selected passages. Students to:
COMPREHENSION to: speeches. required of critical to teacher’s 2. Magazines and 1. listen attentively to
Listening to speeches 1. listen attentively to a 2. Meaning of critical evaluation in speeches. explanation and Newspaper cutting speeches.
and other oral speech with evaluation. 2. Leads students to react where 3. Selections from other 2. examine the
presentations for understanding. read metatarsals. necessary. subject areas. speeches
critical evaluation 2. examine the content 3. Guides the students 2. Read materials 4. Supplementary 3. appreciate the
for correctness. in their critical presented. readers. author’s choice of
3. appreciate the evaluation of the 3. Practice critical words.
author’s choice of the material. evaluation of the 4. critically examine
words. 4. Demonstrates how text through the author’s choice of
4. critically examine the to differentiate extensive discussion words.
author’s choice of between facts and either in group or as 5. extract facts and
sentences. opinions. a whole class. opinions from
5. extract facts and 4. Practice how to speeches.
opinions from the differentiate facts
speeches. from opinions.
30
ENGLISH STUDIES
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVE GUIDE
GRAMMATICAL Students should be able 1. Adjuncts! Basically 1. Leads students to 1. Identify adjuncts 1. Textbook Students to:
STRUCTURE to: adverbials modifying identify adverbials in in sentences and 2. Pictures 1. identify adjuncts in
Adjuncts 1. identify adjuncts in verbs. sentences. passages. 3. Dictionary a given passage.
sentences in passages. 2. Adjuncts of place, 2. Explains that adjuncts 2. Give more 2. use some adjuncts
2. use adjuncts in time, manner, purpose, could be single words or examples of in sentences.
sentences. reason – Examples: longer constructions as adjuncts.
a. He was at home in adjunct which may be 3. Use adjuncts in
(place) . prepositional or sentences.
b. He came in the adverbials e.g The plane
morning (time) touched down by 2 p.m.
c. He came quickly 3. Guides students in
(manner) . using adjuncts in
d. He came for me sentences.
(purpose) .
WRITING Students should be able to Features of technical and 1. Explains the format Discuss format for 1. Model reports. Students to explain
Technical and identify the format of a scientific reports. for writing a report. writing a report. 2. Textbook. the formats of writing
scientific writing technical and scientific 2. Leads students to a technical or
writing. identify main and scientific report.
supporting ideas. Eg.
a. Introduction. Date of
experiment
b. Purpose; the
outcome/result
c. Conclusion
2 SPOKEN Students should be able Speaking on the topic: Ensures that the best 1. Listen Relevant materials Students to:
ENGLISH to: We need health speaker is selected on the attentively to their a. Textbooks 1. speak fluently and
Argument Debate 1. speak fluently and education and inspectors basis of the following class mates when b. Supplementary convincily.
convincingly on a given not doctors. criteria. debating. books. 2. pronounce words
controversial topic. a. Persuasiveness, 2. Use persuasive correctly.
2. pronounce words b. Grammatical words. 3. use appropriate
correctly. structures and choice of 3. Use good words where/when
3. use words appropriately words. grammatical necessary.
where and when c. Correctness of structures. 4. use the right words
necessary. pronunciation including 4. Use correct stress pattern.
4. articulate the right word stress pattern. pronunciations.
stress patter in words. d. Fluency
31
ENGLISH STUDIES
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVE GUIDE
LISTENING Students should be able 1. Aspect of critical 1. Leads students to 1. Read a selected 1. Selected passages. Students to:
COMPREHENSION to: evaluation. read a selected material. material. 2. Magazines and 1. read materials.
Listening to speeches 1. listen attentively to 2. Essence of critical 2. Guides students to 2. Critically evaluate Newspaper cutting. 2. critically examine
and other oral speech with evaluation. the critical evaluation the material read in 3. Selections from other author’s work in class
presentations for understanding. of the material. discussion. subject areas. discussion.
critical evaluation 2. examine the 3. Demonstrates how to 3. Identify the 3. differentiate facts
corrections of the differentiate between differences between from opinions.
content. facts and opinions. facts and opinions.
3. appreciate the
authors choice of
words.
4. critically examine the
author’s choice of
sentences.
SUMMARY Students should be able Selected passages 1. Reads the passage to 1. Listen to the Main class text. Students to:
Reading to pick out to: from the main text. the students. teacher. 1. read the passage.
topic sentences in 1. read the passage 2. Guides students to 2. Read silently 2. discuss the passage
paragraphs and silently with read silently. 3. Discuss the 3. pick out main ideas
longer selections understanding. 3. Together with passage. in the paragraphs.
2. discuss the gist in the students discusses the 4. Pick out the main 4. write topic
passage. passage read. ideas in the sentences for each
3. identify main ideas in 4. Guides students to paragraphs. paragraph.
paragraphs. identify main ideas in 5. Write topic
4. use the main ideas to the paragraphs. sentences for each
write topic sentences 5. Encourages them to paragraph.
for each paragraph. write topic sentences
for each paragraph.
GRAMMATICAL Students should be able Relevant exercises on 1. Asks students 1. Answer questions 1. Cardboard containing Students to:
STRUCTURE to: adjuncts. question on what was asked by the list of adjuncts of 1. Answer questions
1. identify adjuncts in taught on the teacher. different types. 2. Do exercise on
sentences and in introduction of 2. Do the exercise 2. Class text. adjuncts.
passages. adjuncts. given by the teacher.
2. do some exercises on 2. Gives students
adjuncts. relevant exercises on
adjuncts to do.
32
ENGLISH STUDIES
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVE GUIDE
3 SPOKEN ENGLISH Students should be able Debate on the topic: Ensures that the best 1. Listen attentively 1. Relevant materials Students to:
Speaking skills: to: University education speakers be selected on to their classmates 2. Text books 1. speak fluently and
argument, debate 1. speak fluently and should be the basis of the when debating. 3. Supplementary books convincingly
convincingly on a given compulsory to all. following criteria: 2. Use persuasive 2. pronounce words
controversial topic. a. Persuasiveness words. correctly.
2. pronounce words b. Grammatical 3. Use good 3. use appropriate
correctly. structures and choice of grammatical words when/where
3. use words vocabulary structures. necessary.
appropriately c. Correctness of 4. Use correct 4. use the right word
when/where necessary. pronunciation including pronunciation. stress pattern.
4. use the right words word stress patterns 5. Speak fluently.
stress patterns. d. Fluency
VOCABULARY Students should be able Preservative prefixes 1. Explains the meaning 1. Listen attentively 1. Charts Students to:
DEVELOPMENT to: as in of preserve. to the explanation of 2. Cardboard which 1. identify 5 basic
Prefixes 1. identify the basic ‘Re’ 2. Guides students to preservative contains the meaning of root words.
root words. Work – rework pronounce the words. prefixes. preservative prefixes. 2. pronounce the
2. pronounce words Examine – reexamine 3. Discuss the uses of 2. Pronounce the 3. Flash cards words correctly.
correctly. Affirm – reaffirm these words. words. 4. Dictionary 3. discuss the
3. discuss the meaning Assure – reassure 4. Leads them to use the 3. Discuss the uses meanings.
of the words. Consider – reconsider words to form their of the words. 4. use 5 words in
4. use the words in Count – recount own sentences. 4. Write sentences forming sentences.
forming sentences. Cast – recast of their own, using
Elect – re-elect the words.
Form – reform etc.
READING Students should be able Selected passages 1. Reads the passage to 1. Listen attentively 1. Dictionary Students to:
COMPREHENSION to: from a magazine on the students. to teacher while he 2. Relevant publication 1. read the passage
Reading to pick out 1. read passage silently punctuality and 2. Guides student to reads the passage. from a magazine. silently.
topic sentences in with understanding. regularity. read silently. 2. Reads the passage 2. identify the main
paragraphs and long 2. discuss the theme of 3. Discusses the silently. ideas in each
selections. the passage. passage with the 3. Discuss the paragraph.
3. identify the main students. passage. 3. answers question
ideas in each paragraph. 4. Guides them to 4. Pick out the main based on the content
4. answer questions identify the main ideas. ideas. of the passage.
base on the content of 5. Guides them to 5. Answer questions
the passage read. answer questions from from the passage
the given passage. read.
33
ENGLISH STUDIES
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVE GUIDE
WRITING Students should be Write a report on any 1. Once again explains the 1. Study the format for 1. A model report Students to write a
Technical and able to: technical or scientific format of writing a report. writing a report. 2. Relevant text report on an
scientific writing correctly write a issue, e.g a laboratory 2. Guides students to 2. Write their own book experiment
technical or scientific report or a research write a report. reports arranging ideas performed in a
report. report: A report on an in a logical order. science class.
experiment carried out
by the students.
4 SPOKEN ENGLISH Students should be 1. Meaning of a toast. 1. Defines a toast. 1. Pay attention to the Relevant materials Students to:
Making a able to: 2. Occasions for a 2. Identifies the type of explanation. such as: 1. propose toasts
Toast 1. propose toasts and toast: celebration. 2. Identify the types of 1. Picture and make other
make other formal - ceremonies of 3. Guides student to celebration. 2. Charts formal speeches.
speeches as Birthday, Marriage, pronounce the words 3. Pronounce the words 3. Textbooks 2. talk about a friend
appropriate to a given Graduation, correctly. correctly. 4. Video clips during a celebration.
occasion. Chieftaincy title, 4. Guides students to 4. Write a toast on a
2. talk about a friend Baptism, Child write a toast on a friend friend to be presented
during celebration. dedication, House which will be presented on an occasion.
warming etc. on an occasion.
LISTENING Students should be Selected passage on 1. Leads tudents to read 1. Read the passage 1. Relevant books Students to:
COMPREHENSION able to: cirtical work. the passage presented. presented. 2. Relevant dailies 1. read the passage.
Listening to speeches 1. read the selected 2. Leads students to 2. Critically evaluate 3. relevant journals 2. examine the
and other oral passage on critical critically evaluate the the material by content for
presentations for work. material. discussing it in groups. correctness.
critical evaluation 2. examine the content 3. Designs questions 3. Answer questions 3. answer questions
for correctness. based on the content of based on the content of on what they read.
3. critically examine the passage on critical the passage.
the writers points of work.
view on critical work.
34
ENGLISH STUDIES
SS II
THIRD TERM
WEEK
OBJECTIVE GUIDE
GRAMMATICAL Students should be 1. Simple sentences 1. Leads students to 1. Identify simple 1. Sentence strips Students to:
STRUCTURE able to: e.g: identify simple sentences sentences in 2. Relevant textbooks 1. identify simple
Types of Sentences 1. identify simple a. The man built a in passages. passages. sentence in passage.
3. Make sentences of sentences. beautiful house in the 2. Identifies compound 2. Identify 2. identify
their own 2. identify compound city. sentences. compound sentences compound sentences
sentences. b. I will travel to 3. Leads students to make in passages. in passage.
Lagos. simple sentence with 3. Make simple 3. make sentences of
2. Compound sentence given words. sentences with the their own.
e.g. My father is a 4. Lead students to make words given to them
medical doctor and compound sentences by the teacher.
works in government using appropriate 4. Make compound
hospital. conjunctions. sentences.
READING As in week 3 Selected passage from As in week 3 As in week 3 1. Dictionary Students to:
COMPREHENSION a magazine on 2. Relevant 1. read the passage
Reading to pick out punctuality and publications from silently.
topic sentences in regularity. magazine. 2. identify the main
paragraphs and ideas in the
longer selections paragraphs.
3. answer question
from the passage.
5 SPOKEN ENGLISH Students should be Passage from main 1. Gives a talk on cultism 1. Listen attentively 1. Main text Students to:
Speaking to persuade, able to: text. to persuade, convince and to the talk by the 2. Supplementary text 1. speak on any
convince and sway 1. speak on any given sway opinions. teacher. 3. magazine given topic that lend
opinion topic especially topics 2. Guides students to list 2. List key words. 4. Dailies themselves to
that lend themselves to key words. 3. Identify sentence 5. Pictures persuasion.
persuasion. 3. Guides them to identify type for persuasion. 2. list 5 keywords
2. list key words for sentence types for 4. Give their own 3. identify 2(two)
persuasion. persuasion. opinion on the topic sentence type for
3. identify sentence 4. Encourages student to talked by the teacher. persuasion.
types for persuasion. give their own opinion on
the topic.
35
ENGLISH STUDIES
SS II
THIRD TERM
WEEK
OBJECTIVE GUIDE
VOCABULARY Students should be able Suffixes 1. Explains the meaning of 1. Listen to the 1. Dictionary Students to:
DEVELOPMENT to: - Able suffixes. explanation to the 2. Charts 1. discuss the
Suffixes 1. discuss the meaning - Age 2. Leads students to identify teacher on the 3. Flash cards meaning of suffixes.
of suffixes. - Arian the basic root words. meaning o suffixes. 4. Card board which 2. identify the basic
2. identify the basic - Cicle 3. Explain how suffixes can 2. Identify some contains list of suffixes root words.
root words. - Ette generate relevant words suffixes. and their meanings. 3. use suffixes to
3. use suffixes to - Ife etc. from basic root words. 3. Use suffixed to generate words.
generate words. 4. Guides students to write create some words 4. use 4 suffixes in
4. use the generated sentences with the generated from basic root sentences.
words to form words. words.
sentences of their own. 5. Leads students to draw up 4. Draw up a list of
a suitable list of suffixes suffixes with their
with their meanings. meanings.
SUMMARY Students should be able Selected passage 1. Guides students to select 1. Read the selected Recommended class Students to:
Reading summarize to: from the a passage from their class passage silently and textbook. 1. read the passage
1. read the passage recommended class text. vocally to the class. with understanding.
carefully with text book. 2. Asks them to read 2. Pick out the main 2. identify the main
understanding. silently. ideas in the points in paragraphs.
2. identify main ideas in 3. Asks a students to read paragraphs. 3. use the main ideas
paragraphs. vocally to the class. 3. Use the main to summarize the
3. use the main ideas to 4. Leads them to pick the points to summarize paragraphs.
summarize the main ideas in the the passage in their
paragraphs in their own paragraphs. own words.
words. 5. Use the main points
summarize the passage in
their own words.
WRITING Students should be able Features of a 1. Leads students to 1. Identify the 1. Textbooks Students to:
Creative writing to: story/play E.g identify the features of a feature of a 2. Supplementary 1. identify the
1. identify the features - Plot play or story. story/play. reading materials features of a
of a story or play. - Characterization 2. Guides students in the 2. Lien to the containing poems, story/play.
2. discuss/explain the - Style discussion on the features. explanation of each stories and plays. 2. explain the
features. - Setting of the features. features.
- Theme
36
ENGLISH STUDIES
SS II
THIRD TERM
WEEK
OBJECTIVE GUIDE
6 SPOKEN ENGLISH Students should be Passages form 1. Gives a talk on a 1. Listen attentively 1. Main text Students to:
Speaking to persuade, able to: magazines that are relevant topic to persuade, to the discussion by 2. Supplementary text 1. speak on any given
convince and sway 1. speak on any given relevant. convince and sway the teacher. 3. Pictures topic that lend
opinion topic, especially topics opinion. 2. List key words themselves to
that lend themselves to 2. Guides students to list 3. Identify sentence persuasion.
persuasion. key words. type for persuasion 2. list 5 key words.
2. list key words for 3. Guides students to 4. Give their own 3. identify sentence
persuasion. identify sentence types for opinion on the topic. type for persuasion.
3. identify sentence persuasion.
type for persuasion. 4. Encourages them to
give their own opinion on
the topic under
discussion.
LISTENING As in week 4 High lighting As in week 4 As in week 4 As in week 4 As in week 4
COMPREHENSION - Facts
- Opinions
- Deductions
READING Students should be Passages from 1. Reads the passage to 1. Students listen 1. Dictionary Student to:
COMPREHENSION able to: dailies on: the students attentively to the 2. relevant publications 1. read the passage
Reading to pick out 1. read passage a. devotion to duty 2. Guides students to read teacher while he 3. Books with understanding.
topic sentences in silently and vocally b. cooperation silently and vocally. reads to the class. 2. identify the topic
paragraphs and with understanding. c. fairness in dealing 3. Discusses the passage. 2. read silently and sentences from the
longer selections 2. discuss the gist of with others 4. Guides them to identify vocally paragraphs.
the passage. the topic sentences in 3. Get involve in the 3. answer questions
3. identify topic paragraphs. discussion base on the passage.
sentences from 5. Encourages the 4. Identify the topic
paragraphs. students to answer sentences
4. answer questions questions from the 5. Write the topic
base on the passage passage. sentences in
read. paragraphs.
6. Answer questions
from the passage.
37
ENGLISH STUDIES
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVE GUIDE
Grammatical Students should be able Forms of verb: 1. Gives and explains 1. Listen attentively 1. Flash cards Students to:
Structure to: 1. Finite verbs e.g the definition of finite to the teacher’s 2. Cardboard containing 1. define finite verbs.
1. explain finite and a. Sola ‘comes’ here and Non-finite verbs. explanations . sentences with finite 2. define non-finite
non-finite verbs. often. 2. Guides students to 2. Identify finite and and non-finite verbs verbs.
2. identify these forms b. 1’am working on identify these forms of non-finite verbs in - Relevant text books 3. identify the verbs
of verbs in sentences my project verbs in sentences and sentences and in the forms in sentences.
and in paragraphs. 2. Non-finite verbs e.g in paragraphs. paragraphs. 4. make sentence,
3. form sentences with a. She enjoy ‘teaching’ 3. Leads students to 3. Form their own with these forms of
finite and non-finite b. ‘Giving’ is a virtue. form their own sentences with finite verbs.
verbs. sentences with finite and non-finite verbs.
and non finite verbs.
7 SPOKEN ENGLISH Students should be able Passages from dailies, 1. Gives a talk on 1. Listen attentively 1. Main text Students to:
Speaking to persuade, to: supplementing etc. family life to to the discussion by 2. Supplementary text 1. speak on any given
convince and sway 1. speak on any given especially on topics persuade, convince, the teacher. 3. Magazine topic that lend
opinion topic especially topics like: and sway opinion. 2. List key words. 4. Dailies themselves to
that lend themselves to a. cultism 2. Guides students to 3. Identify sentence 5. Pictures persuasion.
persuasion. b. population/family list key words. type for persuasion. 2. list 5 key words
2. list key words for life education. 3. Guides students to 4. Give their own 3. identify 2 sentence
persuasion. c. environmental identify sentence type opinion on any type for persuasion.
3. identify sentence issues. for persuasion. topic.
type for persuasion. 4. Encourages students
to give their own
opinion on any topic.
LISTENING Students should be able Tape-recorded Guides students to 1. Listen to 1. Taped recorded Students to:
COMPREHENSION to: debates. identify teacher’s discussion debate 1. identify the main
Listening to debates 1. listen attentively be a. Main points on debate. 2. magazine points of the debate.
for main points and debates for main points. b. Irrelevant points 2. Identify the 3. Dailies 2. make a list of main
passing judgment 2. identify the main c. Points of secondary - Main points 4. Dictionary points in the debate.
points of the debate. importance. - Irrelevant points 3. reproduce main
3. reproduce main - Points of points and ideas in
points and idea in the secondary the debate.
debates. importance. 4. pass judgment.
4. pass judgment.
38
ENGLISH STUDIES
SS II
THIRD TERM
WEEK
OBJECTIVE GUIDE
GRAMMATICAL Students should be able Types of verbs: 1. Leads students to the 1. Listen attentively to 1. Flash cards Students to:
STRUCTURE to: 1. Transitive verbs meaning of transitive the teachers 2. Cardboard containing 1. explain transitive
Types of verbs 1. explain transitive and (used with a direct and intransitive verb. explanations. sentence strips. and intransitive
intransitive verbs . object) eg. 2. Guides them to 2. Identify transitive 3. Relevant text books. verbs.
2. identify these verb I ‘drank’ a bottle of identify these verb and intransitive verbs 2. identify these
types in sentences and wine this morning types in sentences and in sentences and verbs in sentences
paragraphs. 2. Intransitive verbs paragraphs. paragraphs. and paragraphs.
3. make sentences (use without direct 3. Guides them to make 3. Make sentences that 3. make sentences
containing transitive object) e.g. sentences with these contain transitive and that contain transitive
and intransitive verbs. The man ‘died’. verbs. intransitive verbs. and intransitive
verbs.
WRITING Students should be able 1. Write a short 1. Leads students to 1. Discuss the features 1. Books, novel on Students to:
Creative writing to: write-up such as a identify the features of of a story/play interesting stories/plays 1. explain the
1. explain the features story or play on a story/play 2. Write their own 2. magazine and news features of a literary
of a literary work. anything of interest 2. Guides them to short story/play. paper stories. material.
2. write a piece of or a personal writing their own short 3. Discuss what they 2. write a short story
literary material (short experience story/play. have written in the or play.
story/play) for the 2. Shorts stories 3. Leads them in class.
school magazine or a dealing with daily discussion.
local newspaper. events.
8 SPOKEN Students should be able Reading from 1. Explains what sign 1. Listen attentively to 1. Poster Students to:
ENGLISH to: relevant books. boards are. the discussion by the 2. Charts 1. pick out key
Giving clear, 1. listen attentively to 2. Presents posters, teacher. 3. FRSC booklet directional turns.
Concise and the direction given. charts for more 2. Read the posters 4. Relevant materials 2. retain the
correct directions 2. pick out key illustrations. and charts. directional turns.
directional turns e.g. 3. Leads students to 3. Discuss and 3. identify the sign
turn right, turn left, discuss and exchange exchange views on board.
round about etc. views on the sign post. these signs 4. follow direction.
3. retain the directional 4. Guides students to 4. Use the signs in
turns logically use these signs in sente3nces of their
4. identify the sign sentences of their own own.
board. 5. Guides them to write. 5. Copy them down.
5. follow direction.
39
ENGLISH STUDIES
SS II
THIRD TERM

WEEK
OBJECTIVE GUIDE
VOCABULARY Students should be Noun – Adjective 1. Explains the meaning 1. Listen to teacher’s 1. Dictionary Students to:
DEVELOPMENT able to: suffixes of the suffixes. explanation of meaning of 2. Charts 1. discuss the
Suffixes 1. discuss the - less 2. Identify the suffixes suffixes. 3. Flash cards meaning of suffixes.
meaning of the - ly 3. Explain how suffixes 2. Identify some suffixes 4. Cardboard which 2. identify the basic
suffixes. - ful can generate words from 3. Use suffixes to create contains list of root words.
2. identify the basic - like basic root words. new words from basic suffixes and their 3. use suffixes to
root words. - ish 4. Guides students to use root words. meaning generate words.
3. use suffixes to - ity generated words to form 4. Make sentences with 4. make sentences
generate words. - ial sentences of their own. the generated words. with generated
4. use generated words.
words to form
sentences.
READING Students should be Selected passages 1. Read to the students 1. Listen attentively to the 1. Recommended Students to:
COMPREHENSION able to: from the main text. 2. Discuss the passage teacher. textbook. 1. read a given
Reading for specific 1. read silently with 3. Guides students to read 2. Listen to the teacher’s 2. Relevant passage silently.
structural pattern understanding. silently. discussion publication 2. answer questions
2. identify key words 4. Guides students to 3. Read silently 3. Other relevant on the passage.
and tell the meaning identify the key sentences 4. Identify the key materials. 3. identify key
in context. as stated in the kind of sentences. words from the
3. identify key sentences. 5. Identify major phrase passage.
sentences as stated in 5. Leads students to styles. 4. identify key
the kind of sentences identify major phrase sentences.
they are simple, style.
compound, complex).
SUMMARY As in week 5 Summary passage As in week 5 As in week 5 Recommended As in week 5
Reading for summary from the class textbook
recommended class
textbook.
40
ENGLISH STUDIES
SS II
THIRD TERM
WEEK
OBJECTIVE GUIDE
9 SPOKEN Students should be able Passages that have to 1. Explains what sign Listen attentively to the 1. Posters Students to:
ENGLISH to: do with new locations boards are. discussion by the 2. Charts 1. pick out key
Giving clear, 1. listen attentively to such as: 2. Presents the posters, teacher. 3. FRSC booklet directional.
concise and correct the direction given. a. traveling to a new charts for more 2. Read the posters and 4. Relevant materials 2. retain the
directions 2. pick key directional town, village, market illustration. charts. directional turns.
turns e.g turn right, turn b. Way to cities like 3. Leads students to 3. Discuss and exchange 3. identify the sign
left, round about etc. Lagos, Abuja. discuss and exchange views on these signs. boards.
3. retain the directional views on the sign posts. 4. Use the signs in 4. follow
turns logically. 4. Guides students to use sentences of their own. directions.
these signs in sentences.
VOCABULARY Students should be able Misspelt words: 1. Explains the meaning 1. Listen to teacher’s 1. Dictionary Students to:
DEVELOPMENT to: Deliberate, Secretary, of some of these words. explanation on the 2. Flash cards 1. identify the
Spelling of words 1. identify words. tomorrow, necessary, 2. Explains the meaning of some words. 3. Cardboards which words.
(use of the 2. explain the meaning necessity, suffer, importance of the use of 2. Appreciate the contains some of 2. discuss their
Dictionary) of the words. suffered, support, dictionary. importance of the use of these words. meanings.
3. write the words supposed, 3. Introduces a passage to dictionary. 3. write words
correctly. supplementary, locate relevant words. 3. Contribute to the correctly.
4. use the dictionary to complimentary, 4. Leads them to identify discussion. 4. check the
check for the correct popular, population the relevant words. 4. List the words. meaning in the
spelling of words . etc. 5. Leads students to write 5. Write down the dictionary.
5. use words correctly down dictated words. dictated words. 5. use the words in
in sentences. sentences.
GRAMMATICAL Students should be able Complex sentences 1. Describes the 1. Listen to the teacher’s 1. Sentence strips Students to:
STRUCTURE to: (They are formed characteristics of clauses explanation. 2. Textbooks 1. identify complex
Complex sentence 1. identify complex with connectors) Eg. in complex sentences. 2. Identify complex 3. Passages sentences in
structure sentences in passage. ‘when’ the man was 2. Leads students to sentences in passages. containing complex passages.
2. form complex sleeping, the dog ate identify complex 3. Form complex sentences. 2. construct 5
sentences. his meat. sentences in passages. sentences with complex sentences.
3. analyse the essential 3. Guides students to form dependent and 3. analyze the
features of complex sentences with independent clauses. sentences correctly.
sentences. independent clause and 4. Analyze the feature of
dependent clauses the complex sentences.
(complex sentences) .
4. Guide them to analyze
the sentences.
41
ENGLISH STUDIES
SS II
THIRD TERM

WEEK
OBJECTIVE GUIDE
WRITING Students should be able Features of a poem E.g 1. Leads identify the 1. Iden#tify the 1. Recommended text Students to:
Feature of a Poem to: high, concise, features of a poem. features of a poem. book on poetry and 1. identify the
1. identify the features languages use of 2. Guides students to 2. Listen to the poetic devices. features of a poem.
of a poem. verses, imageries etc. the explanation of explanation of the 2. Relevant reading 2. explain the
2. explain the features. these features. feature. books containing features.
poems.
10 SPOKEN Students should be able Taped recorded words 1. Plays a tape 1. Listen attentively 1. Tape recorder Students to:
ENGLISH to: of five syllables recorded in which to the tape-recorder 2. Dictionary 1. identify the
Syllabic Words 1. identify the stressed stressed on the 2nd, 3rd words of five syllables pronouncing the stressed syllables in
syllables in the different and 4th syllables. stressed on different words. the words.
words with five positions. 2. Identify the 2. pronounce the
syllables. 2. Leads students to various stressed words correctly
2. pronounce the words identify the stressed syllables in the 3. make sentences
correctly. syllable in the words. words they have with the words.
3. give the meaning of 3. Explain meaning of listened to.
the words. the words to the 3. Explain the
4. use the words to students. meaning of the
make their own 4. Guides students to words.
sentences. make sentences with 4. Form their own
the words. sentences with the
words.
VOCABULARY More Exercises on Follows the Students follow the 1. Dictionary
DEVELOPMENT misspelt words as in procedures as in week activities as in week 2. Flash cards
Spelling of words As in week 9 week 9 9 9 3. Cardboard containing As in week 9
(the use of the some of these words.
dictionary)
42
ENGLISH STUDIES
SS II
THIRD TERM

WEEK
OBJECTIVE GUIDE
LISTENING Students should be Short debate between two 1. Guides students to 1. Listen to 1. Tape recorded Students to:
COMPREHENSION able to: selected members of the identify: teacher’s discussion debates 1. identify main
Listening to debates 1. listen attentively to class on selected topic such a. main points on debate. 2. Magazine points of the debates.
for main points and debates for main as: b. points of secondary 2. Identify the 3. Dailies 2. make a list of the
passing judgment points. - rejection of fraud importance - Main points main points in the
2. identify the main - cheating c. irrelevant points - Points of debate.
points. - bribery and corruption 2. Chooses topics and secondary 3. reproduce main
3. reproduce main - truthfulness/steadfastness asks students to speak importance points and ideas in
points and idea in the - economy on them while others - Irrelevant points the debate.
debates. - health. listen. 3. Speak on some 4. pass judgment.
4. pass judgment. 3. Guides students topics while others
make a list of points in listen.
the debate. 4. Pass judgment at
4. Guides students to the end of the
pass judgment. debate.
WRITING Students should be Writing of a poem, with 1. Guides students in 1. Identify the poetic Books on interesting Students to:
Free writing able to: particular attention to the the use of poetic devices and figures poems. 1. write poems of
1. explain the following poetic devices: devices. of speech. their own.
features of a poem. rhythm, rhyme, simile, 2. Guides them in 2. Write their own 2. discuss the poems
2. write a short poem. metaphor etc. writing their own poems for in the class.
poems, to be presented presentation in the
in the class. class.
11 REVISION
12 EXAMINATION
43
MATHEMATICS
SS II
FIRST TERM
THEME: NUMBER AND NUMERATION
ACTIVITIES
WEEK
TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

OBJECTIVES LEARNING GUIDE
TEACHER STUDENTS RESOURCES
1 Logarithm Students should be able Revision of (1) Hangs the solution (1) Study the solution (1) Logarithm table Students to:
to: logarithm numbers charts of logarithm chart of logarithm booklet (1) solve problem on
(1) use logarithm table to greater than 1. (2) Guides students to (2) Read logarithm table (2) Solution chart of logarithm involving
perform calculations, revise laws of logarithm, and use logarithm table in logarithm etc. multiplication,
involving numbers greater reads logarithm table and calculation involving division powers and
than 1. do calculation involving multiplication, division roots of number
(2) compare multiplication, division, power and roots of greater than 1.
characteristics of powers, and roots of numbers greater than 1. (2) comparison of
logarithm with numbers great or than 1. (3) Given a set of characteristics of
corresponding numbers in (3) Guides students to see numbers, write them in logarithms with
standard form. the relationship between standard forms and standard form of the
the characteristics of compare the numbers.
logarithm and standard characteristics of such
form of number. numbers with the standard
forms.
2 Logarithm Students should be able Logarithm of (1) Shows the solution (1) Study to solution chart Logarithm table, Students to:
to: numbers less than charts of logarithm of logarithm solution chart of (1) solve problems
(1) calculate numbers less one, including: (2) Guides students to (2) Find characteristic and logarithm etc. involving
than 1, involving -multiplication find characteristics and mantissa of numbers less multiplication,
multiplication and -division mantissa of number less than 1. division, powers and
division using logarithm -powers and roots. than 1. (3) Do calculations root of number less
table. (2) Solution of (3) Guides students in involving multiplication, than 1.
(2) solve simple simple logarithms calculation involving division, powers and roots (2) solve problems
logarithms equations. equations. multiplication roots of of number less than 1. in calculation
numbers less than 1. (4) Do further involving
(4) Guides students in calculations involving multiplication,
calculation involving multiplications, division, division, powers and
multiplication. solve simple equations roots.
(5) Guides students to involving logarithms. (3) solve simple
solve simple logarithms logarithms
equations. equations.
44
MATHEMATICS
SS II
FIRST TERM
ACTIVITIES
WEEK

3 Approximations Students should be (1) Approximations (1) Guides students to (1) Approximate to (1) Newspaper Students to:
able to: (2) Accuracy of result approximate given data hundred, thousand, articles and reports (1) solve problems
(1) approximate using logarithm table hundred, thousand, billion million, billion and that contain on approximation in
number to the nearest and calculators. and trillion. trillion. numerical data, hundred, thousand,
ten, hundred, (3) Percentage error (2) Guides students through (2) Solve problems in financial reports, million, billion and
thousand, million, (4) Application of solution using logarithm approximations population and trillion.
billion and trillion. approximation to tables and calculators. (3) Solve problems using official data. (2) solve problems
(2) determine the everyday life. (3) Guides students to make logarithm table and (2) Logarithm using logarithms
degree of accuracy of compassion between results calculators. table, calculators. table, calculator and
results. obtained from solution with (4) Compares the (3) Data on school, make comparison.
(3) calculate logarithm table and solution obtained result from the health sector (3) solve problems
percentage error using calculators. two calculations economy. on percentage error.
when using rounded (4) Guides students to (5) Calculate percentage (4) solve problems
values or calculate percentage error error of a given on schools and
measurement. (5) Guides students to instrument. social environment.
(4) apply mention example of (6) Give examples of
approximation to approximation in school, approximation in schools
everyday life. and social environment. and social environment.
4 Sequence and Students should be (1) Meaning and (1) Discovers the meaning (1) State the rule that Charts on solutions Students to:
Series. able to: types of sequence. and types of sequence. gives a sequences of sequence and (1) explain the term
(1) state meaning and (2) Example of an AP (2) Guides students to (2) Define and give series. number, sequence.
types of sequence. (3) Calculation of: identify examples of A.P. examples of an arithmetic (2) name types of
(2) solve problems on (a) First term (a) (3) Leads students to drive progression sequence.
arithmetic (b) Common the formula for the nth term (3) Participates in (3) find the common
progression. difference of an A.P deriving the formula for difference and the
(c) nth term (4) Leads students to define the nth term. nth term of a given
(d) Arithmetic mean and use the formula for the (4) Calculate the nth term arithmetic
sum of an A.P. sum of an A.P. and the sum of an A.P progression (A.P) .
(4) Practical (5) Gives exercises on A.P (5) Solve problems on
problems involving arithmetic progression
real life situations. (A.P) .
45
MATHEMATICS
SS II
FIRST TERM
ACTIVITIES
WEEK

5 Sequence and Students should be able (1) Meaning of (1) Defines and give (1) Define and give (1) Charts showing Students to:
Series. to: geometric examples of geometric example of geometric (2) Solve problems (1) distinguish
(1) define a geometric progression and progression. progression participate on sequence and between a sequence
progression. their examples. (2) Leads students to in deriving the formula series. and series.
(2) distinguish between a (2) Calculation of derive and sue the for the nth term. (2) find the common
sequence and series. (a) first term (a) formula for the nth (2) Calculate the sum ratio and the nth
(3) solve problems on (b) Common ratio term of a G.P. of G.P term of a given
geometric progression. (r) (3) Guides students to When r >1, r < 1and n. geometric
(c) nth term calculate the sum of (3) Solve problems on progression.
(d) Geometric G.P. geometric progression, (3) calculate the sum
menu including practical of a geometric
(d) Sum of term of problems. progression.
geometric
progression.
(e) Sum to infinity
(3) Practical
problems involving
real life situation.
46
MATHEMATICS
SS II
FIRST TERM
THEME: ALGEBRAIC PROCESSES
ACTIVITIES
WEEK

6 Quadratic Students should be able (1) Factorization of (1) Expands and (1) Factorize perfect (1) Poster showing Students to:
equations to: perfect square. factorize perfect squares 𝑥 + 2𝑎 + the quadratic (1) find the constant
(1) solve quadratic (2) Making squares such as (𝑥 + 𝑎 = (𝑥 + 𝑎)2 formula. k which makes the
equations by: quadratic 3)2 =𝑥 + 6𝑥 + 9. (2) Use quadratic (2) Quadratic quadratic expression
(a) factorization expression perfect (2) Guides students equation box to equation box a perfect square
(b) using perfect square. squares by adding a realize that quadratic expand quadratic (3) Completing (2) solve a quadratic
(c) completing square. constant k. expression can be equations square sheet. equation using the
(d) using the quadratic (3) Solution of made perfect squares (3) Follow teacher’s method of
formula. quadratic equation by adding some example to find completing the
by the method of quantities which is constant k that makes square.
completing the regarded as a constant quadratic equation (3) drive the
square. k. perfect square. quadratic formula
(4) Deducing the (3) Leads students to (4) Participate in and use it to solve a
quadratic formula realize that all perfect solving quadratic quadratic equation.
from completing squares are factorize equation by
the square. (4) Guides students in completing the square
the steps involved in method.
solving quadratic (5) Deduce the
equation using quadratic formula
completing the squares from the method of
method. completing square and
(5) Guides students to solve quadratic
deduce the quadratic equation using
formula using the formula.
completing square
method and solve
some problems.
MATHEMATICS
47
SS II
FIRST TERM
ACTIVITIES
WEEK

7 Quadratic Students should be able (1) Construction of (1) Guides students in (1) Form quadratic Poster showing the Students to:
Equations to: quadratic equation from steps involved in the equation given roots quadratic formula (1) form quadratic
(1) form a quadratic sum and product of formation of quadratic of the equation using etc. equation from the given
equation given the sum roots. equation using sum and sum and product of root using the sum and
and the product of its (2) Word problems product of roots. the given roots. product of the roots.
roots. leading to quadratic (2) Guides students to (2) Transform a word (2) form quadratic
(2) form quadratic equation. transform a word problem problem into equation from the given
equation from word into quadratic equation. quadratic equation word problem.
problems (3) Guides students to solve quadratic (3) solve the quadratic
(3) solve word problems solve the quadratic equation formed from equation formed from
by solving suitable equation formed from the word problems. word problem.
quadratic equations. word problem.
8 Simultaneous Students should be able (1) Simultaneous linear (1) Guides students to (1) Solves problem in Graph book, pencil Students to:
Linear and to: equation solve linear simultaneous simultaneous linear graph board rule and solve problem in
Quadratic simultaneous linear (2) Solution of linear equation using: equation using chalk et.. simultaneous linear
Equations. equations using and quadratic equation. (a) elimination elimination, equations using
(a) elimination (b) substitution substitution and elimination,
(b) substitution (c) graphical methods graphical methods. substitution and
(c) graphical methods (2) Guides students to (2) Solves the graphical methods.
draw the graph of solve linear and quadratic simultaneous linear
simultaneous linear and equation substitution and quadratic
quadratic equation. method. equation.
9 Simultaneous Students should be able (1) Graphical solution (1) Guides students to (1) Construct the (1) Graph board Students to:
Linear and to: of linear and quadratic construct the table of tables of values for (2) Graph book (1) draw graphs to solve
Quadratic (1) use the simultaneous equation. values of a given value of the two equations use (3) Mathematical problems related to
Equations. liner and quadratic (2) Use of the graphical y. the table to draw the set. quadratic equations
equation to solve other methods to solve other (2) Gives the values of 𝑥 two graphs. (2) find the roots of the
related equations. related equations graph of 𝑦 = 𝑎𝑥 + 𝑏𝑥 + (2) Read the points of graph 𝑦 = 𝑎𝑥 +
(2) use graph to solve (3) Word problem 𝑐 and𝑦 = 𝑏𝑥 + 𝑐 intersection of the 𝑏𝑥 + 𝑐
other related equations. leading to simultaneous (3) Guides students to graphs and the roots (3) Solve graphical
equations. find the solution of other of the quadratic 𝑦=𝑥
related equation. equation. 𝑦 = 3𝑥 − 𝑥
MATHEMATICS
48
SS II
FIRST TERM
ACTIVITIES
WEEK

10 Gradient of a Students should be able (1) Straight line (1) Identifies X- (1) Draw a straight (1) Graph board, Students to:
Curve to: graphs. intercept and Y- graph of a given (2) Graph book (1) determine the x-
(1) define and identify (2) Gradient of a intercept of linear equation (3) Ruler intercept and y-
the x-intercept and y- straight line graph. (2) Draw straight line (4) Graph of a curve intercept of a
intercept of any linear (3) Drawing of (2) Draws the graph graph and determine set squares. straight line.
graph. tangents to a curve. (3) Guides students to the gradient from (2) draw the graph
(2) draw the graph of (4) Gradient of a form straight line gradient of a straight of linear equation.
linear equation curve. equations given. line given: (3) determine the
𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0 (a) Gradients of the (a) 2 points on the line gradient of a straight
(3) draw the graph of a line and a point. (b) a point and the line given two
linear equation by using (b) 2 points a line. gradient of the line points.
the gradient method. (4) Guides students to (3) Draw tangent to a (4) draw tangent to a
(4) find the equation of draw tangent to a curve at a given point. curve at a given
a line by using curve at a given point. (4) Draw the vertical point.
(a) point-quadratic (5) Guides students to and horizontal to be a (5) find the gradient
equation draw both vertical and triangle. of the curve at 𝑥 =
(b) two point equation horizontal line to make Read the length of y 2.
(5) draw tangents to a the tangent a triangle. and the length of𝑥.
curve at a given point. Guide them to read the Find the gradient m
(6) determine the length of Y and the 𝑦
𝑀=
gradient of a curve at a length of X. 𝑥
given point by reading Find the gradient m as
the graph. 𝑀=
11 REVISION
12 EXAMINATION
MATHEMATICS
49
SS II
SECOND TERM
ACTIVITIES
WEEK

1 Logical Student should be able (1) Simple and (1) Examples to explain sine (1) Give examples (1) Charts showing Students to:
Reasoning to: compound statement or proposition as a and non examples of examples of simple (1) state meaning
(1) give the meaning of statement. sentence which is either true simple statements. statement, true and of simple and
simple and compound (2) Logical or false and not both. (2) Write examples of false statement. compound
statements. operation and the (2) Gives collection of simple compound (3) Truth table chart. statements.
(2) list the five logical truth table. and compound statement and statements. (2) write true or
operations and their guides students to distinguish (3) Construct truth false statements.
symbols. them. table chart of the five (3) give examples
(3) write the truth value (3) Leads students to construct logical operations. of compound
of a compound stamen truth table chart for each of the statement.
involving any of the fine five logical operations. (4) list the five
logical operations. logical operations
and their symbols.
2 Logical Students should be able (1) Conditional (1) Guides students to state the Prove the converse, Truth tables. Students to:
Reasoning to: statements and converse, misuse and contra inverse and contra (1) prove that a
(1) use truth table to indirect proofs. positive of a given conditional positive if a given contra positive is
prove that (2) Use of Venn statement. Example if two example statement is equivalent to the
(a) a contra positive is diagrams for logical angles are vertically opposite valid or fallacious conditional
equivalent to conditional operations. then they are equal practice the drawing statement.
statement. (conditional statement) . of Venn diagrams for (2) a converse is
(2) a converse is (2) If two angles are equal logical operations. equivalent to an
equivalent to an inverse then they are vertically inverse of a
of a conditional opposite (converse). If two conditional
statement. angles are not vertically statement.
(3) apply contra positive opposites they are not equal (3) apply contra
and inverse in proving (inverse). positives and
theories. (3) Use truth table to show inverses in proving
(4) use venn diagram for that contra positive- theories.
logical operations. conditional statement. (4) draw venn
(4) Leads students to draw diagrams for
Venn diagrams logical logical operations.
operations.
MATHEMATICS
50
SS II
SECOND TERM
ACTIVITIES
WEEK

3 Linear Students should be able (1) Linear inequalities (1) Guides students to (1) Solve problems on (1) Linear Students to:
Inequalities to: in one variable. revise linear linear inequalities in inequalities chart. (1) solve
(1) solve inequalities in Solutions of inequality chart. one variable. (2) Scale balance. problems on
one variable. inequalities in two (2) Solutions of (2) Find what should (3) Number line chart linear inequalities
(2) solve problems on variables. inequalities in two be added or subtracted (4) Graph sheets. in one variable.
inequalities in two (2) Range of values of variables. Range of to balance the scale. (2) solve
variables. combined inequalities. values of combined (3) Further illustrates problems on
(3) combine two (3) Word problems inequalities. inequality using linear inequalities
inequalities to form a involving linear (3) Leads students to number line. in two variables.
component inequality. inequalities in one solve problems in (4) Solve problems in (3) combine two
(4) solve and draw variable. inequalities. inequalities. inequalities to
graph of compound (4) Guides students to (5) Combine two form a component
inequalities. combine the solution inequalities to form a inequality.
(5) give solution to the of two inequalities. composite inequality. (4) solve and
word problems (5) Explains the (6) Draw graph of represent the
involving linear graphic solution of combined inequalities. solution of
inequalities in one combined (7) Solve word compound
variables. inequalities. problems in linear inequality on a
(6) Leads students to inequality. graph.
frame word problems (5) solve word
in linear inequalities problem involving
in one variable. linear inequalities
in one variable.
MATHEMATICS
51
SS II
SECOND TERM
ACTIVITIES
WEEK

4 Linear Students should be able (1) Graphs of linear (1) Guides students to (1) Construct the table (1) Graph board Students to:
Inequalities to: Inequalities in two construct table of of values. (2) Graph book (1) draw the graph
(1) draw graphs of variables. values lead students (2) Plot values on the (3) Mathematical set. of linear
linear inequalities in (2) Maximum and to. graph sheet. inequalities.
two variables. minimum values of (2) Plots the values (3) Show the region (2) show the
(2) obtain the required simultaneous linear on the graph sheet that satisfies the region that
region that satisfies the inequalities. from the graph board inequalities. satisfies the
simultaneous linear (3) Applications of highlight the region (4) Find the highest inequalities.
inequalities. linear inequalities in that satisfies the and lowest values of (3) find the
(3) deduce the real life. inequalities linear inequalities maximum and
maximum and the (4) Introduction to simultaneously. functions interpret the minimum values
minimum values. linear programming (3) Guides students to practical problems. of a function
(4) solve word problem (5) Word problems locate the highest (5) Mathematically, 𝑓(𝑥, 𝑦) = 𝑎𝑥 +
on linear inequalities. involving linear value and the lowest using life situation. 𝑏𝑦 under the set
(5) give solution to inequalities in. values of linear (6) Solve problems on of inequalities.
word problems (6) One variables, two inequalities function. linear equalities (4) solve
involving inequalities variable. (4) Guides students to leading to linear problems on
in one and two realize how to apply programming. linear inequalities.
variables. linear inequalities to (7) Solve word (5) sole word
real life situation. problems involving problems
(5) Guides students linear inequalities in involving linear
on how to apply one and two variables. inequalities in one
linear inequalities to and two variables.
linear programming
in the area of
industry, commerce.
(6) Leads students to
state word problems
involving linear
inequalities in one
and two variables.
MATHEMATICS
52
SS II
SECOND TERM
ACTIVITIES
WEEK

5 Algebraic Students should be able (1) Simplification of (1) Guides students to (1) Simplify a given (1) Charts showing. Students to:
Fractions to: fractions. determining the LCM algebraic fraction (2) Solved algebraic (1) simplify a
(1) simplify on (2) Operation in of the denominators using the LCM. fractions. given algebraic
algebraic fraction to its algebraic fractions. of the fractions and (2) Perform addition, fraction to its
lowest term. (3) Equation involving simplify the fractions. subtraction, division lowest term using
(2) simplify algebraic fraction. (2) Guides the and multiplications on the lcm of the
fraction involving students to perform algebraic fractions. denominator of
addition, subtraction addition, subtraction, (3) Follow the the fractions.
and multiplication and division and procedures for solving (2) solve
division. multiplication on equations involving problems on
(3) simplify and solve fraction. fraction. algebraic fraction
simple equations (3) Guides students to involving
involving fractions. solve equation addition,
involving fraction. subtraction,
division and
multiplication.
(3) solve equation
involving
fractions.
6 Algebraic Students should be able (1) Substitution in (1) Leads students to (1) Perform (1) Charts showing. Student to:
Fractions to: fraction. substitute for a given substitution in a given (2) Solved algebraic (1) obtain the
(continued) (1) substitute fractions. (2) Simultaneous value in a fraction. fraction. fractions. value of a fraction
(2) solve simultaneous equation involving (2) Leads students to (2) Solve simultaneous given values of
equation involving fractions undefined solve simultaneous equation, involving known.
fractions. value of a fraction. equation involving fraction. (2) solve
(3) determine the factions. (3) Determine simultaneous
undefined value of a (3) Guides students to undefined value of a equations
fractions. determine undefined fraction. involving fraction.
value of a fraction. (3) determine the
undefined value
of a fraction.
MATHEMATICS
53
SS II
SECOND TERM
THEME: GEOMETRY
ACTIVITIES
WEEK

7 Chord Property Students should be able (1) Rider based on the (1) Leads students in (1) Participate in Cardboard paper Students to:
to: circle theorems instructing models to constructing models and models of riders, (1) construct models
(1) identify angles include. show: board paper to show plywood models of explaining the
subtended by chords in (2) Angles subtended -angles subtended by angels subtend by chords riders, protractor riders.
a circle by chord in a circle. chords at the centre, at the centre and compasses, (2) measure and
(2) identify angles (3) Angles subtended perpendicular perpendicular bisectors computer assisted compare angles in
subtended at the equal by chords at the bisectors of chords of chords and angles in instructional the diagrams.
chords and derive the centre. and angles in alternate segments. materials. (3) prove the
rider. (4) Perpendicular alternate segments. (2) Draw diagrams of theorems on the
(3) identify bisector of chords, (2) Leads students to their models and write riders.
perpendicular bisector angles in alternate draw the diagrams of down their observations (4) solve problems
of chords and derive the segment. the models and write against each model. on circle theorems.
rider. down their (3) Follow the teacher in
(4) identify angles in observations. deducting proofs on the
alternate segments and (3) Guides students to riders.
derive the rider. carryout formal (4) Solve problems on
(5) solve problems on proofs of the riders the riders result using
angles sub subtended one after the other. practical models
by chords in a circle. constructed.
8 Chord properties Students should be able (1) Angles subtended (1) Leads students in Solve further problems Cardboard paper Students to:
(continued) to: by two equal chords at solving practical on circle theorems and models, computer (1) work and take
(1) solve problems on the centre. problems using the seek teacher’s assisted instructional home assignment on
angles subtended by (2) Problems on models to corrections and materials. problems relating to
two equal chords at the perpendicular demonstrate the suggestions. circle theorems.
centre. bisectors of chords. results. (2) solve problems
(2) solve problems on (3) Problems on angles (2) Gives students on perpendicular
perpendicular bisectors in alternate segment. more assignments on bisectors of chords.
of chords. circle theorems and (3) solve problems
(3) solve problems on inspect their work on angles in
angels in alternate and suggest alternate segments.
segment. corrections.
MATHEMATICS
54
SS II
SECOND TERM
THEME: GEOMETRY
ACTIVITIES
WEEK

9 Circle Theorems Students should be able Proof that: (1) Leads students to (1) Participate in the (1) Posters, Students to:
to: (1) The angle which review Euclidean revision by cardboard models, (1) list the steps that
(1) prove that the angle an arc subtends at the Geometry such as Given: mentioning the chalkboard make up the format
which an arc subtends centre is twice the Required to be proved format along with the instruments for formal proofs of
at the centre is twice the angle it subtends at the construction proof: teacher and writing protractors and euclidean geometry.
angle it subtends at the circumference Q.E.D. them down in the compasses, (2) prove the theorem
circumference. (2) Angles in the same (2) Leads students to exercise books computer that the angle which
(2) solve practical segment are equal. demonstrate circle (2) Demonstrate instructional an area subtends at
problems on the theorem using framators circle theorem along materials. enter of a circle is
theorem correctly. and models of circle with the teacher using (2) Framators twice the angle it
(3) solve problems on theorem. framators and model of circle subtends at the
angles in the same (3) Leads students to models. theorem. circumference.
segment. draw the diagram of (3) Draw the diagram (3) solve practical
circle theorem. of circle theorem in problems leading to
(4) Leads students prove their books and label circle theorem.
the theorem by asking them correctly. (4) solve problems on
the students to suggest (4) Suggest reason angles in the same
reasons why certain for the conclusions segment.
conclusions should hold, arrived at each point
that is, the relationships in the process of
between two angles on proving the theorem
straight line, base angles and write them down
of isosceles triangle. beside each step.
(5) Demonstrates the (5) Solve problems
solution of practical given by the teacher
problems leading to the and call teachers
theorem, and gives some attention when the
tasks to the students to encounter any
work, as well as inspects difficulty.
student’s works.
MATHEMATICS
55
SS II
SECOND TERM
THEME: GEOMETRY
ACTIVITIES
WEEK

10 Circle Students should be Proof that: (1) Leads students to (1) Construct models Framators models of Students to:
Theorems able to: (1) angles in the construct model showing showing two triangles on circle theorem. (1) prove that the
(1) prove that the same segment of a two triangles the same segment of a angles in the same
angles in the same circle are equal. circumscribed in a circle circle with their vertices segment of a circle
segment of a circle (2) angle in a with their base on the same on the circumference are equal.
are equal. semicircle is a right segment. Using cardboard under the teacher’s (2) angles in a
(2) angles in a angle. paper. supervision. semicircle is a right
semicircle is a right (3) the opposite (2) Leads students to (2) Measure the angles angle.
angle. angles in a cyclic measure the angles on the on the circumference of (3) the opposite
(3) the opposite quadrilateral are circumference record their the models constructed angles in a cyclic
angles in a cyclic supplementary. result and make comments record the results and quadrilateral are
quadrilateral are (4) the exterior on the results. their observation. supplementary.
supplementary. angle is equal to (3) Leads students to draw (3) Draw diagrams that (4) the exterior
(4) the exterior angle interior opposite diagram that represents represent the models angles is equal to
is equal to interior angels. their models constructed. constructed and relate interior opposite
opposite angles. (5) riders on (4) Makes students relate their observations on the angles.
(5) prove riders on tangents to a circle. their diagrams to the modes to the theorem to (5) prove rider on
tangents to a circle. statement of the theorem. be proved. tangents to a circle
(6) solve practical (5) Leads students to carry (4) Participate in the (6) solve problems
problem on circle out the formula proof of proof of the theorem on circle theorems
theorem. the theorem using models using inferences from and give reasons for
to explain the steps the first theorem on their answers.
involved in the proof of the circles and deductions
theorem. from the framator as
(6) Leads students to solve models they constructed.
some practical problems on (5) Solve problems on
the theorem. the theorem and make
corrections.
11 REVISION
12 EXAMINATION
MATHEMATICS
56
SS II
THIRD TERM
THEME: GEOMETRY
ACTIVITIES
WEEK
PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC OBJECTIVES LEARNING GUIDE
1 Trigonometry Students should be (1) Derivation of sine (1) Shows acute and (1) Explain the Charts showing the Students to:
able to: rule obtuse angle charts methods of denoting following. (1) state and prove the
(1) derive the sine (2) Application of sine to students. vertices by triangles (1) Acute angled triangle sine rule for acute and
rule. rule. (2) Guides students and sides of triangle chart angled triangle.
(2) apply the sine Derivation and to match (2) Identify b is an (2) state and prove the
A
rule. application of cosine corresponding sides corresponding sides Acute angle sine rule for obtuse
rule. of each of the for each of the angles angled triangle.
triangles with the of the triangle. (3) solve problem on
corresponding angle (3) Prove the sine c b finding angles and
of the triangles. rule into their note sides of a triangle
(3) Leads students to books. using sine rule.
identify angle 90o (4) Solve angles
b c
and the sine rule. using sine rule and
(4) Guides students cosine rule. B 𝑎−𝑥 C
to use the cosine
rule to find angles (2) Obtuse angled
on sides of triangle. triangle chart.
(3) Computer assisted

appropriate instructional
materials.
MATHEMATICS
57
SS II
THIRD TERM
THEME: GEOMETRY
ACTIVITIES
WEEK

2 Bearing Students should be (1) Revision of trigonometric (1) Leads students to (1) Study charts on Angles of elevation Students to:
able to: ratios. apply trigonometric ratios angles of elevation and deperession (1) solve problems
(1) solve problems (2) Angles of elevation and and sine and cosine rules and depression draw charts on angles of
in trigonometric depression. to solve problems on 4-8, 10 and 16 4-cardinal points elevation and
rations and angles (3) Definition and drawing of angles of elevation and cardinal points. 8-cardinal points depression.
of elevation and -4 cardinal points a cardinal depression. (2) State their own 16-cardinal points (2) draw various
depression. point (2) Assists students in examples of the two charts. cardinal points.
(2) define 4-8 and -16 cardinal points drawing 4-8, 1-16 notations of (3) give other
16 cardinal points. -16 cardinal points notation for cardinal points bearings. example of bearing
state the two bearings (3) Leads the students to notations.
bearing notations -Cardinal notation N30oE do plenty of exercise on
and do exercise on -S45oW describing/writing down
writing down -3 digits notation e.g. 075, bearings.
bearings. 350o
THEME: TRIGONOMETRY
3 Bearing Students should be Practical problems on (1) Guides students to (1) Draw diagrams (1) Pencil Students to:
able to: bearing. represent problems on on word problems (2) Ruler draw diagrams
solve practical bearing with diagram. on bearing. (3) Protractor from word problem
problems on (2) Leads students to us (2) Use Pythagoras (4) Computer on bearing and
bearing. Pythagoras theorem, theorem, assised solve problems on
trigonometric ratios, sine trigonometric ratios instructional bearing.
and cosine rules to solve sine and cosine rule, material.
problems on bearing. to solve problems
bearing.
4 Measures of Students should be Meaning and computations of (1) Revises mean, median, Revise measures of Recommended Students to:
central able to: mean, median, mode of mode of set of numbers central tendency, texts solves exercise on
tendency explain the meaning ungrouped data. with students. calculate mean, mean, median
and compute mean, (2) Leads students to median, mode under mode of ungrouped
median and mode of calculate mean, median, supervision of data.
ungrouped mode of ungrouped teacher.
frequency frequency tables manually
distribution. and with calculator.
MATHEMATICS
58
SS II
THIRD TERM
THEME: TRIGONOMETRY
ACTIVITIES
WEEK

5 Measures of Students should be able (1) Definition of: (1) Explains concepts of (1) Solve problems (1) Posters Students to:
dispersion to: -range variability to students. with the help of the containing some (1) solve problems
(1) explain the meaning of -variance (2) Leads students on teacher in groups. data from published on measures of
dispersion. -standard deviation computation of these (2) Identify areas of statistics. dispersion.
(2) compute the range, (2) Calculation of measures. application. (2) Posters showing (2) work in groups
variance and standard range variance and (3) Guides them to areas of application to identify areas of
deviation of ungrouped standard deviation. explain terms including of meaures of application.
frequency table. (3) Practical secondary market dispersion.
(3) identify its application in capital transaction, benefit of
applications in capital market report. capital market.
market studies, health, (4) Home, health, (4) Identifies areas of
and population. studies and applications.
population.
THEME: STATISTICS
6 Histogram of Students should be able (1) Need for grouping (1) Asks students to (1) Suggest and write Scores Chart Students to:
grouped data to: data. suggest and write scores of 50 students showing grouped construct grouped
(Revision) (1) state the need for (2) Calculation of possible scores of 50 and record the scores. frequaency table. frequency tables
grouped data. class boundaries. students in mathematics. (2) Appreciate need for using it to calculate
(2) form grouped (3) Class interval and (2) Guides students to grouping. class boundaries,
frequency table. class mark. see need for grouping. (3) Calculate class class interval and
(3) calculate class (3) Leads students to boundaries, class class work.
boundaries, class construct grouped interval and class
intervals, class mark (mid frequency table using marks.
mark). specified intervals.
(4) Leads students
through steps for
calculating class
boundaries, class interval
and class mark.
MATHEMATICS
59
SS II
THIRD TERM
THEME: STATISTICS
ACTIVITIES
WEEK

7 Cumulative Students should be (1) Calculation of (1) Asks students to suggest (1) Suggests values to Cumulative Students to:
Frequency able to: cumulative 30 quantitative values less teacher. frequency curve (1) compute
Graph (1) compute frequencies than 100. Write suggested (2) Copy suggested chart. cumulative
cumulative (2) Drawing of values on board for student to value from board. Graph board, graph frequency of
frequency of cumulative copy. (3) Construct grouped book, pencil, paper, grouped data.
grouped data. frequency curve (2) Guides students for frequency table construct broom stick or french (2) practice
(2) draw cumulative graph (ogive). grouped frequency table. cumulative frequencies curve. exercises on
frequency curve. (3) Using graph of (3) Leads students to construct under teacher’s drawing
(3) make estimates cumulative cumulative frequency tables. supervision. cumulative
from cumulative frequencies to (4) Guides students to (4) Calculate class frequency curve
frequency curve. estimate median, construct class boundary of boundaries (ogives) .
(4) apply cumulative quartiles percentiles the cumulative frequency (5) Plot cumulative (3) practice
frequency curves to other relevant curve. frequency curve in graph exercise on reading
real life situations. estimate. (5) Leads students to draw the paper. median quartiles,
(4) Application cumulative frequency curve (6) Give meanings of percentiles and
ogive to everyday using the upper class median, quintiles, other estimates
life. boundaries. percentiles and write from graph.
(6) Ask student for meanings them in exercise books. (4) collect their
of median, quartiles and (7) Follow steps for own data from
percentiles and writes in estimated median published statistics
board. quartiles from graphs and draw ogives
(7) Guides students to read under teacher’s from such data.
median, quintiles and supervision.
percentiles and other estimate (8) Study charts of
from graphs. ogives and appreciates
(8) Guides students to use in everyday life.
construct cumulative table (9) Construct cumulative
from previous data written by frequency table of data
teacher. provided by teacher.
(9) Guides students to draw (10) Draw the ogives and
ogive of data and make make interpretations.
interpretation.
MATHEMATICS
60
SS II
THIRD TERM
THEME: STATISTICS
ACTIVITIES
WEEK

8 Measures of Students should be Determinations of the (1) Shows score chart (1) Study the score charts Score chart containing Students to:
central able to: mean, median and the that will lead to grouped identify the highest and marks of 50 students (1) construct class
tendency for determine the mean, mode of grouped frequency distribution to lowest marks. in a test ranging from intervals.
grouped data the median and the frequency data. the students. (2) Use teacher’s guides to 5 to 92. (2) construct a
mode of grouped (2) Guides students to prepare grouped frequency grouped
data. identify the highest and distribution table of the frequency
lowest marks and data generated by the distribution from
construct class intervals teacher. a given set of
(3) Guides students to (3) Follow the teacher’s data.
construct grouped guide to calculate the
frequency distribution mean, median and the
using a class interval. mode of the grouped
(4) Leads students to frequency table and take
calculate the mean, note of important steps in
median and the mode of the calculations.
the grouped frequency
table manually and with
computer.
MATHEMATICS
61
SS II
THIRD TERM
THEME: STATISTICS
ACTIVITIES
WEEK

9 Probability I Students should be (1) Definitions and (1) Leads students to (1) Examine the coin, die Ludo die coin pack Students to:
able to: examples of examine a coin, a die and and pack of cards. of playing cards and (1) state the
(1) define and experimental pack of card. (2) Identify the number of other games. possible outcome
explain some outcomes. (2) Leads them to identify the faces of the coin and die of throwing a
important terms -Random experiment number of faces in the coins and number of cards. coin, a die or
used in probability. sample space sample and die the number of cards. (3) Toss die/coin once and drawing card from
(2) give practical points. (3) Asks them to toss a record outcome and pack of cards.
examples of each -Event space coin/die and note the consequently defines and (2) derive the
term. probability. outcome and consequently. illustrate the various sample spaces for
(3) list the chance (2) Chance (4) Leads them to define the terms with the supervision tossing a coin
instruments used in instruments the dice various terms listed in the of teacher give some three times.
probability. the coin park of contents. practical examples. (3) tossing a die
(4) explain the playing cards. (5) Asks students to give (4) Identify the three twice.
frequentist approach (3) Theoretical practical example of each instrument of chance toss (4) mention the
to theoretical probability relative term. the coin and record the three chance
probabilities. limiting values of (6) Leads them to identify the number of heads, the instrument.
(5) describe with relative frequency. die, the card and coin as average number of heads. (5) die 100 times
examples, the instruments of probability. (5) Evolve the concept of and record the
equiprobable (7) Asks students to toss relative frequency and outcome do some
sample space. coins many times and record frequentist approach to for coin and
number heads, the average probability under record the
number of heads and teacher’s supervision. outcome of head
definition of probability as (6) Identify the concept of and tail.
limiting values of relative unbiasecdness and equally (6) state the
frequency. likely or equiprobablem sample space for
(8) Leads students to identify sample space. equally likely
equal and unequal likely (7) Derive some events in throwing
events in the two die. equipobable sample. of fair coin.
(9) Leads students to derive (7) explain the
some equiprobable sample meaning of
spaces. fairness.
MATHEMATICS
62
SS II
THIRD TERM
THEME: STATISTICS
ACTIVITIES
WEEK

10 Probability II Students should be (1) Addition and (1) Leads students to (1) Define mutually (1) Addition rule chart Students to:
able to: multiplication rules of define mutually exclusive Multiplication rule chart (1) solve various
(1) solve sample probability. exclusive independent and basket containing balls problems on mutually
examples in (2) Mutually independent and complimentary of different colour. exclusive events,
equiprobable simple exclusive events and complementary events. (2) Cut and newspaper independent events and
space. addition (or) rule events. (2) Give other of stock market reports. complementary events.
(2) solve simple complementary events (2) Leads students to examples students Annual reports of shares (2) identify other
problems on and probability rule. evolve the rules study the rules in the published statistics on situations in which
probability. Independent events using the chart and chart. capital market. decisions can be taken
(3) identify and and multiplication other examples. (3) Solve problems from use of chance
solve practical (“and”) rules. (3) Leads students to on selection with or instruments.
problems on (3) Solving simple use the rules to solve without replacement. (3) solve practical
probability involve problems on mutually problems on (4) Study and copy problems on
in health, finance exclusive, mutually exclusive the derived questions probabilities involving
population. independent and events, independent and approaches capital market, health
complementary event and relevant to sector and everyday
events. complementary probabilities in living.
event. practical situation,
leads them to explain
the meaning of
collective instrument
and solve derived
questions.
11 REVISION
12 EXAMINATION
CIVIC EDUCATION
63
SS II
FIRST TERM
ACTIVITIES
WEEK
TOPIC PERFORMANCE TEACHING AND EVALUATION

OBJECTIVES CONTENT LEARNING GUIDE
1 Meaning and Students should be 1. Meaning of citizen. 1. Discusses meaning 1, Dramatize types 1. Pictures of the Students to:
types of citizen able to: 2. Types of citizens of citizen to the of citizen in our types of citizens in 1. define citizen.
I 1. define citizen. - Active students. society. the society. 2. list types of citizens.
2. list types of citizen. - Passive 2. Leads in the 2. Listen to 2. Civic education
- Liaises-faire explanation of types of explanation of types textbooks.
citizens in our society. of citizen.
2 Importance of Students should be 1. Meaning of citizenship 1. Defines citizenship 1. Listen to Pictures or Students to:
citizenship able to: education. education. teacher’s photograph of 1. define citizenship
education II 1. define citizenship 2. Duties and obligations 2. Leads students in explanation of citizens at functions education.
education. of citizens to their mentioning their citizenship e.g. elections 2. mention four duties
2. identify and communities e.g. duties and obligation education. Environmental and obligation of
describe their duties - security to their communities. 2. Dramatize their sanitation. citizens to their
and obligations to their - obedience to rules and duties and communities.
communities. regulations obligations to their
- environmental sanitation communities.
- promotion of peace etc.
3 Citizenship Students should be 1. Skills necessary for 1. Demonstrates skills 1. Act plays or 1. Artifacts and Students to:
. education III able to: preservation of traditions, necessary for drama on drawing of objects of 1. describe what helps
1. list the skills customs, beliefs etc. preservation of preservation of traditional, customs to promote national
required for promotion 2. Demonstrate what traditions, customs traditions, customs, etc. consciousness,
of our traditional, promotes national belief etc. beliefs etc. 2. Posters showing integrity and unity.
beliefs etc. consciousness and 2. Lists and explains 2. Demonstrate what government 2. write an essay on a
2. say how to promote integrity. what promotes promotes national activities, e.g. road festival in their
consciousness, national consciousness consciousness and construction, housing community e.g. yam
integrity and unity. integrity. integrity. estate. festival, marriage
customs etc.
4 citizenship Students should be Goals of citizenship Leads in discussion on 1. Participate in Civic education Students to:
education IV able to: education the goals of citizenship discussion of textbooks and mention four goals of
1. list the goals of - promote good education. citizenship posters. citizenship education.
citizenship education. governance education.
2. explain the listed - to promote a balance 2. Plays active role
goals of citizen education in the simulation.
education. - to promote ethical
training and disciple etc.
CIVIC EDUCATION
64
SS II
FIRST TERM
ACTIVITIES
WEEK

5 Capitalist Students should be 1. Meaning of 1. Explains the 1. Listen and ask Pictures and Students to:
democracy I able to: capitalist democracy meaning of questions on photographs of 1. describe a scene
1. define capitalist and its characteristics. capitalist democracy capitalist democracy members in the house they observed on tv
democracy and its 2. Competition for and its and its of senate and house activities of their
characteristic. power among characteristics. characteristics. representative. representative in the
2. describe how political parties e.g. 2. Leads the 2. Dramatize house of senate and
political parties campaigns, students in seeing competition for assembly.
compete for power manifestos. how political parties power among 2. describe how
through elections. compete for power. political parties. political parties
compete for power.
6 Capitalist Students should be 1. Importance of 1. Explains to the 1. Organize a drama 1. Poster of labour Students to:
democracy II able to: employment in students hoe to show how leaders protesting 1. write essay on how
1. explain how alleviating poverty. employment can employment unemployment. to eliminate poverty in
employments can 2. Factors which alleviate poverty. alleviates poverty. 2. Photographs of their community.
alleviate poverty. promote guaranteed 2. Explains the 2. Listen attentively people suffering from 2. describe what
2. describe what employment and importance of and take down the diseases associated promotes guaranteed
promote guaranteed medical care, responsible notes. with poor feeding. employment, free
employment, free responsible governance and education and medical
education, medical governance, popular popular care.
acre etc. participation etc participation in
promoting
guaranteed
employment etc.
7 Meaning and Students should be 1. Meaning of 1. Defines the 1. Listen and ask 1. Posters during Students to:
forms of able to: political apathy in its meaning of political questions on elections. 1. define ad explain
political apathy. 1. define political various forms e.g. apathy and explains political apathy in 2. Party manifestoes political apathy.
apathy in its various refusal to protest its form. its forms. where available. 2. enumerate reasons
forms. against rigging. 2. Explains reasons 2. Answer questions for political apathy.
2. give reasons for 2. Reasons for for political apathy. on why people fail
political apathy. political apathy e.g. to register and take
bad governance, part in protest.
unfulfilled political
promises, rigging etc.
CIVIC EDUCATION
65
SS II
FIRST TERM
ACTIVITIES
WEEK

8 Political apathy Students should be Why leaders fail to Explains why leaders Discuss the effect 1. Photograph of Students to:
II. able to: protect the interest fail to protect the why leaders fail to people queuing up to explain how good
explain why leaders of their followers interest of their protect their vote. leaders can protect the
fail to protect the e.g. selfishness, follower’s interest. followers. 2. Photographs of interest of their
interest of their party interest. political leaders at followers.
followers. rallies.
9 Dangers of Students should be 1. Dangers of 1. Leads students to Participate in the 1. Posters. Students to:
political apathy able to: political apathy. discuss the ways of discussion on ways 2. Photographs. 1. mention the ways of
III 1. list ways of fighting - Knowing and fighting political of fighting political 3. Textbook. fighting political
political apathy. defending our rights. apathy. apathy. apathy.
2. explain the ways of - Participating in 2. Explains the ways 2. list the ways of
fighting political elections of fighting political fighting political
apathy. - Joining popular apathy. apathy.
organization etc.
10 Popular Students should be 1. Definition of 1. Defines popular 1. Answer questions 1. Posters of political Students to:
participation able to: popular participation. from the teacher. parties campaign 1. define popular
1. define popular participation. 2. Gives reasons why 2. Explain why rally. participation.
participation in 2. Reasons why people do not people do not fully 2. Manifestoes of 2. discuss reasons for
politics. people do not participate. participate. political parties. non participation in
2. give reasons why participate in politics.
people do not politics e.g.
participate in polities. economic obstacles,
discrimination,
illiteracy.
11 REVISION
12 EXAMINATION
CIVIC EDUCATION
66
SS II
SECOND TERM
ACTIVITIES
WEEK

1 Pressure group. Students should be able 1. Meaning of pressure 1. Guides students to Participate in class 1. Textbooks. Students to:
to: group. define pressure discussion. 2. Pictures. 1. define pressure
1. state the meaning of 2. Types of pressure group. group.
pressure group. group. 2. Mentions the types 2. mention the types
2. mention the types. of pressure group. of pressure group.
2 Popular Students should be able How popular Illustrates how Act out how popular Diagrams and Students to:
participation II to: organizations are formed. popular organizations organizations are photographs. write essay in how
describe how popular are formed. formed. popular parties are
organizations are formed.
formed.
3. Human rights I Students should be able 1. Meaning of human 1. Leads in the 1. Describe what 1. Civic education Students to:
to: rights. explanation of the human rights is all textbook. 1. explain the
1. define human rights. 2. Types of fundamental meaning of human about. 2. Copy of the meaning of human
2. list the types of human human rights: rights. 2. Discuss and ask Nigerian right.
rights. - right to freedom of 2. Explains questions on the constitution. 2. list the
speech fundamental human limitations of human fundamental human
- right to family life right. rights. right of a citizen.
- right to freedom of
movement
- right to vote and be
voted for etc.
4 Human rights II Students should be able 1. Limitations of human 1. Explains some 1. Ask questions on 1. Posters. Students to:
to: right e.g. wars, state of limitations of human the limitations of 2. Diagrams. 1. identify some
1. identify what may emergency, conviction in rights limitation. human rights. 3. Photograph. limitations of human
lead to limitations of a law court etc 2. Describes what 2. Dramatize rights.
human right. 2 A list of what happens happens during emergency situation 2. describe what
2. describe what happens during emergency emergency. as they affect human happens during
during emergency period’s e.g. limitation of rights. emergency.
period. movement and lack of
freedom of speech.
CIVIC EDUCATION
67
SS II
SECOND TERM
ACTIVITIES
WEEK

5 Human rights III Students should be able Characteristics of human Guides students on 1. Participate in the 1. Civic education Students to:
to: rights: discussion on the discussion of the textbook. 1. list the
1. list the characteristics - equality characteristics of characteristics of 2. Diagrams, characteristics of
of human rights. - universality human right. human rights. posters. human rights.
2. explain the - inalienability 2. Listen to, talk, ask 2. explain the
characteristics of human - indivisibility and answer characteristics of
right. - constitutionality question. human rights.
- inherent etc. 3. Take note.
6 Human rights IV Students should be able Factors that protect/safe Explains some Ask questions on the 1. Textbooks. Students to:
to: guard fundamental human factors that protects factors that protects 2. Posters. explain five factors
list the factors that right of a citizen: or safe guard the the fundamental that protect the
protect the fundamental - existence of true fundamental rights of rights of a citizen. fundamental human
human right of a citizen. implementation of rule of the citizens. rights.
law.
- prohibition
- mass literacy campaign
etc.
7 Drug Abuse. Students should be able 1. Meaning of drug and 1. Defines meaning 1. Listen to teacher 1. Sample from Students to:
to: drug abuse. of drug and drug and ask questions. drug law 1. define drug and
1. define drug and drug 2. Types of drugs that can abuse. 2. Examine the enforcement drug abuse.
abuse. be abused. 2. Brings to class, types of drugs agencies. 2. identify different
2. identify types of drugs examples of drugs brought by the 2. Photographs and drug samples that
and how they can be that can be abused. teacher. pictures of victims can be abused.
abused. 3. Demonstrates 3. Act some of the of drug abuse.
some of the behaviors behaviors of the
of drug addicts. addicts.
CIVIC EDUCATION
68
SS II
SECOND TERM
ACTIVITIES
WEEK

8 Effect of drugs Students should be able 1. Symptoms of drug 1. Shows pictures or 1. Examine and 1. Poster showing Students to:
and drug abuse. to: abuse e. violence, photographs of discuss the pictures drug addicts. 1. write an essay on
1. describe the symptoms depression, allergy etc symptoms of drug and photographs of 2. Photograph. symptoms and some
of drug abused. 2. Behaviours exhibited abuse. drug abuse. 3. Video clips. behaviours of a drug
2. demonstrate some by drugs addicts seen 2. Explains the 2. Describe some addicts.
behaviors of drug addict. from photographs and behaviors of drug behavior of an 2. discuss
illustrations. addict. addict. behaviours of
addicts.
9 Prevention of Students should be able 1. Ways of preventing 1. Illustrates ways of 1. Debate the ways 1. Poster. Students to:
drug abuse. to: abuse. preventing drug of preventing drug 2. Large 1. state how drug
1. identity how drug 2. Government agencies abuse. abuse. photographs from abuse can be
abuse can be prevented. that are working to 2. Brings resource 2. Listen to resource law enforcement prevented.
2. list some of the preventing drug abuse e.g. person from drug person. agencies. 2. name two
government agencies NDLEA, NAFDAC. enforcement government
working to prevent drug agencies. agencies working to
abuse. prevent drug abuse.
10 Drug law Students should be able 1. Laws that are 1. Explains the law 1. Examine the Samples of drugs. Students to:
enforcement and to: promulgated against drug against drug abuse. drugs. 1. identify laws
administration. 1. identify some of the abuse. 2. Brings samples for 2. Ask questions. against drug abuse.
drug laws from the 2. Activities of drug students to see from 3. Make suggestion 2. illustrate some of
government. enforcement agencies e.g. the agencies. on prevention. the activities of law
2. describe some of the burning of fake or expired enforcement
activities of drug law drugs. agencies.
enforcement agencies.
11 REVISION
12 EXAMINATION
CIVIC EDUCATION
69
SS II
THIRD TERM
ACTIVITIES
WEEK
OBJECTIVES TEACHER STUDENTS LEARNING GUIDE
MATERIALS
1 Responsible Students should be able 1. Meaning of responsible 1. Guides students to 1. Listen and illustrate 1. Pictures. Students to:
parenthood I to: parenthood. explain the meaning responsible parenthood. 2. Video clips. 1. explain the meaning
1. explain the meaning of 2. Roles of responsible of responsible 2. Contribute to the 3. Magazine/ of responsible
responsible parenthood. parent e.g. providing for parenthood. discussion and then Newspaper. parenthood.
2. state and discuss the the household, caring, 2. Leads discussion dramatize the role of 2. list and explain the
roles of responsible good home training, on the roles of responsible parenthood importance of
parents. education etc. responsible parents. responsible parenthood.
2 Responsible Students should be able Importance of responsible Guides students in Enumerate the 1. Pictures. Students to:
& parenthood II to: parenthood e.g. enumerating the importance of 2. Video clips. 1. List and explain the
3 1. explain the importance responsible citizens, importance of responsible parenthood 3. Magazine/ importance of
of responsible parenthood reduction crime rates, responsible to National Newspaper. responsible parenthood
in national development. healthy Nation etc. parenthood. development. national development.
2. list how crime can be 2. list how crime can be
reduced in the society. reduced in the society.
4 Traffic Students should be able 1. Meaning of traffic 1. Explains the 1.Listen and ask 1. Pamphlets on Students to:
regulations I to: regulations. meaning of traffic questions about the traffic regulations. 1. explain the meaning
1. define traffic 2. Traffic regulations e.g. regulations. meaning of traffic 2. Video clips. of traffic regulations.
regulation. obeying traffic officials 2. Leads students to regulations. 3. Photographs. 2. enumerate some
2. enumerate some traffic and signs, avoiding over enumerate some 2. Enumerate some 4. Diagrams. traffic regulations.
regulations. speeding. traffic regulations. traffic regulations.
5 Traffic Students should be able to Roles of individuals and Invites a resource 1. Listen attentively to 1. Pamphlets on Students to:
regulations II. mention the roles of government in person to give the the resource person, ask traffic regulations. 1. state the roles of
individuals and maintaining traffic roles of individuals questions and write 2. Video clips. individuals and
government in regulations e.g. FRSC, and government in down notes. 3. Photographs. government agencies in
maintaining traffic Enactment of laws, maintaining traffic 4. Diagrams. maintaining traffic
regulations. obeying traffic officials. regulations. regulations.
6 Interpersonal Students should be able 1. Meaning of 1. Explains the 1. Listen, ask questions 1. Video clips. Students to:
relations I. to: interpersonal relationship. meaning of and write down notes. 2. Pictures showing 1. define the meaning
1. define interpersonal 2. Types of interpersonal interpersonal 2. Enumerate different people interacting. of interpersonal
relationship. relationship e.g. relationship. types of interpersonal 3. Illustrative relationships.
2. enumerate and explain relationship between man 2. Leads students to relationships. diagrams. 2. enumerate and
types of interpersonal and woman, between enumerate types of explain the types of
relationships. individuals and interpersonal interpersonal
government. relationships. relationships.
CIVIC EDUCATION
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SS II
THRID TERM
ACTIVITIES
WEEK

7 Interpersonal Students should be able 1. Skills that promote Guides students to State the basic skills 1. Video clips. Students to:
relations II. to: interpersonal state the skills that that promote 2. Pictures showing state some skills that
state the basic skills relationships e.g. promote interpersonal interpersonal relations. people interacting. promote interpersonal
that promote honesty, tolerance, relations. 3. Illustrative relations.
interpersonal relations. kindness, caring, diagrams.
patience etc.
8 Inter communal Students should be able 1. Meaning of inter 1. Explains the 1. Listen attentively, 1. Video clips. Students to:
relationship I to: communal meaning of inter ask questions and 2. Films. 1. explain the meaning
1. explain the meaning relationships. communal write down notes. 3. Newspaper of inter communal
of inter communal 2. Importance of inter relationships. 2. State the importance cutting. relationships.
relationships. communal relationship 2. Leads students to of inter communal 4. Reports of 2. state and discuss the
2. state the importance e.g. promotes state the importance relationships. panels. importance of inter
of inter communal development enhances of inter communal communal relationships.
relationships. security and business relationships.
etc.
9 Inter communal Students should be able Skill for resolving Brings the resource Listen, ask relevant 1. Video clips. Students to:
relationship II to: inter communal person to explain the questions and write 2. Films. enumerate and explain
enumerate and explain conflicts e.g. dialogue, different skills for down notes. 3. Newspaper the skills for resolving
the skills for resolving mediation etc. resolving inter cutting. inter communal
inter communal communal conflicts. 4. Reports of conflicts.
conflicts. panels.
10 Inter communal Students should be able 1. The ways good Explains the meaning Listen attentively, ask 1. Video clips. Students to:
relationship. to: leader can protect the of good leadership questions and write 2. Films. 1. explain the good ways
1. explain the ways interest of their can protect their down notes. 3. Reports of panel. leaders can protect their
good leader can protect follower. followers. followers.
their followers. 2. The effect of good 2. write five effect of
2. state the effect of leadership. good leadership.
good leadership.
11 REVISION
12 EXAMINATION
BIOLOGY
71
SS II
FIRST TERM
WEEK ACTIVITIES TEACHING AND
OBJECTIVES GUIDE
1 Classification Students should be 1. Botanical classification of 1. Revises classification in 1. Classify the 1. Spirogyra, liver, Students to:
of plants able to: plants SS1 using specimen like specimens wart, mosses, 1. record in their note
1. classify plants i. Thallophytes (Algae) spirogyra mosses, tern according to maize orange and book the phyla of the
using: ii. Pteridophytes maize orange and hibiscus. botanical hibiscus specimens presented
a. botanical iii. Bryophytes 2. Uses students to name classification. 2. Maize, rice 2. mention two (2)
b. agricultural iv. Spermatophytes etc. and classify the specimens 2. Classify the g/nut, okro, examples in each
techniques of 2. Agricultural classification using agricultural crops using banana, coffee, classification or category
classification i. Cereal maize classification. agricultural palm fruit, beans, of plants
c. classify plants ii. Legumes – beans 3. Asks students to select classification. yam tomatoes 3. write the examples
based on life cycles iii. Root crops from the specimens and 3. Classify the pawpaw coconut, each of annuals, biennials,
iv. Fruits banana name the classis they belong crops into cassava, ginger, perennials
v. Vegetable: Okro to based on lifecycles. annuals, biennials, pepper, palm fruit
v. Beverages – Cocoa perennials. etc.
vii. Fibre – Jute, cotton 3. Rice, beans
viii. Oil maize, radish
ix. Spice – pepper ginger, cabbage
x. Later – natural rubber etc. mango and coconut
3. Plants classification based
on the span of life cycle
i. Annuals
ii. Biennials
iii. Perennials
2 Digestive Students should be 1. Types of alimentary tracts 1. Explains the alimentary 1. Observe the 1. Dissected Students to:
system able to: 2. Description and functions canals of planarian learning materials specimens showing 1. explain and describe
1. describe with of parts of the alimentary earthworm, grasshopper, and compare the the alimentary the feeding mechanism
illustration canal of planarian, birds and rabbits using various alimentary canals of of: housefly, dog,
different types of earthworm, grasshopper and dissected specimens, models canal. earthworm birds cockroach, butterfly and
alimentary traits. a rabbits. or charts. 2. Observe the and rabbit. man.
2. explain the 3. Modifications of parts to 2. illustrate different feeding specimens noting 2. Digestive system 2. give reasons for the
feeding mechanism effect their digestive mechanisms using specimen the various of cockroach, modification found in
of some animals. functions. and charts of the digestive modification housefly and rabbit listed animas above e.g
3. explain how 4. Feeding habits category systems of housefly, found in animals. or man in charts. man, dog, cockroach etc.
some insectivorous and mechanism. butterfly cockroach, tape 3. describe the feeding
plants feed. worm, sheep and dog. mechanism of.
BIOLOGY
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FIRST TERM
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WEEK

OBJECTIVES GUIDE
3. Modification in Students should be 1. Modifications in 1. Uses the chars of 1. Observe the 1. Diagram of the Students to:
the feeding habits able to: feeding habits of the different specimens nothing mouth parts of some 1. describe briefly the
of organism 1. explain the i. Filter feeders modifications in the various insect modification and
modification in ii. Fluid feeders feeding habits of modification found - Mosquito mechanism involved
feeding of the iii. Insects feeders organism. in the animal. - Butterfly or associated with a
following: iv. Parasitic feeders 2. Shows the different 2. Identify the - Housefly etc. named.
i. insect feeders v. Saprophytic mouth parts of some modified mouth p- 2. Teeth model of i. filter feeder.
ii. filter feeder feeders. insects common to arts. some animals e.g ii. parasitic feeder.
iii. parasitic vi. Feeding in their type of dog, goat, man. iii. fluid feeder.
iv. saprophytic protozoa, hydra and food/feeding. 2. draw the incisor
v. fluid feeders mammals. 3. Shows different tooth of man.
2. explain how some specimens of different
insectivorous plants teeth to illustrate
feed, protozoa hydra modification in
and mammals feed. feeding habit of
animals.
Transport system Students should be 1. Definition of 1. Sets up an 1. Observe the 1. Prepared set up of Students to:
I able to: diffusion and experiment on rate of experiments and osmosis and 1. define diffusion
1. define diffusion. osmosis. diffusion of a colourd carefully record the diffusion experiment. and osmosis.
2. explain the 2. Principle behind liquid. time taken by the 2. Cosine, a young 2. demonstrate and
inadequacy of osmosis and 2. States the need for colourd liquid to herbaceous plant experiment to show
diffusion alone as a diffusion. diffusion. diffuse. beaker, blade, glass, diffusion.
transport system for 3. Need for 3. Writes down 2. Observe and rite glass and light 3. what are the
complex organism. diffusion. 4. Materials for down two materials microscope. difference between
3. explain the 4. Transport system transportation in small that can be the transport system
necessity of a in large organism and large animals transported by in small animals and
transport system in and small animal. ii. In plants (media for plants. large animals.
complex organism. 5. Need for transport) . 4. name two transport
4. identify source of substances to move media in large
materials and where over greater animals.
they are transported distances.
to. 6. Materials for
transportation.
BIOLOGY
73
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
4. Transport system Students should be 1. Media of 1. Describes the 1. Observe the Charts of the Students to:
II able to: transportation structure of blood. experiments and structures of blood. 1. write short notes
1. discuss the i. Fluid and medium 2. Enumerates the carefully record the - Arteries on the structures of
different types of of transportation functions of blood . time taken by the - Vein artery, vein and
transportation media - Structure and 3. Describes the coloured liquid to - Capillary capillary.
such as blood, lymph, functions of blood structure of arteries, diffuse. 2. make large labeled
cell sap and ii. Cytoplasm in vein, capillaries, and 2. Note the diagram of the
cytoplasm. small organism. vascular bundles etc. structures as they specimens.
2. discuss the iii. Cell sap or latex using ell labeled are explained. 3. draw the structure
mechanisms of in most plants. diagrams. 3. Observe and draw of the heart of a
transportation in iv. Closed and open 4. Mounts a slide of the slides of the named mammal.
various animals. circulations blood smear and the blood smear, 4. name the transport
3. describe the 2. Structure of transverse sector of the traverse section of vessels in plant.
mechanism of arteries, veins, artery and vein. an artery and vein.
transportation in capillaries, vascular 5. Dissects cockroach, 4. Examine and
various animals. bundles. or grasshopper to draw dissected
4. compare and 3. Mechanism of expose the heart. specimens.
contrast various transportation in b. Toad or frog or any 5. Locate the
mechanism of organism. small mammal to transport vessels in
transportation. ii. Multicultural show the heart and plants for upwards
5. demonstrate organism. some blood vessels. (xylem) and
experimentally the iii. Higher animals. 6. Guides students to downwards
flow of materials in iv. Higher plants. set up an experiment conduction
plant. 4. Absorption of showing absorption of (phloem) .
water and mineral water in higher plants.
salts.
BIOLOGY
74
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
Expiratory system Students should be 1. Types of 1. Mounts prepared 1. Observe the 1. Prepared slide Students to:
able to: respiratory system slides showing the respiratory organs 2. Gills of tilapia 1. draw and label the
1. describe the a. Body surface respiratory organs of of the various 3. Chalkboard respiratory organ in
different types of respiration earthworm, tilapia, animals. 4. Relevant diagrams i. fish.
respiratory system. b. Continuous toad, grasshopper and 2. Observe the gill and charts. 2. state the number of
2. name the different respiration rat. rakers gill arch and 4. Microscopes gills in each chamber.
types of respiratory c. Gill 2. Displays the girls gill filaments and
surfaces. iv. Tracheal system removed from a dead draw as observed.
3. list the v. Lungs tilapia for students to 3. Observe and
characteristics of a observe the various record their
respiratory surface. structures. observation.
Mechanism of Students should be 1. Mechanisms of 1. Describes the 1. Listens to the 1. Chalkboard Students to:
respiratory able to: respiratory system mechanism of teacher description 2. Charts showing the 1. explain the
systems explain the various in. respiratory system in of mechanism of diagrams of the mechanism of
mechanisms of i. Higher animals e.g man and earthworm respiration in man, respiratory respiration in a
respiration in some man. or/and grasshopper earthworm, mechanism in each of i. named lower and
animals ii. Lower animals with charts. grasshopper. these specimens higher animal
- mammals e.g earthworm 2. Gives notes on 2. Take note on the i. Grasshopper ii. plants.
iii. plants. respiratory respiratory ii. Stomata 2. describe gaseous
2.Mechanism of mechanisms in both mechanisms in both iii. Man exchange through the
gaseous exchange plants and animals. plants and animals. iv. Earthworm stomata of leaves.
through the stomata 3. Leads students to 3. Observe and 3. Microscope
plants. perform experiment record their
showing effects of observation.
rigidity on the opening
and closing of stomata
using a model of
stomata.
BIOLOGY
75
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
Excretory systems Students should be 1. Excretory systems 1. Discusses the various 1. Take pat in Dissected cockroach Students to\:
able to: i. Contractile excretory systems with discussion and listen showing malpighian 1. identify and
1. identify and vacuoles the students. attentively. tubules, dissected rat, describe the
describe different ii. Flame cells 2. Asks students to 2. Observe and draw sheep or rabbit, different
types of excretory iii. Malpighian observe. the malpighian showing the kidneys. execratory
systems in plants and tubules i. Maplpighian tubule in tubules, the 2. Dicotyledonous systems
animal. iv. Kidney a dissected cockroach excretory system of leaf, glass slides and presented.
2. explains the v. Stomata and ii. Excretory system in a a rat and internal microscope. 2. draw and label
mechanisms of some lenticels dissected rat. structure of the 3. Charts or diagram mammalian
of the excretory 2. Excretory iii. Internal structure of a kidney of a sheep or of nephron. kidney.
organs and relate mechanisms in dissected kidney of a pig.
structures to i. Earthworm sheep or pig. 3. Observe the slide,
functions. ii. Insects 3i. Remove the record your
iii. Mammals. epidemics of the lower observation and
surface of a make a diagram of
dicotyledonous leaf. the guard cells and
ii. Prepare a wet mount the stomata.
slide and ask students to - Relate parts
examine the kidney identified and
shaped guard cells and labeled to their
stomata in the centre of functions.
the cells.
4. Displays charts or
diagrams of nephron to
students. Lead them to
identify the different
parts and relate the
identified parts to the
functions they perform.
11 REVISION
12 EXAMINATION
BIOLOGY
76
SS II
SECOND TERM
WEEK
OBJECTIVES GUIDE
1 Nutrient cycling Students should be able to: 1. Carbon and oxygen cycles 1. With the help of carbon 1. List the sources 1. Charts showing Students to:
in nature 1. describe how carbon a. The carbon cycle: sources cycle charts leads students carbon dioxide the carbon cycle. 1. describe the
i. Carbon circulates in nature. i. Definition to. 2. Draw the carbon 2. Beaker, testtube, process involved
ii. Oxygen draw the carbon cycle in ii. The process of carbon a. Appreciate the relative cycle. green plant in carbon cycle.
iii. Water cycles detailed. cycling. importance of the various 3. Perform the (Eladea), filter 2. state 2 reason
2. state why the carbon iii. Importance of carbon component in the cycle. photosynthesis tunnel, water. why atmospheric
cycle is necessary for life. cycle for life. 2. Lead students to perform experiment. 3. Slides mirrors carbon-dioxide
3. recognize the delicate iv. Carbon – oxygen balance experiment to show 4. Observe the window laurres, must be kept in
balance between carbon b. Oxygen cycle absorption of co2 and experiments and students breath out check (i.e the
and oxygen. i. The process of oxygen release of oxygen during describe the on the slides, carbon oxygen
4. describe the part played cycling. photosynthesis. conclusion of water mirror or lauvres or balance) .
by an animals in the water ii. The importance of oxygen 3. Demonstrates the in expired air. lauvre blade. 3. draw and label
cycle. to living organism. experiment that shows the 5. Draw the water the detail of
5. draw the diagram of iii. Carbon – oxygen balance. presence of water in cycle. water cycle.
water cycle. 2. Water circle expired air.
i. The process or water cycle 4. Discusses cycles with
ii. Importance’s of water to well drawn charts.
living organisms.
2 Nitrogen cycle Students should be able to: The Nitrogen 1. With the aid of a chart of 1. Draw the nitrogen 1. Charts showing Students to:
decomposition 1. describe with the aid of i. Importance of Nitrogen to the Nitrogen cycle, explain cycle the nitrogen cycle. 1. draw the
in nature diagram the role of plants and animals. the cycle of Nitrogen in the 2. Observe the result 2. Decaying nitrogen cycle.
nitrogen. ii. The process of Nitrogen atmosphere to plants and and record their materials such as 2. list the
2. state the importance of cycling. animals. observation meat broth, fish importance of
nitrogen 2. Decomposition in nature - Importance of nitrogen to 3. Identify the boiled rice, conical nitrogen to plants
3. describe the process of i. Micro and macro plant and animal. gasses released – flask and stopper, and animals.
nitrogen cycle. decomposers. 2. Mounts experiment to Ammonia vacuum flask 3. state the roles
4. state that energy can be ii. Role of decomposers. show that boiled beans. of decomposers.
obtained by decomposing a. Gases carbon dioxide,
organic matter or ammonia etc are relapsed
substances. during decomposition
5. identify one of the gases b. Heat energy is released
produced during decay during decomposition.
process.
BIOLOGY
77
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
3. Ecological Students should be 1. Types of association 1. Presents specimens 1. Study root Root nodules ascaris Students to:
management able to: i. Symbiosis (mutual of: nodules, ascaris and tick. 1. list characteristics
associations 1. recognize some of benefit) i. root modules (for noting than that makes tick an
the different types of ii. Parasitism harmful to symbiosis characteristics Ecto-parasite.
association existing host ii. abcans for features. 2. name 3 different
between different - Types of parasite parasitism 2. Collect tick from association you have
parasites. - Benefit parasite 2. Asks students to cow or dog. studied.
2. identify beneficial - Harm suffered by host collect tick from cow 3. differentiate
harm and neutral - Parasite adaptation or dog and possibly between symbiosis
forms of association iii. Mutualism hermit crab. and commensalisms.
among organism. - Meaning
3. deduce the mode - Examples of
of life of a given mutualism in lichen
organism from mycorrhiza.
observed characters. - Beneficial to both
independent living
possible
iv. commensalisms
- Host un affected while
commensally benefit –
it is an association
between unrelated
organism. Examples
shark – hook and
remora.
2. Features of biological
importance possessed
by organism of an
associations.
BIOLOGY
78
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
4. Tolerance Students should be 1. Concepts of minimum 1. Guides student to 1. Subjects tilapia to Tilapia salt, water, Students to:
able to: and maximum range of perform experiment different concentration beaker, glass bowl, 1. state abiotic
1. discuss why living tolerance. showing limit of tolerance of salt solution and graph drawn on the features for
things possess a 2. Geographic range graph of animals e.g tilapia. record their chalkboard. tolerance.
range of tolerance to illustrating maximum and 2. Draws a typical observation of rate of 2. draw a graph of
environmental minimum range of tolerance range graph opercula movements. tolerance range.
factors. tolerance. 3. Lists abiotic factors that 2. Study the graph. 3. define an
2. list the biotic 3. Abiotic factor that impose tolerance on ecological niche.
factors that impose impose tolerance on organism.
tolerance on organism. 4. Defines an ecological
organism. 4. Graph depicting niche.
3. depict tolerance tolerance range.
range with a graphs. 5. Description of an
4. explain ecological ecological niche.
niche.
5. Adaptation Students should be 1. Adaptation in form and 1. Asks students to 1. Relate absence 1. Hibiscus plant Students to:
able to: function of living examine the root if difference to the 2. Water weed 1. explain
1. state that organisms due to hibiscus or any herbaceous habitat of the two 3. Chameleon and principles behind
adaptation may be a environmental conditions plant and the root of a plants. differed colours of adaptation.
modification in - Aquatic adaptation water weed (e.g clodea) . 2. Note the court or cloth, 2. relate the
response to - Terrestrial adaptation 2. Places chameleon changes. 2. tall glass for, difference in
environmental - Plant adaptation to water against different 3. Note and record the water plastic in 2 appearance of
factors. availability backgrounds. difference in their pieces of water water weeds.
2. describe the - Hydrophytes 3. Guides students to attach appearance of the two weed, specimens of 3. relate the
availability of water - Mesophyte a hump of plastic and to weeds after a while. tadpole, fish, toad, observed
as the principle - Xerophytes the base of two water 4. Note the beaks, of the owl differences in
factors for plant and - Effects of availability of weeds, later drop one into a morphological and sparrow or appearance of
animal distribution. water on adaptive tall glass for containing difference in the listed other bird. aquatic and
3. list examples of modifications. water and leave the other organism. terrestrial
adaptation to 3i. Structural adaptations on the teal. adaptation.
environmental of tap poles and fish to life 4. Asks student compare
factors. in water. tadpole and fish and toad
ii. Structural adaptation in sparrow and owl.
birds.
BIOLOGY
79
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
6. Pollution I Students should be 1. Pollution of the 1. Leads students to set 1. Observe the effect 1. Glass jars, Students to:
able to: atmosphere: up experiments on of pollution on the mosquito larvae, 1. discuss the effect
1. define pollution. i. Nature, names are pollution e.g set-up jars organisms in the tadpoles, crude oil, of pollutions on
2. name air pollutant sources of air containing. jars. detergent, organism.
and their sources. pollution. ii. In each jar, place 2. Assist to se up insecticides. 2. write a
3. enumerate the ii. Effects of air mosquito larvae, experiments on 2. The industrial comprehensive report
harmful effects of pollutant to plants tadpoles pollution. estate visited. of their visit in the
pollutant. and animals iii. Add pollutants such 3. Observe the context of pollution
4. state effect of iii. Effect of noise as crude oil, detergent or various effect of in the next
detergent, pollutant. insecticide. industrial waste on environment.
insecticides, artificial the environment.
fertilizers and
herbicides on aquatic
and terrestrial
organisms.
7. Pollution of water Students should be 1. Pollution of water 1. Leads student to visit 1. Observe and 1. Polluted water Students to:
and soil able to: and soil. an industrial estate to record observations. 2. Dump site 1. what are the major
1. identify poor i. Types and study industrial waste 2. Observe and make 3. Fertilizer used by causes of water
sewage system as a composition of and their effects. conclusion. farmer. pollution.
source of pollution. pollutants. 2. Dumps site around to 4. Insecticide and 2. what are the effects
2. name domestic and ii. Side effects of seed the effect of herbicide used by of the following
industrial waste that water and soil pollution on the soil. farmers. pollution on man.
pollute land and pollution. 3. dust, sewage,
water. iii. General control of refuse.
3. identify the decay pollution.
of organic matter (e.g
dead animals and
plant) as a source of
pollution.
BIOLOGY
80
SS II
SECOND TERM
OBJECTIVES GUIDE
8. Conservation of Students should be able Define: 1. Defines conservation 1. Listens and 1. The picture of a Students to:
natural to: i. Conservation resources and discuses reasons for defines zoo. 1. state the
resources I 1. define conservation ii. natural resources and types – conservation with the conservation after 2. Botanical garden meaning of
2. enumerate reasons to renewable or replaceable and student . the teacher. 3. Gas flaring on conservation.
protect lands and wild non-renewable/irreplaceable 2. Leads students to 2. Identify natural film. 2. state two
life from destruction 2. Ways of ensuring identifying natural resources that 4. Chart illustrating conservation
and extinction. conservation resources that could be could be consened renewable and non- problems and
3. state reasons why - Check erosion, avoid bush conserved. and how. renewable ways of ensuring
conservation laws burning 3. Discusses ways of 3. Proffers resources in our conservation.
should be obeyed. - Use cover crops ensuring conservation of solutions to environment.
4. list resources that - Practice shifting cultivation natural resources. problems and
could be conserved: and crop rotation etc. difficulties of
Wild life, Forest, 3. Natural resources and how conservation.
Forest, Water, Air etc. each could be conserved.
9 Conservation of Students should be able 1. Problems and difficulties of 1. Discusses the 1. Proffer solution 1. Conservation Students to:
natural to: natural resource conservation. problems and difficulties to problems and law document 1. state two
resources II 1. discuss the problems 2. Ways of ensuring of conservation with difficulty to 2. The picture, film conservation law
and difficulties conservation. students and lead them to conservation. or documentary on from the book.
associated with a. Agencies suggesting possible 2. Browse through gas flaring. 2. mention two
conservation. i. Nigeria conservation agency solutions. the document and 3. Chalkboard methods of
2. discuss the need to ii. Forestry and fishery division 2. Passes the study it more illustrating conservation.
conserve petroleum and of the state and federal ministry conservation law copy closely after class. agencies for 3. name two
natural gas. of agriculture and natural round students in class 3. watch conservation on the agencies
3. state methods of resources. 3. Shows film, documentary chalkboard. responsible for
conservation of a given iii. Game reserves documentary or photographs, film conservation of
natural resources. iv. Energy commission photographs of oil or gas flaring and natural resource.
4. list two agencies v. Zoological garden etc. spillage or gas. oil spirage.
responsible for b. conservation laws
conservation of natural c. Conservation education
resources. 3 Effects of man’s excessive use
of natural resources”
Poverty, Wildlife extinction, etc.
11 REVISION
12 EXAMINATION
BIOLOGY
81
SS II
THIRD TERM
WEEK
OBJECTIVES GUIDE
1 Pests and diseases Students should be able a. Pests: 1i. Define pests Give examples of Chalkboard, infected Students to:
of crops to: 1. Definition of pest ii. Classify and lead pest along side with leaves and crops 1. define pest
1. identify pest 2. Classification of students to give the teacher. - Grasshopper 2. give 4 examples of
2. classify pest pest by: examples of pest of - Aplied pest in their
3. define pest i. the part they attach agricultural - Locust environment.
4. state the parts of a (stem, borers, root, importance. - Termite 3. name the parts of
plant or animal part that feeders, young shoot Charts or pictures of crops pest can affect.
pest attack. feeders, plant and some pests.
seed feeders).
2. Pests and disease Students should be able 1. Life cycle of pests 1. Traces the life 1. Build the table Chalkboard, infected Students to:
of crops: to: 2. Control of pests cycles of some of the along with the teacher leaves and crops 1. describe the life
life cycle of pests 1. describe some 3. Common diseases pests e.g felsciola and copy table in - Pest e.g cycles of three pests
common disease caused of plants caused by hepatica. their notes. grasshoppers, 2. describe one crop
by pests. pest. 2. Together with 2. Observe charts termite, locusts, disease.
2. describe pest control students create a table showing life cycles of rodents. 3. list three pest
measure. showing the some pests. - Charts showing a central measures
3. describe the life relationship of crop table describing pests 4. at what stage of the
cycles of some of the disease, their agents and their control life cycle is best to
pest. and methods of measures. control pest?
control.
3. Pests and diseases Students should be able 1. Diseases caused by - Infected leaves and
of crops: to: pest and their agents crops.
disease caused by 1. name one disease i. Fungi diseases (e.g - Pesticides
fungi virus each that is caused by blights root and
bacteria i. virus mildew) .
ii. bacteria ii. Viral Diseases (e.g
iii. fungi Mosaic, molting,
2. describe stunting) .
iii. Bacterial diseases
(e.g bacteria with leaf
spot, soft rot).
2. Control of pests.
BIOLOGY
82
SS II
THIRD TERM
WEEK
OBJECTIVES GUIDE
4. Reproductive Students should be able 1. Structures of the 1. Presents to the 1. Examine the 1. Dissected fish, Students to:
system in to: male and female students dissented reproductive organs in lizard, rat or any 1. draw and label the
vertebrates I Reproductive systems reproductive system male and female the given specimens. other vertebrate male and female
in fish, reptile, bird and in mammal reptile, vertebrates 2. Examine and notes showing the male and reproductive system
mammal should be fish, bird. showing the the functions as stated female reproductive of the male and
identified. 2. Parts of the reproductive by the teacher. system. female mammal.
1. identify the various reproductive systems organs. 3. Compare the male 2. Diagrams of the 2. list 5 parts of both
parts of the male and and their functions. 2.Using the and female reproductive male and female male and female
female reproductive 3. Differences dissected specimen, system, bringing out reproductive organs structure of the
systems. between male and the teacher explains their differences. of rat or rabbit. reproductive organ of
2. describe the female reproductive the functions of the a named vertebrate
structures and functions organs. organ of the male e.g man.
of the male and female and female
reproductive organs of reproductive
vertebrates. system.
3. sate two differences
between the male and
female reproductive
system.
5 Reproductive Students should be able a. Structure of an egg 1. Mounts fresh 1. View the male 1. Microscope and Students to:
systems in to: or ovum and sperm. sperm specimen gamete under the slide of the fresh draw and label the
vertebrate II 1. draw and label the b. Structural from a rate under microscope. sperm of the rat. sperm and ovum.
structure of the male difference between in the microscope. 2. Draw and label the 2. Microscope and
and female gamete the eggs vertebrates. 2. Draw students sperm. fresh slide of the
(ovum and sperm) . attention to the ovum.
2. distinguish between movement of the
the eggs. sperm.
BIOLOGY
83
SS II
THIRD TERM
WEEK
OBJECTIVES GUIDE
6 Reproductive Students should be able 1. Comparism of 1. Presents to the students The examine the Eggs of chicken, Students to:
system in to: reproduction in fish, the eggs of vertebrate. different eggs of lizard, toad, fish and 1. discuss 3 Structural
vertebrates II 1. distinguish between reptiles and 2. Asks students to vertebrate and any other named differences between the
Continue the eggs of vertebrates. mammals. compare the different eggs compare them. vertebrates. eggs of various vertebrates.
2. compare reproduction 2. Comparism of of vertebrate structurally. - Chalkboard 2. tabulate the difference in
in fish, bird, toad, reptile reproduction in fish the reproduction of fish,
and mammals. reptile and mammals. reptile, birds, mammals,
toad e.g number of egg,
parental care etc.
7 Reproductive Students should be able 1. The reproductive 1. Provides a name flower. Examine the Charts of different Students to:
system in to: organs of a flower. 2. Ask students to examine various parts of any flower, specimen of 1. identify 3 parts of a
plants 1. identify reproductive 2. Structure of a the various parts of a named flower, e.g hibiscus flower, flower.
organs of plants. flower. flower. hibiscus, flamboyant flower, 2. state one essential and
2. distinguish between 3. Functions of the 3. Describe each part with allamanda, grass, pride of Barbados one non-essential parts of a
the essential and non reproductive parts of 1B functions. pride of Barbados etc. name flower.
essential parts of a a blower. 4. Point our the essential etc. - Chalkboard .
flower. 4. List the essential and non essential parts of
and non essential flower.
parts of a flower.
8 Reproductive Students should be able 1. Arrangements of Describes the various 1. Draws the Diagram of the Students to:
system in to: the reproductive position of the ovary in position of the venous ovary types 1. draw the ovary position
plants II 1. describe the various organs in different each flower. various ovaries - Hypogenous of two flower.
reproductive organs in a plants. - Prepares the transverse types in plants. - Pengynous etc. 2. define placentation.
flower. 2.Types of flower section and lungidiminal 2. Examines the - Slide, microscope 3. list four types of
2. describe and give - Hypogenous section of ovaries for slide with hand or hand lens placentation.
examples of the different - Perigynous. students to see observe lens nothing the Forcep/knive
kinds of placentation. 3. Kinds of with hand lens. different kind of - Tomatoes
placentation. - give examples of plancetation. - Pawpw
different kinds of - Orange
placentation - Mango etc.
- Axile e.g tomatoes
- Parietal e.g Pawpaw etc.
BIOLOGY
84
SS II
THIRD TERM
WEEK
OBJECTIVES GUIDE
9 Pollination in Students should be Pollination in plants 1. Asks students to study 1. Note the position of Flowers, slides and Students to:
plants I able to: 1. Definition different types of flower. the stigma and stamen microscope 1. define pollination.
1. define pollination 2. Type of pollination - Draw a flower 2. Draw them. chalkboard 2. list types of
2. name and describe - Self pollination 2. Relates the position of 3. Study the flowers as - Hibiscus and pollination.
different types of - Cross pollination the stigma and stamen to directed by the maize flower 3. describe self and
pollination. 3. Features that aid self the type of pollination. teacher. - School compound cross pollination with
3. differentiate pollinations with 3. Examines the nature 4. Prepare and - School garden or examples of plants
between the types of examples of plants that of pollen grains under examine slides any other garden that can be self or
pollination. can under go cross or microscope/lens. 5. Discuss cross pollinated.
self pollination. observations.
10 Pollination in Students should be Pollination in plants: 1. Examines the nature 1. Discuss relationship 1. Flowers e.g Students to:
plants II able to: 1. Features of self of pollen grain between and stamen hibiscus 1. describe
1. differentiate pollinated flowers. - Maize and hibiscus and stigma. 2. The school pollination with two
between cross and 2. Features of cross flower. 2. Discuss garden features of self
self pollination. pollinated flowers. 2. Leads students to observation. 3.Microscope pollinated flowers.
2. state features of 4. Characteristics of examine the flower 2.state 3 agents of
self pollinated and wind, insect water and - Leads students to pollination.
cross pollinated animal pollinated remove the anther, petals
flowers. flowers. etc.
3. state the 5. Enumerate how - Crush on a slide
characteristics of hibiscus flower, maize - prepare a wet mount
wind, insect, water, plant are pollinated. and examine the slide
animal pollinated 6. Agents of pollination under a microscope
flowers respectively. - Wind 3. Explains the agents of
4. state and write - Water pollination.
down the agents of - Animals 4. Explains the
pollination. - Insect characteristics of the
agents stated above
5. Leads students to visit
the school garden and
observe students.
11 REVISION
12 EXAMINATION
CHEMISTRY
85
SS II
FIRST TERM
THEME: THE CHEMICAL WORLD
ACTIVITIES
WEEK

1 Periodic Table I Students should be (1) Periodic law (1) Uses the (1) Watch teacher’s (1) Periodic table of Students to:
able to: (2) Blocks of periodic table demonstrations. elements. (1) state the periodic
(1) explain the elements: metals, template and the (2) Draw electronic (2) Blank periodic law.
periodic law. non-metals, atomic structure configuration of the first table template. (2) group common
(2) arrange common metalloids and of common twenty elements given (3) Sodium metal elements into
elements into groups transitions metals. element. their atomic numbers. (4) Magnesium families (groups) and
(families) and periods. (3) Families: S.P.D.F (2) Guides (3) Arrange elements on Ribbon. periods.
(3) distinguish (according to groups students to deduce the periodic table and (5) Aluminum metal. (3) state with
between the families I-VIII i.e. Group 1A the periodic law identify the following examples the
of elements on the -alkali metals, Group and identify and blocks of elements on the distinguishing
periodic table. IIA-alkali earth and group elements table: characteristic of
other family names). into families Metals, non-metals, metals, non-metals,
based on shared metalloids and transitions metalloids and
characteristics. metals. transition metals.
2 Periodic Table II (4) discuses the (4) Properties (3) Initiates and (4) Identify families of (6) Heat source (4) define the terms
changes in the changes in sizes and guides class elements (7) Water ionization energy
properties of elements change down the discussion on: (5) Discuss: (8) Glass trough electron affinity.
down the group and group and across (4) Atomic and (a) the characteristics of (9) Beakers. (5) Illustrate changes
across the periods. periods and ionic sizes. the families of element. in properties of
(5) discuss the accompanying (5) Ionization (b) gradation in the elements down the
relationship between changes in properties. energy and properties of elements. groups and across
ionization energy and (5) Diagonal electron affinity (c) reactivity atomic and periods.
electron affinity and relationships. (6) Gradation in ionic sizes. (6) Describe diagonal
the properties of (6) Ionization energy properties of (d) Ionization energies; relationship in
elements down the and electron affinity elements down (e) electron affinity; down properties of
groups and across changes down the across periods the groups and across the elements in the
periods. group and across the -Diagonal periods. periodic table.
(6) explain the period. relationships. (f) diagonal relationship
diagonal relationship of elements on the
in the properties of periodic table.
elements.
CHEMISTRY
86
SS II
FIRST TERM
ACTIVITIES
WEEK

3 Chemical Students should be able (1) Basic concepts: (1) Guides (1) Name reactants and (1) Common reagents Students to:
Reactions I to: reactant, products, students to products of chemical like HCL, CuSo4, (1) name the
(1) identify reactants reaction time and identify reactants reactions. NaCl, NH4OH, reactants and
and products of any reaction rate. and products of (2) Watch teach NH4Cl products of a given
chemical reaction. (2) Introduction to chemical reaction. demonstration and (2) Source of heat chemical reaction.
(2) explain the terms collision theory. (2) Uses simple identify the reactants and (3) Water (2) describe reaction
reaction time and (3) Factors affecting experiments to products of the reactions. (4) Test tubes. time and reaction
reaction rate; and the the rate of chemical illustrate: the (3) Write balanced (5) Beakers. rate.
relationship between the reactions: nature of concept of equations for the (3) explain the
two. substances; reaction time and reactions. differences in rates of
(3) explain collision concentration/pressure reaction rate; (4) Note and explain how reaction involving
theory with respect to , temperature, catalyst. effects of the changes in concentration, various in terms of
reaction time and nature of temperature, pressure, etc. collision theory.
reaction rate. substances, have affected the reaction (4) name the factors
(4) describe the concentration/pres time and rates. affecting reaction
influence of the sures, temperature rates.
following on chemical and catalyst on (5) state the effects of
reaction rates, nature of reaction rates; increase in
substances; endothermic and temperature,
concentration/pressure, exothermic concentration
temperature and reactions. pressure on reaction
catalysts. rates.
CHEMISTRY
87
SS II
FIRST TERM
ACTIVITIES
WEEK

4 Chemical Students should be (1) Types of chemical (1) Initiates class (1) Describe reaction (1) Water Students to:
Reactions II able to: reactions: discussion of the as either endothermic (2) Beakers (1) define
(1) explain -endothermic and energy relationships or exothermic (3) Test tubes endothermic and
endothermic and -exothermic in endothermic and reactions by feeling (4) Graphs exothermic reactions
exothermic reactions. (2) Chemical exothermic reactions the reaction vessel. (5) Common reagents and illustrate the
(2) illustrate by use equilibrium: i.e. G = H – T (2) Participate in class like NH4Cl, Ca O, energy changes in
of a graph the energy -introduction using S discussion. NaOH etc. them.
changes in simple equations; Le (Graphical (3) Listen to teacher’s (2) state le chateller’s
exothermic and chateller’s principles representations only). explanation and principles.
endothermic (3) Factors affecting (2) Explain Le ask/answer questions. (3) explain the effects
reactions. equilibrium of chateller’s principles. (4) Assist the teacher of temperature,
(3) write equations chemical reaction: (3) Demonstrates the to wash and arrange concentration,
for simple - Concentration effect of changes in used apparatuses. pressure on the
equilibrium reactions. -Temperature temperature, equilibrium of
(4) state le -Pressure. concentration and chemical reactions.
chatellier’s principle. pressure on chemical (4) write and balance
(5) explain the reaction. equations for
influence of the (4) Guides students chemical reactions in
following factors on to write balance equilibrium, showing
the equilibrium of equations for the reactants and
chemical reactions. chemical reactions in products the
-concentration equilibrium. reactions.
-temperature (5) carry out simple
-pressure. calculations on
equilibrium
constants.
(6) use simple
calculations to
illustrate le
chateller’s principle.
CHEMISTRY
88
SS II
FIRST TERM
ACTIVITIES
WEEK

5 Mass, volume Students should be Basic concepts: Explains the concepts (1) Calculate the (1) Students Students to:
relationship I able to: -mole, Molar quintiles, of mole, molar, s.t.p, masses, moles and textbooks and work (1) define the mole,
explain the concepts molarities. relative densities and volumes in chemical books. molar mass, molar
of the mole, molar, -standard temperature relative molecular reactions. (2) HCl, NaOH volume relative
s.t.p, relative and pressure (s.t.p) mass and their units. (2) Participate in class magnesium ribbon, density, relative
densities and relative -relative densities and review exercises. copper, copper oxide. densities.
molar mass (RMM). relative molar mass (2) relative density,
(RMM). relative molar mass,
molar soln s.t.p.
6 Mass, volume Students should be (1) Calculations (1) Guides students to (1) Calculate relative Students to:
relationship II able to: involving mass and calculate: densities of substances (1) compute the
(1) solve problems volume -Masses of reactants (2) Practically number of mole and
involving reacting (2) S.I. units of and products. determine the mass of molar masses of
masses and volumes quantities i.e. length, -Number of moles of reactants and products reactants and product
in chemical reactions. mass volume etc. reacting substances of a given chemical from chemical
(2) state the s.i units and products reaction. equations
of various basic -Relative densities of (3) Derive S.I units of (2) calculate the
quantities. substances. quantities. masses and volume
-Molarity volumes of of substances in
gas in chemical hypothetical chemical
reactions. reactions.
(2) Gives students (3) use appropriate
practice questions units for expressing
(3) Marks and review their answers.
students assignments (4) derive the s.i.
(4) Guides students to units of given
deduce the S.I units quantities.
of quantities.
CHEMISTRY
89
SS II
FIRST TERM
ACTIVITIES
WEEK

7 Acid-base students should be (1) simple acid-base (1) Guides students (1) Prepare standard (1) distilled water or students to:
reactions I able to: titrations. to: solutions deionized water (1) define and give
(1) define standard (2) common indicators -prepare standard (2) Carry out acid- (2) titration apparatus examples of solutions
solutions. and their ph ranges. solutions base titrations using -beaker, burette, (2) prepare a 1.0 mol
(2) define (3) heat of -identify appropriate given indicators. conical flask retort dm-3, 0.5 mol dm-3
concentration in mol neutralization indicators for acid- (3) Record correctly stand, pipette, etc. solution of a named
dm-3 of solutions. (introductory). base titrations titre value to two (3) indicators acid and base.
(3) explain (4) construction of (2) displays and decimal places (4) weighing balance (3) carry out acid-
relationship between wooden retort stand. explains the (4) Carry out relevant (5) acids base titration using
concentration and apparatus necessary calculations from titre (6) bases appropriate
volumes of reacting for carrying out values. (7) petri dish indicators.
substances. simple titrations. (5) Construct a (8) practical note (4) record titre values
(4) mathematically (3) demonstrate the wooden retort stand in books. (5) perform the
express the process of acid-base conjunction with basic calculations required.
relationship between titrations. technology
the concentration in (4) guides students to department as a
mol dm-3 and volume carry out the acid- project.
of a solution. base titration
according to
instruction.
8 Acid-base (5) carry out acid- (5) ensure students (9) measuring
reactions II base titrations using record properly and cylinder
appropriate indicators perform relevant (10) funnel
(6) record correctly calculations (11) white tile.
the values to two (6) makes
decimal places. arrangement for
(7) carry out relevant students to visit basic
calculations from technology workshop
titration results. to construct wooden
to retort stands.
CHEMISTRY
90
SS II
FIRST TERM
THEME: CHEMISTRY AND ENVIRONMENT
ACTIVITIES
WEEK

9 Water students should be (1) structure of water (1) performs (1) prepare the (1) water students to:
able to: (2) solubility (basic experiment to help solution of common (2) distillation (1) draw and explain
(1) draw and explain concepts: solute students determine the substances. apparatus the structure of water.
the structure of water. solvent, solution) solubility of (2) remove oil stain on (3) sodium chloride (2) list and explain
(2) define the (3) solubility of substances (uses cloth using kerosene. (4) kerosene the different types of
following concepts different substances. sodium chloride in (5) oil stained piece solutions.
solute, solvent (4) factors that affect water at room of cloth. (3) list and explain
solution solubility temperature). the factors that affect
(3) define solubility (5) uses of solubility (2) demonstrate the solubility.
and state the rules of curves. application of
solubility in water. solubility (removal of
(4) explain factors stains).
that affect solubility.
10 Water (Hardness Students should be (1) Hardness of water (1) Demonstrates the (1) Carry out (1) Sample of hard Students to:
of water) able to: and removal of removal of harness of experiments on the water (1) explain the
(1) explain the hardness water: removal of hardness (2) Washing soda. causes of hardness of
causes of hardness of (2) Purification of -by boiling by boiling and (3) Source of heat water
water. water -using washing soda addition of washing (4) Weighting (2) state the methods
(2) explain the (3) Municipal water (2) Explains the soda. balance. used in purifying
methods employed in supply various stages in (2) Observe record, (5) Evaporating dish water.
the removal of (4) Production of treatment of water for draw and explain the (6) Water bath. (3) list and explain
hardness distilled water. consumption. process of obtaining the method employed
(3) explain methods (3) Leads students on distilled water in the in the removal of
used in purifying excursion to water water works. hardness of water.
water. works (Observe water (3) Explain and draw
distillation process) the process of
(4) Demonstrates the obtaining distilled
laboratory distillation water in the
of water. laboratory.
11 REVISION
12 EXAMINATION
CHEMISTRY
91
SS II
SECOND TERM

ACTIVITIES
WEEK

1 Air Students should be able Air: (1) Performs experiment to (1) Watch teacher’s (1) Bunsen burner Students to:
to: -constituents show: demonstration of the (2) Source of gas (1) list the constituents
(1) list the constituents of -percentage -composition of air determination of the (3) Candle stick, of air.
air. composition -properties of air percentage match stick and box. (2) state the percentage
(2) list the percentage (2) Properties of air (2) Lights the Bunsen burner, composition and (4) Caustic soda composition of the
composition of air. (3) Flame regulate the flame so as to properties of air. (5) Alkaline various constituent of
(3) state the properties of produce the different zones of (2) Observe the pyragallol air.
air flame. Bunsen burner (6) Deflagrating (3) state properties of
(4) draw label and explain (3) Guides students to draw and flame spoon air.
the various zones of label the flame correctly. (3) Draw and label (7) Magnesium (4) draw and label the
flame. the flame structure. ribbon. different part of flame.
2 Hydrogen Students should be able (1) Hydrogen: (1) Guides students to: (1) Write and draw: (1) The periodic Students to:
to: -configuration and -write and draw the electron -the electro table (1) describe the lab
(1) write and draw the possible oxidation configuration of hydrogen configuration of (2) Charts preparation of
electronic configuration numbers. -name isotopes of hydrogen and hydrogen. (hydrogen balloon) hydrogen.
of hydrogen. -isotopes of write their electron -structure of welder at work etc. (2) list four methods for
(2) identify the isotopes of hydrogen configuration. isotopes of (3) Fertilizer sample the industrial
hydrogen and draw their -unique position of (2) Explains the unique position hydrogen. (NPK) preparation of
electron configuration. hydrogen in the of hydrogen in the periodic (2) Record (4) Vegetable oil hydrogen.
(3) explain the unique periodic table. table. observations and sample (4) list the uses of
position of hydrogen in (2) Laboratory and (3) Sets up apparatus for the draw apparatus for (5) Plastics hydrogen.
the periodic table. Industrial laboratory preparation of the laboratory (6) Laboratory
(4) describe the laboratory preparation of hydrogen using an active metal preparation of apparatus for the
and industrial methods of hydrogen. e.g. zinc and an acid e.g. H2SO4 hydrogen. preparation of
preparation of hydrogen. (3) Physical and (4) Explains the process for the hydrogen.
(5) state the physical and chemical properties industrial preparation of
chemical properties of of hydrogen hydrogen.
hydrogen. (4) Uses of (5) Performs simple experiments
(6) state the uses of hydrogen. to show the physical and
hydrogen. chemical properties of hydrogen.
(6) Guides class discussion on
the uses of hydrogen.
CHEMISTRY
92
SS II
SECOND TERM

ACTIVITIES
WEEK

3 Oxygen Students should be able (1) General (1) Explains the general (1) Write and draw (1) Periodic table Students to:
to: properties of oxygen properties of oxygen electron configuration of (2) Picture showing a (1) write and draw
(1) explain the general group group in the periodic oxygen. welder at work the electron
properties of oxygen (2) The electronic table (2) Observe the (3) Laboratory configuration of
group in the periodic structure and (2) Guides students to: experiment on the apparatus and oxygen.
table bonding capacity of -write and draw the laboratory preparation of reagents for the (2) describe the
(2) write and draw the oxygen. electron configuration of oxygen. preparation of laboratory
electronic structure of (3) Laboratory and oxygen (3) Make and label a Oxygen preparation of
oxygen and explain its industrial -state the uses of oxygen. drawing the apparatus (4) Matches. oxygen.
bonding capacity. preparation of (3) Sets up apparatus and used. (5) Splint (3) describe the
(3) describe the oxygen demonstrate the (4) Record their fractional distillation
laboratory and industrial (4) Physical and laboratory preparation of observations correctly in of liquid air.
methods for the chemical properties oxygen using hydrogen their practical notebook. (4) state physical and
preparation of oxygen. of oxygen. peroxide and manganese chemical properties
(4) state the physical and (5) Reaction of (IV) oxide as catalyst of oxygen.
chemical properties of oxygen (oxidation) (4) Demonstrates the test (5) list the uses of
oxygen. (6) Compounds of for oxygen using a oxygen
(5) list the compounds of oxygen. glowing splint. (6) write and balance
oxygen (7) Uses of oxygen. (5) Performs simple equations of reactions
(6) explain oxidation as experiments to of oxygen with other
additions of oxygen and demonstrate the physical elements e.g. mg, fe
given examples of such and chemical properties etc.
reactions of oxygen
(7) state the uses of (6) Explains oxidation as
oxygen. addition of oxygen.
CHEMISTRY
93
SS II
SECOND TERM

ACTIVITIES
WEEK

4 Halogens I Students should be (1) Electronic (1) Guides students to (1) Write and draw (1) Periodic table Students to:
able to: configuration of write and draw the electron configuration of (2) Table showing (1) write and draw
(1) write the halogens. electronic the halogens. physical properties the electron
electronic (2) Physical configuration of (2) Observe the of halogens and structure of
configuration of properties of chlorine. experiments to illustrate similarities among halogens.
halogens (Cl2, Br2, I2) halogens and (2) Performs simple the physical and chemical them. (2) state the
(2) state the physical gradation down the experiments to properties of halogens. (3) Litmus paper physical and
properties of halogens group. illustrate the physical (Red & blue) chemical properties
and their gradation (3) Chemical and chemical (4) Water of halogens.
down the group. properties of properties of (5) Iodine (3) explain the
(3) state the chemical halogens and halogens. (6) Bromine gradation of these
properties of halogens gradation down the (3) Explains the properties down
and their gradation group. gradation of these the group.
down the group. properties down the
group.
5 Halogens II Students should be (1) Compounds of (1) Guides students to (1) Name and write some (1) Apparatus and Students to:
able to: halogens list some compound compounds of halogens. reagents for the (1) describe the
(1) list some (2) Use of halogens of halogens. (2) Observe the experiment preparation of laboratory
compounds of (Cl2, Br2, I2) (2) Set up the on the laboratory chlorine gas. preparation of
halogens (3) Preparation of apparatus and preparations of chlorine chlorine.
(2) state the uses of chlorine. demonstrate the and record their (2) name some
halogens laboratory observation correctly. natural compounds
(3) describe the preparation of (3) Draw the apparatus for of halogen (e.g.
laboratory preparation chlorine. laboratory preparation of NaCl, CaCl2 etc.)
of chlorine (3) Illustrates the chlorine. (3) state the uses of
(4) demonstrate the bleaching action of (4) Demonstrate the halogens.
bleaching action of chlorine bleaching action of
chlorine and adduce (4) Leads class chlorine.
the reason for the discussion on the (5) Participate in class
bleaching action. uses of halogens. discussion on the uses of
halogens.
CHEMISTRY
94
SS II
SECOND TERM
ACTIVITIES
WEEK

6 Nitrogen I Students should be able (1) General (1) Explains the general properties Record observations (1) Periodic table. Students to:
to: properties of of the nitrogen family. and draw the (2) Charts (1) explain the
(1) state the general nitrogen family (2) Demonstrates the laboratory laboratory apparatus tabulating the laboratory
properties of group VA group VA elements. preparation of nitrogen. for the preparation properties of preparation of
elements. (2) Laboratory (3) Guides students to record of nitrogen. nitrogen groups nitrogen.
(2) explain the preparation of observations and draw the laboratory (2) list the general
laboratory preparation nitrogen. appropriate diagrams on the preparation of properties of the
of nitrogen. (3) Industrial laboratory preparation of nitrogen. nitrogen. nitrogen group.
(3) explain the preparation of (4) Explains the industrial
industrial preparation of nitrogen from liquid preparation of nitrogen from liquid
nitrogen from liquid air. air. air.
7 Nitrogen II Students should be able (1) Properties of (1) Explains the properties of (1) Participate in (1) Charts showing Students to:
to: nitrogen nitrogen. class discussion nitrogen cycle. (1) state the
(1) list the properties of (2) Uses of nitrogen (2) Guides students to find out the (2) Find out the uses (2) Painted properties of
nitrogen (3) Nitrogen cycle. uses of nitrogen. of nitrogen from woodwork nitrogen.
(2) outline the uses of (3) Explains the nitrogen cycle. books, internet etc. (2) draw and explain
nitrogen. the nitrogen cycle.
(3) explain the nitrogen (3) list uses of
cycle. nitrogen.
8 Nitrogen III Students should be able (1) Compounds of (1) Guides students to: (1) Carry out (1) Glass with Students to:
to: nitrogen: -identify ammonia as a compound confirmatory tests grease. (1) list the oxides of
(1) list the oxides of (a) Oxides of of nitrogen. for ammonia gas. (2) Painted nitrogen.
nitrogen. nitrogen (2) Identify and name other (2) Participate in woodwork (2) state the use of
(2) explain the huber (b) Ammonia compounds of nitrogen class discussion. (3) Sample of ammonia.
process for preparation (2) Test for (3) Demonstrates the test for (3) Students to fertilizer
of ammonia. ammonia ammonia gas using. remove paint from (4) Chemicals
(3) state the uses of (3) Uses of (a) A damp red litmus paper wood work using containing nitrogen
ammonia. ammonia. (b) Conc. HCl liquid ammonia. e.g. HNO3
(4) Demonstrates removal of stain (5) Books
on wood work using liquid (6) Internet
ammonia.
CHEMISTRY
95
SS II
SECOND TERM

ACTIVITIES
WEEK

9 Sulphur I Students should be (1) General (1) Explains the (1) Listen and (1) Charts showing Students to:
able to: properties of group general properties of participate in class the allotropes of (1) write and draw the
(1) state the general VIA elements. group VIA elements. discussion. sulphur. electron configuration
properties of group via (2) Electron structure (2) Guides students to (2) Write and draw the (2) Sulphur of sulphur.
elements. of sulphur write the electron electron structure of ointment (2) list and draw the
(2) write and draw the (3) Allotropes of configuration of sulphur (3) Sulphur pellets allotropes of sulphur
electronic sulphur sulphur (3) Prepare sulphur of flower of sulphur. (3) state the uses of
configuration of (4) Uses of sulphur. (3) Explains the ointments sulphur.
sulpur. meaning of allotropy
(3) explain the and guide students to
meaning of allotropy. identify allotropes of
(4) identify the sulphur and their
allotropes of sulphur. uses.
10 Sulphur II Students should be (1) Compound of (1) Guides students (1) Name some oxides (1) Chart on the Students to:
able to: sulphur to: of sulphur. contact process for (1) list the oxides of
(1) name some (2) Industrial -name some (2) Go on excursion to the preparation of sulphur.
common compounds preparation of H2SO4 compounds of tyre manufacturing H2SO4 (2) explain the contact
of sulphur. (3) Uses of H2SO4 sulphur industry to see the uses (2) H2SO4 (car process for the
(2) determine the (2) Draws correctly of sulphur. battery acid) manufacture of H2SO4
oxidation states of and explain the (3) Matches. (3) list the uses of
sulphur in its major contact process for H2SO4
compounds the manufacture of
(3) describe the H2SO4
industrial preparation (3) Leads students on
of H2SO4 by the excursion to a tyre
contact process. manufacturing
(4) state the uses of industry.
sulphur.
11 REVISION
12 EXAMINATION
CHEMISTRY
96
SS II
THIRD TERM
THEME: CHEMISTRY AND INDUSTRY
ACTIVITIES
WEEK

1 Ionic Theory I Students should be (1) Electrovalent and (1) Electrovalent and (1) Participate in class (1) Samples of Students to:
able to: covalent compounds. covalent compounds discussion. electrovalent and (1) list 5
(1) explain the (2) Electrolytes and (2) Electrolytes and (2) Brings sample of covalent compounds electrovalent and
difference between non-electrolytes. non-electrolytes. electrovalent and (2) Samples of weak covalent
-electrovalent and (3) Weak and strong (3) Demonstrates covalent compounds. and strong compounds.
covalent compounds. electrolytes. experiments on: (3) Participates in the electrolytes. (2) list 3 each of
-electrolytes and non- -movement of ions in demonstration weak and strong
electrolytes. solution. -Electrolytes and non- electrolytes.
(2) investigate the -strong and weak electrolytes
movements of ions in electrolytes. -Weak and strong
solution. electrolytes.
(3) distinguish
between strong and
weak electrolytes.
2 Ionic Theory II Students should be (1) Electrochemical (1) Guides students in (1) Compiles a list of: Apparatus for the Students to:
able to: series. the discussion of the -electrolytes and non- electrolysis. (1) give the order
(1) rank and explain (2) Factors affecting relationship between electrolytes. of discharge of a
the position of ions in the preferential the nature of ions and -strong and weak given list of ions.
the electrochemical discharge of ions. their ranking in the electrolytes. (2) state the factor
series. electrochemical (2) Discuss the factors affecting the
(2) relate the order of series. affecting the discharge of ions in
ions in the (2) Explains the preferential discharge solution.
electrochemical series factors affecting the of ions.
to their rate of preferential discharge
discharge from of ions in solution.
solution.
CHEMISTRY
97
SS II
THIRD TERM

ACTIVITIES
WEEK

3 Electrolysis I Students should be able to: (1) Meaning of (1) Guides students to: (1) Listen to teacher’s (1) An electrolytic Students to:
(1) explain the quantitative electrolysis -define electrolysis explanations and ask cell apparatus. (1) define
aspects of electrolysis. (2) Terminologies: -distinguish between questions. (2) An electrolysis.
(2) define electrolytes -electrodes strong and weak (2) Set up an electrolytic electrochemical (2) set up the
(strong, weak, fused molten, -electrolyte electrolytes. cell. cell apparatus. electrolytic and
non-electrolytes), -electrolytic cell -construct electrolytic electrochemical
electrolytic and -electrochemical and electrochemical cells.
electrochemical cells cells, etc. cells.
(3) differentiate between
strong and weak
electrolytes.
(4) construct the electrolytic
and electrochemical calls.
4 Electrolysis II Students should be able to: (1) Electrolysis of (1) Demonstrates (1) Explain the (1) Copper Students to:
(1) illustrate the electrolysis acidified water, electrolysis of: electrolysis of acidified Sulphate solution (1) carry out the
of acidified water, copper ii Copper II -acidified water using water brine, CuSO4 (2) Hoffman’s electrolysis of
suphates and brines. Sulphates, (CuSO4) hoffman’s voltammeter. (2) Describe the principle voltammeter. acidified water
(2) identify factors affecting and brine. -brine in the Hoffman’s (3) Dilute H2SO4 (2) explain
the discharge of ions during (2) Faraday’s laws -copper sulphate voltammeter in the (4) Brine faraday’s first and
electrolysis. of electrolysis and (2) Explains the electrolysis of acidified second laws.
(3) state faraday’s laws of the calculations. Faraday’s first and water. (3) solve
electrolysis (3) Uses of second laws of (3) State Faraday’s first problems
(4) calculate the amount of electrolysis: electrolysis. and second laws of involving
substances liberated or -Purification (3) Demonstrates the electrolysis. faraday’s laws of
deposited at electrodes -Extraction and uses of electrolysis (4) Calculate amount of electrolysis.
during electrolysis. -Electroplating of (4) Guides students to substance discharged (4) outline the
(5) explain the uses of metals. calculate amount of during electrolysis uses of
electrolysis in extraction substances liberated or (5) State the uses of electrolysis.
and purification of metals. deposited at electrodes electrolysis.
during electrolysis.
CHEMISTRY
98
SS II
THIRD TERM

ACTIVITIES
WEEK

5 Oxidation students should be able to: (1) oxidation: Guides students to: Students to note: Students textbook students to:
Reduction (1) define oxidation as: -definition (1) defines oxidation (1) the various Chalkboard (1) define
(Redox) -addition of oxygen (2) reduction: and reduction. definitions of Flip charts oxidation and
Reaction I removal of hydrogen -definition (2) calculates oxidation and Iron ii oxide reduction
process of electron loss (3) redox reaction oxidation numbers reduction. kmno4. (2) explain redox
process of increase of (4) oxidation using the rules set (2) the set of rules to reactions.
oxidation number of a numbers of central under objectives enable one calculate (3) calculate the
substance. elements in some (e.g. to calculate oxidation number of oxidation numbers
(2) define reduction as the compounds. oxidation numbers central atoms in of central atoms in
reverse of any of the of central atom in compounds. inorganic
above processes h2so4, hno3, kclo) compounds and
(3) calculate oxidation and hence give their hence give their
numbers of elements IUPAC names. iupac names.
using a set of arbitrary
rules viz:
(a) oxidation number of
free elements = 0
(b) oxidation number of
oxygen in any compound
is -2 except in peroxides
where it is -1
(c) oxidation number of
hydrogen is + 1, except in
hydride where it is -1
(d) oxidation number of a
neutral molecule or
compound is zero e.g.
h2so4 = 0 etc.
CHEMISTRY
99
SS II
THIRD TERM
ACTIVITIES
WEEK

6 Oxidation students should be (1) Convection of (1) Names inorganic (1) Write IUPAC Students textbook students to:
Reduction able to: oxidation numbers compounds e.g. names of compounds Chalkboard (1) identify
(Redox) (1) use oxidation with IUPAC name. pb(no3)2, feso4, 7h2o by first calculating the Flip charts oxidation and
Reaction II numbers to name (2) Oxidizing and {cu (nh3)}2+ oxidation numbers of Iron ii oxide reduction half
inorganic compounds, reducing agents. (2) Identifies the the central atom. kmno4. reactions in redox
to include number of (3) Redox equations. process of oxidation (2) Identify and reactions
oxygen atom and and reduction in a balance half reactions (2) write formula
water molecules (if given redox reaction in a given Redox of a compound
hydrated) e.g. s𝑥 + 𝑦 → 𝑥 + reaction. given its iupac
(2) determine the 𝑦 (3) Write and balance name
oxidation (3) Writes the redox equations (3) write and
states/number of formula of a balance redox
common elements in compound giving its equations.
their compounds. iupac name e.g. iron
(3) define oxidizing (ii) tetraoxosulphate
and reducing agents in (vi)
terms of: (4) Identifies
-addition and removal reluctant and
of oxygen and oxidants in a redox
hydrogen respectively. reaction.
-loss and gain of
electrons
-change in oxidation
numbers/state.
(4) write and balance
redox equations.
CHEMISTRY
100
SS II
THIRD TERM
THEME: CHEMISTRY OF LIFE

ACTIVITIES
WEEK

7 Hydrocarbons I Students should be (1) Structure and (1) Explains the tetra (1) Distinguish (1) Models of Students to:
able to: valency of carbon valent nature of between alkanes, hydrocarbons (1) define
(1) explain the (2) Hydrocarbon: carbon. alkenes and alkynes. (2) Bromine water (a) homologous
structure of carbon and -Meaning and (2) Defines (2) Perform the (3) Silver trioxo- series
its valency. examples. homologous series experiment for nitrate (V) solution. (b) saturated and
(2) define (3) Homologues and state their differentiating (4) Charts unsaturated
hydrocarbon. series. characteristics between alkanes, (5) Coloured beads. hydrocarbons.
(3) give examples of (Characteristics and (3) Identifies and alkenes and alkynes. (2) draw and name
hydrocarbons and their naming IUPAC) write structures of (3) Define simple
structure. (4) Saturated alkanes, alkenes and homologous series, hydrocarbons.
(4) explain hydrocarbons: alkynes saturated,
homologues series as -Composition and hydrocarbons.
it relates to the structure
physicals and
chemical properties of
hydrocarbons.
8 Hydrocarbons Students should be (1) Isomerism (1) Illustrates with (1) Define isomerism. (1) Models of Students to:
II able to: (2) Unsaturated models, the steered (2) Differentiate hydrocarbons (1) define
(1) explain isomerism hydrocarbons chemistry of simple between aliphatic and (2) Bromine water isomerism.
and give examples (composition and hydrocarbons aromatic (3) Silver trioxo- (2) write the
(2) distinguish structure) (2) Explains and give hydrocarbons. nitrate (V) solution. structure and name
between aliphatic and (3) Aromatic examples of: (3) Model (4) Charts isomers.
aromatic hydrocarbon. hydrocarbons e.g. -aliphatic and hydrocarbon (5) Coloured beads. (3) differentiate
Benzene structure aromatic structures. between aliphatic
and properties only. hydrocarbons. and aromatic
hydrocarbons.
CHEMISTRY
101
SS II
THIRD TERM
THEME: CHEMISTRY OF LIFE

ACTIVITIES
WEEK

9 Alkanols I Students should be able Alkanols: (1) Performs (1) Watch teacher’s (1) Ethanol Students to:
to: (1) Types and experiment to show demonstrations (2) KMnO4 (1) explain the
(1) relate the structure properties. oxidation of alkanols (2) Perform simple (3) Water relationship
of alkanes to that of (2) Preparation and with KMnO4 experiments involving (4) Test tubes. between the
alkanols. properties of (2) Shows action of alkanols. structure of alkenes
(2) identify –OH as the alkanols sodium on methanol and alkanols.
functional groups in (3) Industrial (3) Shows that (2) list the
alkanols. production of methanol and ethanol properties of
(3) explain the increase alkanols by are soluble in water. alkanols.
in boiling point of fermentation. (3) describe the
alkanols compared with relationship
hydrocarbons in terms of between the –OH
hydrogen bonding. functional group
(4) explain the polar and the properties
nature of alcohols and its of alkanols.
effect on the solubility of
substances.
10 Alkanols II Students should be able (1) Etherification (1) Explains the Examine the solubility (1) H2SO4 Students to:
to: (2) Uses of chemical reactions of of alkanols in water. (2) Water identify and name
(1) determine the alkanols alkanols: (3) KmnO4 di, tri and
solubility of common -dehydration polyhydroxy
materials in water and Oxidation to: compound.
alcohols. (a) alkanals
(2) identify di, tri and (b) alkanoic acids
polyhydroxy compounds
by their structures and
name them
appropriately.
11 REVISION
12 EXAMINATION
PHYSICS
102
SS II
FIRST TERM
SUB-THEME I: INTERACTION OF MATTER, SPACE AND TIME
ACTIVITIES
WEEK

TEACHER STUDENTS
RESOURCES
1 Position, distance Students should be able to: (1) Concept of Uses the Use the rectangular Graph paper or Students to:
and acceleration use the Cartesian system to position and position rectangular co- co-ordinate axis to book ruler, graph plot points and draw
locate the position of object on co-ordinate. ordinate axis (x-y) locate the position board. inference from the
the x-y plane. (2) Frames of to show position of of point(s) in a graph.
reference. objects. plane.
2 Vectors Students should be able to: (1) Concept of vectors. Gives worked (1) Use force boards (1) Force board, Students to:
(1) define vectors and give (2) Vector examples involving to determine the pulleys or nails (1) define vector and
examples of vectors representation. addition and resultant of two standard weights, give examples.
(2) explain the meaning of the (3) Addition of vectors resolution of forces thread, ruler and (2) solve problems on
resultant of vectors (4) Resolution of vectors using protractor. addition and resolution
(3) resolve a vector with a vectors. analytical and of vectors by
given direction. graphical methods. calculating and
(4) resolve any number of graphical methods.
vectors into two components at (3) solve problems on
right angles to each other. the resultant of vectors.
3 Speed, velocity Students should be able to (1) Speed as a scalar Demonstrates how (1) Use ticker-timer Ticker-timer Students to:
and acceleration (1) define speed, velocity and quantity to obtain, uniform (2) The simple pendulum bob, (1) define speed,
acceleration. (2) Velocity and velocity, uniform pendulum to thread, stop watch velocity and
(2) show that speed is a scalar acceleration as vector acceleration determine the or clock, metre acceleration.
quantity while velocity and quantities variable acceleration due to rule, retort sand (2) answer questions
acceleration are vectors. (3) Instantaneous acceleration/instant gravity graph paper/book that require the
(3) show on a (v-t) graph the velocity and aneous acceleration (3) Plot graphs of ruler and graph explanation of the
motion of a body with: acceleration and distance uniformly board. difference between
-uniform velocity (4) Velocity time covered by an accelerated motion scalar and vectors
-uniform acceleration graph. object graphically of a body quantities giving.
-variable and analytically. examples.
acceleration/instantaneous
velocity.
(4) deduce the distance covered
between any time intervals on
the graph in (3) above.
PHYSICS
103
SS II
FIRST TERM
ACTIVITIES
WEEK

TEACHER STUDENTS
RESOURCES
4 Equation of Students should be able to: Application and Derives the three Use the equations of Velocity-time Students to:
uniformly (1) deduce the three equations interpretation of equations of uniformly accelerated graph. (1) deduce three equations of
accelerated of motion from a (v-t) graph equations of uniformly motions to solve simple motion using (v-t) Graph.
motion with initial velocity and motion in simple accelerated problems. (2) interpret and apply the
constant acceleration. problems. motion. three equations of motion.
(2) explain the terms used in
the equations of motion.
5 Projectiles Students should be able to: (1) Concept of (1) Throws a (1) Use a catapult to Rubber ball, Students to:
(1) identify a projectile projectile rubber ball project pebbles of the catapult, metre (1) explain; range, maximum
motion. (2) Simple against a vertical same size with reasonable rule, small pebbles, height and time of flight.
(2) derive the range maximum problems wall and watch constant velocities and and stop clock or (2) solve simple problems
height and time of flight. involving range, the path the ball watch the path taken till watch involving these concepts.
height and time of takes as it they hit the ground.
flight. bounces back. (2) Vary the angles of
(2) Gives worked projection to study the
simple exercises corresponding variations
on projectiles. in range.
6 Equilibrium Students should be able to: (1) Resultant and Illustrates the Use the force board to Force board, Students to:
of forces I (1) explain the concept of equilibrant forces principle of determine resultant and pulleys or nails, explain
equilibrium and distinguish (2) Parallel forces moments and equilibrant forces. standard weights, (1) resultant and equilibrant
between static and dynamic (3) Moment of give worked thread, ruler and forces
equilibrium. -Force (torque) examples based protractor. (2) The concept of equilibrium
(2) distinguish between on it. Students to answer questions
resultant and equilibrant on:
forces. - conditions for Equilibrium
under the action of parallel
and non-parallel forces.
- explain concept of moment
of a force about a point.
- to solve simple problems on
principles of moments.
PHYSICS
104
SS II
FIRST TERM
ACTIVITIES
WEEK

TEACHER STUDENTS
RESOURCES
7 Equilibrium of Students should be able to Centre of gravity Shows with simple Using cone or Toy sport car, bus, a Students to:
forces II explain what is meant by the and equilibrium examples the stability of biro covers to cone or biro cover. explain the concept of
centre of gravity of a body botches. demonstrate the centre of gravity and
and identify its position for stability of an stability of an object.
some regular uniform bodies. object.
8 Equilibrium of Students should be able to: (1) Equilibrium of Leads discussion on the Verify (1) Metre rule, threads Students to:
forces III (1) State Archimedes bodies in liquids. principles of Archimedes Archimedes standard weights knife (1) explain the
principles and law of (2) Archimedes and the law of floatation principles and law edge, funnel, spring equilibrium of bodies in
floatation. principles. and application of the of floatation. balance, beaker water, fluid to explain the
(2) identify the forces acting (3) Law of law. saw, pieces of stone. concept of floatation.
on a body completely floatation. (2) Pieces of cork or (2) students should
immersed in a liquid and wood, floating strip toy, answer question on
establish the condition for the balloon hot air balloon. application of law of
body to float on the liquid. floatation.
9 Simple Students should be able to: (1) Definition of Uses simple pendulum, Use the principle Use pendulum bob, Students to:
harmonic (1) define simple harmonic simple harmonic spiral spring with mass of simple spiral spring test-tube, (1) simple harmonic
motion I motion. motion. hanging on it, loaded test harmonic motion lead shot or sand, water motion.
(2) show the relationship (2) Speed and tube oscillating in a to determine the beater. (2) linear and angular
between acceleration of liquid to illustrate simple value of ‘g’ speed.
-linear and angular speed simple harmonic harmonic motion. experimentally. (3) linear and angular
-linear and angular motion acceleration.
acceleration. (3) Period, (4) solve simple
(3) show the relationship frequency and problems on simples
between period and amplitude of simple harmonic motion.
frequency. harmonic motion.
10 Simple Students should be able to: (1) Energy of simple (1) Uses chart to Charts showing energy Students to:
harmonic (1) calculate the energy in the harmonic motion illustrate forced vibration of simple harmonic (1) calculate the energy
motion II system. (2) Forced vibration and resonance. motion and forced of the system.
(2) explain forced vibration and resonance (2) Tunings a radio set to vibration and resonance (2) explain forced
and resonance. get resonance. vibration and resonance.
11 REVISION
12 EXAMINATIONS
PHYSICS
105
SS II
SECOND TERM
SUB-THEME II: CONSERVATION PRINCIPLES

ACTIVITIES
WEEK

TEACHER STUDENTS
RESOURCES
1 Linear Students should be able to: (1) Momentum and (1) Demonstrates Use collision of two (1) Ticker time, Students to:
momentum I (1) explain the concept of impulse. using a timing device bodies in a strength (2) Trolleys (1) explain the
momentum and impulse. (2) Newton’s laws e.g. (A ticker timer) to line to investigate concept of
(2) state and explain the of motion. determine. conservation of linear momentum and
meaning of each of Newton’s (3) Conservation of (2) Accelerations of a momentum. impulse.
three laws of motion. linear momentum. falling body. (2) state and explain
(3) show graphically (3) Relationships the meaning of each
(a) The relationship between between acceleration of Newton’s three
the acceleration produced by and mass when the laws of motion.
u given set of force acting on accelerating force is (3) establish a
the same mass. constant. relation between
(b) the relationship between force and acceleration
the acceleration produced by leading to the
a constant force on varying equation F=ma.
masses. (4) solve simple
(c) know that the results from problems on
(a) and (b) lead to the Newton’s
equation F=ma Laws of motion.
(4) state and explain the (5) explain the
meaning of the law of concept of
conservation of linear conservation of linear
momentum. momentum.
(5) solve simple problems
based on Newton’s laws of
motion and principle of linear
momentum
(6) solve simple problems
involving conservation of
linear momentum.
PHYSICS
106
SS II
SECOND TERM

ACTIVITIES
WEEK

TEACHER STUDENTS
RESOURCES
2 Linear Students should be able to: (1) Collision (1) Guides students to Show the principle in (1) Ballard bill, Students to:
Momentum II (1) distinguish between (2) Inertia, inertial differentiate between rocket to propulsion small oranges. (1) distinguish
elastic and inelastic collision mass and weight. elastic and inelastic using a balloon. (2) Balloons between elastic and
(2) explain inertia, inertial (3) Application of collision. (3) Charts showing inelastic collision.
mass and weight, and the Newton’s laws of (2) Uses suitable rocket propulsion. (2) explain inertia,
relationship between mass motion. illustration to explain inertial mass and
and weight the application of weight.
(3) explain: Newton’s law of (3) explain some
(a) why walking is possible motion. applications of
(b) why gun recoils when Newton’s law of
fired. motion.
(c) how a rocket is propelled (4) solve simple
(d) how a jet plane is problems on inertia
propelled. and elastic and
(4) explain why the weight of inelastic collusion.
a body may vary from place
to place.
3 Mechanical Students should be able to: (1) Concept of work Uses a body falling Participates in the Chart showing the Students to:
Energy I (1) calculate the Kinetic and as a measure of under gravity to class discussion. energy changes (1) solve simple
potential energy of a body. energy. demonstrate from potential to problems on
(2) show that the total energy (2) Quantitative conservation of mechanical and mechanical energy.
is conserved for a given set treatment of mechanical energy. vice versa using the (2) solve problems
of data on the energy of a mechanical energy. swinging that relate to work
particle in a conservative (3) Conservation of pendulum. tone with energy.
field. mechanical energy.
(3) verify conservative of
energy principle.
PHYSICS
107
SS II
SECOND TERM

ACTIVITIES
WEEK

TEACHER STUDENTS
RESOURCES
4 Mechanical Students should be able to: (1) Application of (1) Uses a lever to (1) Classify machines (1) Lever, pulley Students to:
Energy II (1) define simple machines mechanical energy. demonstrate the into lever and hydraulic press, (1) solve simple
and list five examples of (2) Machines: workings of a simple inclined plane wheel and axle problems on
simple machines. - types of machine machines. (2) Classify levers on (2) Inclined plane, mechanical energy.
(2) define force ratio, - force ratio (2) Leads discussion the basis of the the screw, wedge. (2) solve simple
velocity ratio and the (mechanical on static and dynamic relative position of (3) Crowbar, claw problems that relate
efficiency of a machine. advantage) friction. fulcrum, effort and hammer, pliers. to work done with
(3) calculate force ratio, - velocity ratio load. (4) Nutcracker, energy.
velocity ratio and efficiency - efficiency (3) Use an inclined wheelbarrow. (3) to classify
of a simple machine. (3) Friction plane as a simple (5) Chart of all the machines and lever.
(4) write the mathematical machines and from it above. (4) solve problems to
relationship between force determine its determine force ratio,
ratio, velocity ratio and efficiency, the velocity ratio and
efficiency of a machine. velocity ratio and efficiency of simple
(5) state how friction can be force ratio machines.
reduced in the moving parts (4) Identify the (5) differentiate
of a given machine. simple machines that simple machines from
(6) perform a simple make up a given complex machines.
experiment using a spring complex machine as (6) students to solve
balance to determine the co- a bicycle. simple problems on
efficient of friction between (5) Determine the friction.
two surfaces. coefficient of static
friction between two
surfaces.
PHYSICS
108
SS II
SECOND TERM
ACTIVITIES
WEEK

TEACHER STUDENTS
RESOURCES
5 Heat energy Students should be able to: (1) Temperature and (1) Discusses on how to (1) Calibrate a (1) Thermometers, cold Students to:
I (1) construct a device for its measurement. Calibrate a thermometer thermometer in and hot water. (1) determine properties
Temperature measuring the temperature of a (2) Thermometers in Celsius scale. Celsius scale. -Different types of of thermometric
and its body. -constant volume (2) Discusses on how to (2) Construct a liquid-in-glass substances.
measurement. (2) use the variation of: gas thermometer construct a resistance resistance thermometers e.g. (2) distinguish between
(a) pressure of a gas with -liquid-in-glass thermometer and a thermometer and clinical, min and max heat and temperature.
temperature. thermometer thermocouple. a thermocouple thermometers. (3) apply the relationship
(b) the expansion of solid, liquid -resistance and use them to -Container with movable between
or gas with temperature thermometer measure the position e.g. Bicycle -the pressure of a gas with
(c) electrical resistance of a -thermocouple temperature of Pump or round or flat temperature
material to measure the water and bottomed flask with -volume with
temperature of a body. immediate delivery tube connected temperature.
(3) distinguish between heat and environment. to a water manometer -resistance of a material
temperature and between thermometer. with temperature to
temperature points and -Constant/Platinum wire, determine unknown
temperature intervals. simple electric circuit temperature or resistance.
(4) select those liquids which are with ammeter and
suitable for use in liquid-in-glass voltmeter or multimeter.
thermometers from a given list of -Glass capillary tube,
liquids and their properties. biro tube, coloured
(5) state the instrument used for liquid, hot water, cold
measuring temperature and water, beaker Bunsen.
explain the device for measuring -Connecting wires of
temperature of an environment. different materials.
6 Heat Energy Students should be able to: (3) Absolute scale of (1) Deduces the absolute Participate in (1) Charts Students to:
(1) describe the absolute scale of temperature. zero of temperature from class discussion. explain
temperature and explain the (4) Pressure and a graph of pressure (1) the concept of
meaning of the absolute zero of temperature of a against temperature. absolute zero of
temperature. gas. (2) Derives the temperature leading to
(2) convert a given temperature (5) Pressure law relationship between the Kelvin scale.
from Celsius scale to Kelvin. (6) Molecular pressure of a gas and the (2) change in temperature
(3) describe the Kinetic molecular explanation of kinetic energy of it using kinetic molecular
model of temperature. temperature. particles (Molecules). theory.
PHYSICS
109
SS II
SECOND TERM

ACTIVITIES
WEEK

TEACHER STUDENTS
RESOURCES
7 Heat Energy Students should be able to: (1) Specific heat (1) Derives the (1) Determine the Beaker of cold water, Students to:
Measurement (1) explain the relationship capacity: relationship between specific heat capacity thermometer steam (1) explain the
I between the heat supplied to -concept of specific energy supplied to a of water by method from boiling water meaning of specific
a substance and heat capacity substance and the of mixture. (dry), weighing scale, heat capacity, state
(a) its temperature change at -its measurement temperature change (2) Determine the source of heat. the relationship
constant mass -its significance for the substance specific heat capacity -Water, salt, iron between the quantity
(b) its mass at constant (2) Latent heat: keeping mass constant. of solid. fillings, metal container, of heat mass and
temperature. -concept of latent (H, and DT, M, (3) Estimate the rate source of heat, change in
(2) explain the terms specific heat constant) . of supply of heat by a thermometer. temperature.
heat capacity and thermal -measurement of (2) Derives the Bunsen burner to a - Bunsen burner or (2) to calculate the
capacity. specific latent heat relationship between mug of water. stove, measuring specific heat capacity
(3) explain why there is of fusion and the energy supplied to (4) Heat Naphthalene cylinder thermometer, of solids and liquids.
unequal rise in temperature vaporization a substance and its and plot its heating calorimeter or empty (3) explain:
for different substances of the -effect of pressure mass keeping the and cooling curves. milk tin, -melting point
same mass supplied with the and impurities on temperature change (5) Determine the -Different liquids water, -boiling point
same quantity of heat. melting and boiling constant (H and M DT specific latent heat of engine oil, glycerin. -latent heat
(4) calculate unknown points. constant). fusion of ice -Calorimeter or empty -evaporation
quantity of heat using the (6) Determine the tin, solid of known -sublimation
relations Q=MCDT when no specific latent heat of specific heat capacity, (4) explain the effect
change of state is involved. vaporization of water thermometer of impurities and
(5) determine the melting steam. weighing balance pressure on melting
point of a solid and boiling -Test tube, naphthalene, and boiling points.
point of a given liquid water bath, (beaker of (5) solve simple
(6) list the effect of water) stop watch or problems on
impurities and pressure on clock, source of heat. calculation of latent
the melting point of solid and -Beaker of warm water, heat.
oiling point of liquid. thermometer, and pieces
(7) solve simple problems of ice blocks blotting
involving latent heat. paper, weighing scale.
PHYSICS
110
SS II
SECOND TERM
ACTIVITIES
WEEK

TEACHER STUDENTS
RESOURCES
8 Heat energy Students should be able to: (1) Some (1) Guides students Use either to Ethno or Methylated Students to:
measurement (1) distinguish between applications of to state some show that, rapid spirit, camphor. (1) explain the working
II evaporation and boiling and latent heat application of latent evaporation principle of a refrigerator, air
explain sublimation (2) Evaporation heat. causes cooking. condition or and pressure
(2) explain the working Principles boiling and (2) uses suitable cooker.
of such common device as: sublimation. examples to explain, (2) answer questions on the
refrigerator, air conditioner, (3) Relative boiling evaporation, effect of humidity.
pressure cooker humidity and dew and sublimation.
(3) explain the effects of humidity point.
on personal comfort.
9 Gas Laws Students should be able to: (1) Measurements (1) Demonstrates (1) Use u-tube (1) U-tube, coloured Students to:
I (1) explain, using the ideas of the of gas pressure. the relationship manometer to water, metre rule (1) state Boyle’s law.
kinetic theory of gasses, (2) Barometers in between the volume measures -Bowl of water, test (2) solve simple problems on
-The variation of volume with practical use. of a given mass of pressure tube Boyle’s law.
temperature of a gas when the (3) Boyle’s law gas and its absolute (2) Construct a -Boyle’s law apparatus
pressure is kept constant. and its temperature. simple or u-tube, mercury
- The variation of pressure with application. (2) Uses Boyle’s Barometer metre rule.
volume of a gas when temperature law apparatus to
is kept constant. show relationship
-Identify and use instruments for between the
measuring pressure. pressure of a given
mass of air and its
volume.
10 Gas Law Students should be able to: (1) Charles law Guides students to Participate in Large beaker u-tube Students to:
II (1) explain Charles’ law of gasses. and it application define Charles law class with coloured water, (1) explain Charles’ law.
(2) deduce the general gas law (2) General gas and general gas discussion. source of heat, (2) solve simple problems on
from a given mass of gas which law. laws. thermometer ruler or -Charles law
obeys Charles law. metre rule, water. -General gas laws
(3) solve simple problems -explain gas law using kinetic
involving Charles law and the gas theory of gasses.
laws.
11 REVISION
12 EXAMINATIONS
PHYSICS
111
SS II
THIRD TERM
SUB-THEME III: WAVES MOTION WITHOUT MATERIAL TRANSFER

ACTIVITIES
WEEK

1 Production and Students should be able to: (1) Production of (1) Provides the (1) Generate mechanical (1) Rope or slinky Students to:
propagation of (1) generate mechanical mechanical waves. materials for waves using ropes coil, piece of cloth (1) distinguish
waves waves. (2) Pulsating system generating mechanical (Slinky) tied on a part of the between wave
(2) state the important -energy transmitted waves. (2) Use the ripple tank to rope or slinky coil. motion and
characteristics of waves with definite speed (2) Demonstrates the show water waves (2) Ripple tank or vibration of
(3) produce circular and plane frequency and use of ropes and slinky (3) Demonstrate energy wide transparent particle.
waves using a ripple tank. wavelength. to generate mechanical propagation by waves bowl, water. (2) identify forms
(4) generate and demonstrate (3) Wave form waves. using water waves. (3) Stop watch or of waves.
longitudinal and transverse -description and (3) Sets up the ripple (4) Determine the speed clock, rope or slinky (3) state the
waves using suitable graphical tank and demonstrate of a wave by using the coil. characteristics of
materials. representation. how it is used to waves generated in a waves.
(5) identify the crest, trough, (4) Mathematical generate various rope or slinky (spring) (4) solve simple
amplitude wave, length and relationships among waves. (5) Draw a graphical problems using the
points in phase on a given F, ⋋, T, and V. (4) Gives simple representation of equation V=F⋋
sine wave form (5) Sound and light problems on the use of transverse and
(6) derive and use the as wave phenomena. the wave equation longitudinal waves.
relationship between wave V=F⋋. (6) Solve problems using
velocity, frequency and the wave equation
wavelength. V=F⋋.
(7) identify light as
electromagnetic waves.
2 Types of waves Students should be able to: (1) Longitudinal (1) Provides rope and Use the rope and slinky Rope or slinky Students to:
(1) classify waves into waves slinky to demonstrate to demonstrate (1) explain the
longitudinal and transverse (2) Transverse transverse and transverse and terms the terms in
waves by using waves longitudinal waves. longitudinal waves. the wave equation
-mode of vibrations (3) Wave equation (2) Explains the wave and solve simple
-direction of propagation. Y=A sin (wt - ) equation problems.
⋋
(2) write down and explain Y=A sin (wt - ⋋ ) and 2. using the
the terms in the wave equation.
various terms.
equation.
PHYSICS
112
SS II
THIRD TERM
ACTIVITIES
WEEK

OBJECTIVES LEARNING RESOURCES GUIDE
TEACHER STUDENTS
3 Properties of Students should be able to: (1) Reflection of (1) Sets up the ripple (1) Use the ripple tank (1) Ripple tank or wide Student to:
waves (1) produce plane and wave: tank to produce to produce wave transparent plastic bowl, thin explain the term
circular waves using ripple -laws of reflection various waves. forms. horizontal bar ruler, water. reflection,
tank. (2) Super position of (2) Demonstrates (2) Draw the various (2) Ray box, plane mirrors or refraction and
(2) demonstrate the waves. reflection of sound patterns formed when concave mirror screen superposition of
reflection of sound. -two waves in the from: waves are reflected. (3) Source of heat, shiny waves.
(3) demonstrate stationary same direction - wrist watch by a (3) Use the ray box surface or mirror, match stick
waves. (Progressive wave) reflector trace incident and or thermometer.
(4) demonstrate reflection -two waves in opposite -reflection of heat reflected rays of light. (4) Optical pins or big needle
of heat radiation. direction (Standing or energy by a polished (4) Do experiment on or office pin, glass block and
(5) demonstrate refraction stationary waves) surface. refraction of light triangular prism, drawing
of water waves and sound. (3) Refraction of (3) Leads class to through: board.
waves. discuss properties of -glass prism (5) Ray box, convex lens,
-laws of refraction waves. -lenses screen, metre rule.
4 Light waves Students should be able to: (1) Sources of light (1) Leads class (1) Show the laws of (1) Ray box, plane mirror. Students to:
I (1) list some light sources (2) Light and matter discussion and reflection by using a (2) Optical pin, plane mirror, (1) state some
they come across in (3) Transmission of demonstration on the ray-box and a plane ruler, drawing board. applications of
everyday life. light. laws of reflection. mirror (3) Ray box, concave mirror, plane and curved
(2) determine the angle of (4) Reflection of light (2) Demonstrates that (2) Locate the image screen, metre rule, mirrors
reflection for a given angle at: the incident ray, the of an object using a converging lens. (2) solve simple
of incidence -Plane mirror surface. normal and the plane mirror and a (4) Ray box with illuminated problems on mirror
(3) draw ray diagram to -Curved mirrors reflected ray all lie on curved mirror object, rectangular glass formula.
show the formation of (5) Formation of the same plane (3) Show by block. (3) state different
images by plane and curve images by (3) Demonstrates the experiment that the (5) Optical pin, rectangular sources of light
mirrors. -Plane mirrors relationship between incident ray, the glass block, drawing board. (4) state the laws of
(4) explain some practical -Curved mirrors U, V and F in the normal and the (6) Drawing on chart and reflection.
applications of plane and (6) Laws reflection mirror equation reflected ray all lie on using semi circular basin.
curved mirrors. (7) Parabolic mirrors (5) Demonstrates the the same plane.
(5) explain how the as application of formation of images (4) Investigate the
direction of light changes reflection of light on at different points on relationship between
as it travels from one curved surfaces the principal axis of U, V and F the mirror
medium into the other. mirrors and buses. equation.
PHYSICS
113
SS II
THIRD TERM

ACTIVITIES
WEEK

5 Light Waves Students should be able (1) Refraction of (1) Demonstrates (1) Show formation of (1) Optical pins, Students to:
II to: light through how to obtain critical image at different drawing board, (1) explain the meaning
(1) measure angels of -Rectangular glass angle and total points on the principal paper, incident of critical angle and to
incidence and refraction block. internal reflection, axis of mirrors and angles between 5o total internal refection.
and hence deduce a -Triangular prism and assist students to lenses. and 25o using (2) state the condition
value for the refractive (2) Laws of relate them to the (2) Use the ray box to triangular prism. under which critical
index of a given refracting refractive index of show the refraction of (2) Triangular prism angle and total internal
material. (3) Critical angle glass or a medium light through a using incident reflection occurs
(2) explain the meaning and total internal (2) Demonstrates the rectangular glass angles between 30o (3) solve simple
of critical angle and total reflection. dispersion of light by block. and 70o optical pins, problem applying the
internal reflection stating (4) Angle of a triangular glass (3) Vary the angles of drawing board and lens formula.
the conditions under deviation. prism. incident and obtain paper.
which they occur. (5) Dispersion of (3) Shows film or their corresponding (3) Triangular
(3) establish the white light. pictures/charts on the angle of refraction prism, source of
relationship between (6) 5m energy and effect of the sun’s and use that to light screen
critical angle and radiation to the earth radiation on the earth establish Snell’s law. (4) Picture/charts or
refractive index and (7) Refection of (4) Demonstrates the (4) Show how critical film show on sun’s
apply it to the solution of light through. relationship between angle and total radiation on the
simple problems. -Converging lenses object distance, internal reflection are earth.
(4) trace light rays -Diverging lenses. image distance and obtained and relate (5) Ray box, convex
through a triangular focal length of a them to the refractive. lens, screen and
prism and obtain lens. metre rule.
graphically the value of
the angle of minimum
deviation.
(5) obtain the spectrum
of white light.
PHYSICS
114
SS II
THIRD TERM
ACTIVITIES
WEEK

6 Sound Waves Students should be able to: (1) Sources of sound. (1) Demonstrates that (1) Use resonance (1) Glass jar, electric Students to:
(1) identify the vibrating sources (2) Transmission of sound that does not travel boxes and bell, vacuum pump. (1) distinguish
when sound is produced. sound. in a vacuum by using the Sonometer to (2) Musical devices between noise and
(2) distinguish between: Noise (3) Noise and music electric bell enclosed in a illustrate forced e.g. radio, cassette music.
and music intensity and loudness (4) Pitch, loudness Jar. vibrations. recorder, turning (2) intensity and
pitch and frequency as applied to and quality. (2) Demonstrates forced (2) Determine the forks, resonance tube loudness, pitch and
sound. (5) Forced vibrations vibration with the speed of sound in and Sonometer. frequency.
(3) explain forced vibration and -Resonance resonance boxes and air by using the (3) Helical spring (3) explain:
explain how it is used to amplify -Harmonics and over Sonometer. resonance tube (long) and long string -forced vibration
a sound. lories. (3) Demonstrates the method or the (4) Sonometer. -resonance.
(4) use the relationship (6) Speed of sound in determination of the speed Sonometer.
V=F⋋ in solving numerical -Solid of sound in air by using the
problems. -Liquid resonance tube method or
(5) explain the formation of -Air the Sonometer.
standing waves and produce these (7) Velocity of sound
waves in stretching strings it’s measurement.
(6) use resonance tube to (8) Stationary waves.
determine the velocity of sound in
air.
7 Human Eye Students should be able to: (1) The human eye. (1) Provides Study the human (1) A model of the Students to:
(1) explain the role played by (2) Companion of eye pictures/model/chart of the eye and compare human eye, camera (1) state the
some parts of the eye in the and camera. human eye shooing its it’s structure and (box) and standard similarities and
formation of image on the retina. (3) Defects of vision various parts. function with the camera. difference between
(2) compare and contrast the eye (4) Correction of (2) Leads students to simple camera. the human eye and
and the camera. defects. discuss the function of the a camera.
(3) state the defects of the eye and different parts of the eye. (2) explain the
their causes. (3) Leads students to defects of the eye
(4) identify the type of lenses for discuss the similarities and and its correction.
correcting the various defects of dissimilarities of the parts
the eye. of the eye with those of the
camera.
PHYSICS
115
SS II
THIRD TERM
ACTIVITIES
WEEK

8 Application of Students should be able (1) Wind (1) Arranges for (1) Identify the local (1) The local Students to:
sound waves to: instruments: local musical musical instruments in musical instruments Use echoes to:
(1) classify musical -clarinet instruments to be class and discuss their falling into the (1) calculate speed of
instruments into: -flute brought to class for importance in the classes of wind, sound, time for the
-wind instruments -saxophone students to see, production of music. stringed and sound to travel, depth
-stringed instruments -trumpet identify and discuss (2) Watch film or percussion of sea-beds, distance of
-percussion instruments (2) Stringed their function and discuss using other instruments. a cliff or high wall from
(2) explain the physical instruments: importance. aids, the use of echoes (2) Hearing aids an observer.
principles involved in -guitar (2) Shows films or in: device. (2) student to Classify
the use of wind, string -sonometer lead discussion on -Oil exploration musical instruments.
and percussion -piano the use of echoes in -Determination of sea- (3) list some functions
instruments. (3) Percussion oil exploration, beds of hearing aids.
(3) use the reflection of instruments: determination of sea -Sub-marine.
sound to explain echoes. -drum beds and in (3) Examine a hearing
(4) give an application of -bell submarine. aids device and
echoes. -the talking drum. (3) Provides a identify its parts.
(5) explain the function (4) Echoes and their hearing aids or its
of hearing aids. applications picture/chat for
(5) Hearing aids. students to examine
and identify its parts.
(4) Invites an expert
to speak on
application of sound
in health and or oil
industry
PHYSICS
116
SS II
THIRD TERM
THEME IV: ENERGY QUANTIZATION AND DUALITY OF MATTER

ACTIVITIES
WEEK

9 Molecular Students should be able (1) Fundamental (1) Uses models to (1) Discuss and (1) Use charts and Students to:
Theory of to: assumptions of establish the demonstrates drawings to (1) answer questions on
Matter (1) state the molecular theory. fundamentals diffusion of liquids illustrate the molecular theory.
fundamental (2) Pressure in a gas assumptions of and gases. molecular theory. (2) use the molecular
assumptions the (3) Cohesion and molecular theory of (2) Use the bicycle theory to explain
molecular theory. adhesion matter. pump and -pressure in a gas
(2) use the molecular (4) Diffusion. (2) Demonstrates thermometer to -cohesion
model to explain: that the pressure on a demonstrate Boyle’s -adhesion and
Pressure in a gas given mass of gas in law and temperature -diffusion.
-cohesion and adhesion a container is or Boyle’s law
-diffusion. proportional to the apparatus
number of - Glass tube, water
molecules. and mercury.
(3) Relates - Naphthalene or
molecular (camphor), any
explanation of perfume placed in
pressure to Boyle’s one corner of the
law and temperature class and perceiving
measurement. the odour at the
(4) Uses water and other end of the
mercury to class.
demonstrate
adhesive and
cohesive force.
PHYSICS
117
SS II
THIRD TERM
THEME V: PHYSICS IN TECHNOLOGY
ACTIVITIES
WEEK

TEACHER STUDENTS
RESOURCES
10 Application of Students should be able (1) Simple (1) Leads students to (1) Construct simple (1) Small cardboard Students to:
lenses and to: periscope construct devices 1-5 instead periscope. box e.g. empty sugar (1) solve simple
planes mirrors (1) construct (2) Simple in the student activity. (2) Box camera pack, empty Lipton problems on
and musical -periscope camera and film (2) Arranges a visit to a (3) Compound tea pack. microscopes and
instruments -box camera projector company that markets and microscope (2) Convex lenses of telescopes.
-compound microscope (3) Simple and services these devices. (4) Telescope various focal (2) explain the
-telescope compound (3) Shows films/charts of (5) Film projector lengths. optical principles
-film projector. microscope these devices and their (6) Solve simple (3) Cardboard tube involved.
(2) explain the optical (4) Telescope various parts. problems on the to mount lenses. (3) construct and
principles involved in: (5) Local musical (4) Leads discussion on the formation of images (4) Some local use the device.
-the snapshot camera instruments uses of these devices in microscopes and materials used in (4) identify
-the enlarging camera (5) Invites speakers to telescopes. constructing local various local
-the copying camera demonstrate the use of, and (7) Construct musical instruments. musical
(3) set up a single lens talk on, the importance of musical instruments instruments.
projector and use it to these devices to mankind. used in your (5) construct
project a film strip on a (6) Shows the musical locality. some of them.
screen. instruments used in your (6) use them to
(4) explain the formation locality. produce music.
of images by the camera (7) Invites an expert to give a
and the projector by talk on the contribution of
tracing rays of light local musical instruments to
through them. entertainment industry.
(5) TRACE the paths of
light rays through simple
and compound
microscopes and
telescope.
(6) students should be
able to construct various
musical instruments.
11 REVISION
12 EXAMINATIONS
FURTHER MATHEMATICS
118
SS II
FIRST TERM
SUB-THEME: PURE MATHEMATICS
ACTIVITIES
WEEK

1 Polynomials Students should be (1) Definition of (1) Gives (1) State, define and (1) Chart showing Students to:
able to: polynomials definition and give examples of examples of (1) Write out general equation
(1) define (2) Division of examples of polynomials. polynomials of various of polynomials of degree n.
polynomials. polynomials by a polynomials. (2) Apply long degrees. (2) use long division to divide
(2) divide a polynomial of lesser (2) Uses long division to divide (2) Chart showing how 3𝑥 + 5𝑥 + 2 𝑏𝑦 𝑥 + 𝑥 + 1
polynomial by a degree. division to divide polynomials. to use long division to (3) find the remainder when
polynomial of lesser (3) Reminder theorem. a polynomial by (3) Solve problems find remainder. 𝑓(𝑥) = 3𝑥 + 5𝑥 + 16 is
degree. (4) Factorization of another on remainder (3) Chart showing sum divided by 𝑥 − 1
(3) use remainder polynomials polynomial. theorem. and roots, sum of (4) factorize
theory. (5) Roots of cubic equation (3) Demonstrates (4) Solve problems in products of two roots 18𝑥 − 9𝑥 − 12𝑥 − 4
(4) find factors of -Sum of roots how to find factor theorem. and products of three (5) solve
polynomials. 𝑎+ 𝛽+𝛿 = remainder when a (5) Solve problems roots of a cubic 4𝑥 − 9𝑥 + 10𝑥 − 2 = 0
(5) use roots of -Sum of product of two polynomial is on roots of cubic equation.
cubic equation to roots. divided by equation.
solve problems on 𝑐 another.
cubic equations. 𝑎𝛽 + 𝑎𝛿 + 𝛽𝛿 = (4) Guides
𝑎
-Product of roots students to find or
𝑎𝛽𝛿 = where use factor theorem
to factorize
𝑎𝑥 + 𝑏𝑥 + 𝑐𝑥 + 𝑑 = 0
polynomials
(5) Leads students
to solve problem
on roots of cubic
equation.
FURTHER MATHEMATICS
119
SS II
FIRST TERM
ACTIVITIES
WEEK

2 Trigonometri Students should be able (1) Knowledge of six (1) Leads students to (1) Identify angles of the (1) Chart showing Students to:
c Function I to: trigonometric function identify and find six trigonometric ratios. relationship between (1) name the six
(1) state the six of angles of any trigonometric function (2) Identify the range and the six trigonometric trigonometric and the
important trigonometric magnitude (sine, of angles. domain of trigonometric ratio e.g. relationship between
function of angles of cosine, tangent, secant, (2) Guides students to ratios. = 𝑡𝑎𝑛 𝑥 etc. them.
any magnitude. cosecant, cotangent). identify the range and (3) Identifies relationship (2) identify the range
(2) Chart showing
(2) identify range and (2) Range and domain domain of between by ratio e.g. and domain of
sketches of the six
dimension of of special triangle. trigonometric ratios. sin 𝑥 𝑎𝑛𝑑 sin 2𝑥 sin 𝑥 𝑎𝑛𝑑 cos 𝑥
trigonometric ratios.
trigonometric ratios (3) Graphs of (3) Guides students to (3) draw graphs of
(3) Charts showing
(3) draw the graph of trigonometric ratio with identity, draw graphs each of six
sketches of inverse of
trigonometric ratios. emphasis on their of trigonometric ratios. trigonometric
sin 𝑥, 𝑐𝑜𝑠𝑥 𝑎𝑛𝑑 tan 𝑥.
amplitude and functions.
periodicity.
3 Trigonometri Students should be able (1) Relationship (1) Leads students to (1) Identify relationship (1) Charts showing Students to:
c Function II to: between graphs of identify relationship between by ratio sketches of inverse of (1) what is the
(1) identify trigonometric ratios e.g. between graphs of trigonometric e.g. 𝑠𝑖𝑛𝑥, 𝑐𝑜𝑠𝑥 𝑎𝑛𝑑 𝑡𝑎𝑛𝑥 relationship between
relationships between sin 𝑥 𝑎𝑛𝑑 𝑠𝑖𝑛2𝑥 graphs trigonometric ratios 𝑠𝑖𝑛𝑥 𝑎𝑛𝑑 𝑠𝑖𝑛2𝑥 𝑠𝑖𝑛𝑥 𝑎𝑛𝑑 𝑐𝑜𝑠2𝑥
graphs of trigonometric of 𝑦 = asin(𝑏𝑥) + 𝑐 (2) Guides students on (2) Identify inverse of (2) draw graph of
ratios e.g. 𝑦 = acos(𝑏𝑥) + 𝑐 finding inverse of trigonometric ratios and three trigonometric
sin 𝑥 𝑎𝑛𝑑 𝑠𝑖𝑛2𝑥 𝑦 = atan(𝑏𝑥) + 𝑐 Trigonometric ratio the graphs. ratios and each of
graphs. (2) Graphs of inverse and giving graphs of (3) Solve simple their inverses.
(2) they should be able by ratios. the inverse. trigonometric equations, (3) solve given
to write inverse (3) Solution of simple (3) Guides them to prove simple trigonometric ratios,
trigonometric ratio equation involving the solve simple equation trigonometric identifies. prove that
(3) they should be able six trigonometric involving 𝑠𝑖𝑛 𝑥 + 𝑐𝑜𝑠 𝑥 = 1
to solve equation of functions trigonometric ratios.
trigonometric ratio. (4) Proof of simple (4) Leads students to
(4) they should be able trigonometric identity prove simple
to prove simple 𝑠𝑖𝑛 𝑥 + 𝑐𝑜𝑠 𝑥 = 1 trigonometric
trigonometric identities. 𝑠𝑒𝑐 𝑥 = 1 + 𝑡𝑎𝑛 𝑥 identities.
FURTHER MATHEMATICS
120
SS II
FIRST TERM

ACTIVITIES
WEEK

4 Roots of Students should be (1) Sum and product of (1) Leads students to (1) Use formula to (1) Chart showing a Students to:
quadratic able to: roots of equation 𝛼 + 𝛽 = find sum products of find sum and quadratic equation and (1) find the sum and product
equations (1) find sum and −𝑏/ roots of quadratic products of roots of ∝ +𝛽 = −𝑏 of a given quadratic
products of roots of 𝑐 equation using quadratic equation (2) Chart showing equation.
𝛼𝛽 =
quadratic equation. 𝑎 𝛼 + 𝛽 = −𝑏/ from quadratic quadratic equation with (2) form quadratic equation
(2) form quadratic (2) Finding quadratic 𝑐 equation of given equal roots no roots and given that sum is -3 and
equation given sum and 𝛼𝛽 =
equation of given 𝑎 sum and product of real roots. product is 1 2
sum and products of product of roots 𝑥 − (2) Guides students roots. (3) Chart showing (3) examine the nature of
roots (𝑠𝑢𝑚 𝑜𝑓 𝑟𝑜𝑜𝑡𝑠) + to find quadratic (2) Learn condition condition for line to roots of the following
(3) state condition (𝑝𝑟𝑜𝑑𝑢𝑐𝑡) = 0 equation of given for quadratic intersect curve be equations 𝑥 + 3𝑥 + 1 = 0
for quadratic (3) Condition for quadratic sum and product of equation to have tangent to curve and not 𝑥 − 5𝑥 + 10 = 0
equation to have equation to have roots. equal roots, real to intersect. (4) state the condition for a
equal roots, real -Equal roots (𝑏 = 4𝑎𝑐) (3) States condition roots and no real (4) Chart showing line to intersect a curve.
roots and no roots. -Real roots 𝑏 > 4𝑎𝑐 for quadratic roots. condition for line to (5) find the sum and product
(4) identify related -No roots 𝑏 < 4𝑎𝑐 equation to have (3) Understand intersect curve to of 4𝑥 + 4𝑥 + 10 = 0
conditions for given (4) Conditions for given equal roots, real application of roots tangent to curve and not
line to intersect a line to intersect a curve, be roots and no roots. of quadratic to intersect. are 𝑎𝑛𝑑 2
given curve, be tangent to curve not (4) Relates roots of equation to find value for 𝑥
tangent to curve not intersect a curve. quadratic equation to intersection of line
intersect curve (5) Solution of problems intersection of line and curve.
(5) solve various on roots of quadratic and curve. (4) Solve various
types of problems equations. (5) Guides students problems on roots of
on roots of quadratic to solve various quadratic equation.
equation. types of problem and
roots of quadratic
equation.
FURTHER MATHEMATICS
121
SS II
FIRST TERM
WEEK
TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

5 Logical Students should be (1) Fundamental issues in (1) Guides students to (1) Identify (1) Chart showing Students to:
Reasoning I able to: intelligent system. identify fundamental fundamental issues in critical issues in (1) discuss the
(1) state basic issues (2) Fundamental issues in intelligent intelligent system. intelligent system. fundamental issues in
in intelligent system definitions system. (2) Note the basic (2) Chart showing key intelligent system.
(2) give basic (3) Modeling the word. (2) Gives students definition of point on modeling of (2) give definition of
definition of fundamental definitions. intelligent system. the word. intelligent system
intelligent system. (3) Guides students on (3) Learn about (3) Chart showing (3) identify critical
(3) state and express modeling of the word. modeling of the points to note in points in modeling the
modeling of the word. proving of theorem. word.
word.
6 Logical Students should be (1) Introduction to Introduces propositional (1) Explain (4) gives example of
Reasoning II able to: propositional and predicate and predicate logical propositional and logical resolution.
(1) define logical resolution. resolution, introduces predicate resolution. (5) mention key points
propositional and (2) Introduction to theorem proving of theorem to (2) Understanding in theorem proving.
predicate logical proving. students. some rudiments of
resolution. theorem proving.
(2) given
introduction to
proving of theorem.
7 Binomial Students should be (1) Pascal triangle (1) Leads students to (1) Construct the (1) Chart showing Students to:
Expansion I able to: (2) Binomial expansion of extend the power to Pascal triangle write Pascal triangle (1) construct a pascal
(1) construct pascal (𝑎 + 𝑏)n, when n is negative integers and out binomial (2) Chart showing triangle
triangle. positive integer negative fractional values. expansion for a given expansion using (2) write out the
(2) write out the integer fractional value. (2) Leads students to positive exponential. binomial theorem. expansion for (1 + 𝑥)6
binomial expansion (3) Finding nth term. demonstrate the Pascal (3) find (1 + 𝑥)-2 and
for (𝑎 + 𝑏)n for triangle.
(1 − 2𝑥)-1/3
positive integers, (3) Leads students to
negative integers write out binomial
and fractional expansion.
values.
FURTHER MATHEMATICS
122
SS II
FIRST TERM
ACTIVITIES
WEEK
TOPIC PERFORMANC CONTENT TEACHING AND EVALUATION

E OBJECTIVES LEARNING GUIDE
8 Binomial Students should (4) Finding nth term (1) Leads students (1) Use the (1) Chart showing nth Students to:
Expansion II be able to: (5) Application of binomial to extend the knowledge of term of a given (1) find the 5th term of
(1) find the nth power to negative expansion of positive binomial expansion. (1 + )7
term of a given integers and expansion to negative
(2) expand (1 + )7 hence find
binomial fractional value and fractional power.
expansion (2) Uses the (2) Solve problem on (1.04)7 to four decimal places.
(2) apply the expansion to find finding the nth term of
binomial the nth term of a a given binomial
expansion to given expansion. expansion.
evaluating power (3) Solves (3) Solve practical
of number, e.g. practical problem problem on
(1.06) on use of binomial application of
theorem. binomial expansion.
9 Differentiation I Students should (1) Limit of a function (1) Guides (1) Evaluate limits of (1) Chart showing Students to:
be able to: (2) Differentiation for 1st students on how to a function at a given rules of differentiation. (1) find out
(1) find limit of a principles. find limit of a value. (2) Chart showing
function at a (3) Differentiation of function. (2) Differentiate from derivatives of a (2) differentiate 𝑦 = 4𝑥 +
given point. polynomials (2) Guides them to 1st principles polynomials 6𝑥 + 1.
(2) differentiate (4) Differentiation of differentiate (3) Differentiate (3) Chart showing (3) differentiate 𝑦 = 48 +
function from transcendental functions polynomials polynomials derivative of functions 7+
√
first principles such as sin 𝑥, 𝑒 log 3𝑥 (3) Differentiates (4) Differentiate such as (4) differentiate
(3) differentiate (5) Rules of differentiation: transcendental transcendental cos 𝑎𝑥, 𝑒 ( )
, sin 𝑎𝑥 𝑦 = 4 cos 5𝑥 + 𝑒
polynomials -product rule functions functions. (4) Chart showing area (5) differentiate
(4) differentiate -quotient rule (4) Guides (5) Use rules of of application. (2𝑥 + 4) 6 (𝑥 + 3).
special functions -functions of functions students to use differentiation. (5) Chart showing
such as rules of high derivative
sin 𝑥, cos 𝑎𝑥 𝑎𝑛𝑑 𝑒 differentiation. functions.
(5) use rules of
differentiation
correctly.
FURTHER MATHEMATICS
123
SS II
FIRST TERM
ACTIVITIES
WEEK

10 Differentiatio Students should be (1) Application of (1) Leads students Use differentiation in (1) Chart showing area Students to:
n II able to: differentiation to: to use finding: of application in (1) find the gradient of 𝑦 =
(1) apply -rate of change differentiation in (1) rate of change different methods of 4𝑥 + 4𝑥 − 3𝑥 + 2 𝑎𝑡 𝑥 = 1
differentiation to -gradient. finding: (2) gradient of a differentiation.
find of 𝑦 = 5𝑥 −
partial problems, -maximum and minimum -rate of change function
optimization in values -gradient of a (3) optimization 7𝑥 +4𝑥 + 1
economics and -equation of motion. function involving maximum (2) differentiate 𝑓(𝑥) =
science. (2) Higher derivatives -optimization value 4𝑥𝑦 + 7𝑥 𝑦 + 1
(2) solve problems (3) Differentiation of involving (4) solve problems
on higher implicit functions. maximum value. involving higher
derivatives (2) Guides order derivative
(3) differentiation of students to higher (5) differentiate
implicit function. derivative implicit functions.
(3) Guides
students to
differentiate
implicit functions.
11 REVISION
12 EXAMINATION
FURTHER MATHEMATICS
124
SS II
SECOND TERM

ACTIVITIES
WEEK

1 Vectors in Students should be able to: (1) Scalar product of (1) Gives examples of (1) Write out more (1) Chart showing Students to:
three (1) find dot or scalar product vectors in three vectors in three examples of three examples of three (1) find dot scalar product of
dimensions I of vectors dimensions. dimensions. dimensional dimensional vectors vectors.
(2) solve problems on dot (2) Application of (2) Guides students to vectors. (2) Short cut method (2) derive the formula 𝑎 × 𝑏 =
products scalar product. find dot product of two (2) Solve problems of finding dot 𝑎𝑏 + 𝑎 𝑏 + 𝑎 𝑏
(3) find the vector or cross vectors. on dot products of product 𝑎 × 𝑏 =
product of two vectors. two vectors. 𝑎. 𝑏 + 𝑎 𝑏 + 𝑎 𝑏
2 Vectors in Students should be able to: Application of cross (1) Leads students to (1) Solve problems Recommended Students to:
three use cross product and solve product solve problems on of cross product of texts. (1) find the vector product of
dimensions II problems on application of application of dot two vectors. given vector.
vectors problems. product. (2) Solve problems (2) use matrices to find vector
(2) Solves some practical on dot products products of given vector.
example on application (3) Solve problems (3) solve problems on dot
of vector product. on cross products. products.
3 Statistics Students should be able to: (1) Classical (1) Leads students to (1) Understand the Recommended Students to:
(Probability) (1) state the frequential, frequential and evolve concept of classical frequent texts. (1) explain frequential
classical and axiomatic axiomative approach classical and frequential and axiomatic classical and axiomatic
approach to probability. to probability approach using indo definition of approach to probability.
(2) define some terms used (2) Sample space dice. probability. (2) solve problems in
in probability. and events space. (2) States axioms of (2) Define some independent event.
(3) solve problems on (3) Mutually probability terms used in -mutual exclusive events
dependent and independent exclusive, -P(E) = 0 probability. -conditional event
event. independent and -𝜖 𝑝 (𝐸) = 1 (3) Solve sample -complement of an event.
conditional event (3) Defines mutual problems on
exclusive, independent probability.
and conditional events.
4 Probability Student should be able to: (1) Conditional (1) Solves conditional Solve problems on (1) Ludo, dice coin, Students to:
(1) solve problems on probability probability. conditional tree pack of cards. (1) solve problem conditional
complements of events and (2) Probability trees. (2) Guides students to (Probability). (2) Chart showing probability.
conditional probability. construct probability problem on (2) construct probability tree.
(2) use tree diagram to solve tress. probability tree.
probability questions.
FURTHER MATHEMATICS
125
SS II
SECOND TERM

ACTIVITIES
WEEK

5 Permutation Student should be able (1) Arrangement in Demonstrations Use concept of (1) Chart showing Students to:
and cond. to: which repetitions are application of combination to solve notations. (1) solve problems on
Combination (1) solve various types allowed. combination in problems on -nPr notations.
of probability on (2) Introduction to probability. probability. -nCr (2) solve problems of
combination combination on combination.
(2) solve probability selection.
problems using
combinational analysis.
6 Permutation Students should be able (1) Explain concept (1) Distinguishes Solve problems on Recommended texts. Students to:
to: of permutation and between permutation cyclic permutation and (1) distinguish between
(1) explain the combination and combination. other permutation. permutation and
permutation and (2) Guides students to (2) Solves problems combinations.
combination. solve problem in on combination. (2) solve problems
(2) solve problems on cyclic permutation involving fractional
cyclic permutation. and other type of notations.
(3) arrange identical permutation.
objects.
7 Pure maths Students should be able (1) Rules for (1) Guides students to Solve examples on the Charts of the rule of Students to:
Surds II to: manipulating surds. the rule of surds rule rule of surd, work manipulation of surds. solve problems involving
(1) use surds rules to (2) Illustrate to the of surds. examples on surds rationalize the
manipulate surd students about 𝑎𝑏 (2) Works examples rationalization of the denominators.
(2) rationalize surd with √𝑎𝑏 = √𝑎 × √𝑏 on rationalization of denominators.
denominators. (√𝑎)n = √𝑎 denominators.
1
√𝑎 =
√𝑎
Rationalization of the
denominator.
FURTHER MATHEMATICS
126
SS II
SECOND TERM

ACTIVITIES
WEEK

8 Integration I Students should be able (1) understand (1) Guides students to Note that integration is Charts of problems Students to:
to: integration as a understanding reverse process of showing integration as Understand integration as
explain integration as reverse process of integration as a differentiation, solve a reverse process of reverse of differentiation
the reverse of differentiation reverse process of problems on differentiation. integrate algebraic
differentiation integrate (2) Integration of differentiation. integration of polynomials.
algebraic polynomials algebraic (2) Guides students to algebraic polynomials
including and polynomials integrate algebraic including and
including polynomials
logarithmic function. logarithmic functions.
logarithmic including and
functions. logarithmic
functions.
9 Statistics Students should be able (1) Concept of (1) Guides students to (1) Write down Real life demonstration Students to:
correlation to: correlation as a understand the various concept of of rank order by the (1) explain the concept of
explain correlation; measure of concept of correlation correlation, scatter teacher and students correlation.
negative, zero, and relationship. from scatter diagrams. (2) use a scatter diagram to
positive correlation for (2) Scatter diagrams. diagrams. (2) Solve practical calculate rank correlation
scatter diagram, rank (3) Rank correlation (2) Leads students to problems by coefficient.
correlation, spearman (4) Tied ranks the meaning and application of rank
rank order and application of rank correlation coefficient.
correlation coefficient correlation spearman (3) Use data without
use data without ties. rank and correlation ties.
coefficient.
10 Pure maths Students should be able Quadratic and linear Guides students to Solves problems in Charts of problems in Students to:
Inequalities to: inequalities in two solve quadratic quadratic inequalities inequalities and solve inequalities in two
solve quadratic variables. inequalities in two and inequalities in two inequalities in two dimensions.
inequalities and variables. dimension or dimensions.
inequalities in two variables.
variables.
11 REVISION
12 EXAMINATION
FURTHER MATHEMATICS
127
SS II
THIRD TERM
ACTIVITIES
WEEK

1 Mechanics Students should be able to: (1) Newton’s law of (1) Explains Newton’s (1) Write down the Bell to demonstrate Students to:
Dynamics I (1) state newton’s law of motion. law of motion. laws of motion. Newton’s first law (1) derive the equation of
motion. (2) State the three laws (2) States the 3 laws of (2) Solve problems of motion. Heavy motion.
(2) explain clearly each of of motion. motion. on the laws of block placed on the (2) solve problems on
the laws. motion. table to demonstrate motion of particle along
3rd law. inclined plane and particle
dropped from a height.
2 Dynamics II Students should be able to: (1) Motion of (1) Guides students to (1) Solve problems (1) An inclined Students to:
(1) apply Newton’s law to connected particles solve problem involving on motion of plane with an object use equation of motion
practical problems. work, power, and Newton’s law of motion inclined plane. on it. with acceleration due to
(2) solve problems on energy. on inclined plane (2) Solve problems (2) Light smooth gravity to calculate height
motion of particles along (2) Impulse and connected motion on work, energy and pulley with two range, and time of flight.
inclined plane. momentum, projectiles. (2) Explains concepts of power. blocks connected by
work, energy and power. string.
3 Dynamics III Students should be able to: Greatest height reached, Guides student to solve (1) Solve problem (1) An inclined Students to:
(1) solve problems on Time of flight, range problem on work energy on work energy and plane with an object use equation of motion
impulse and momentum. projection and inclined and power explain power. on it. with acceleration due to
(2) solve problems on plane. concept of impulse and (2) Solve problems (2) Light smooth gravity to calculate height
concept of projectiles and momentum. on momentum. pulley with two range, and time of flight.
motion of projectiles (3) Solve problem blocks connected by
(3) define the concept of on projectiles. string.
projectile.
4 Coordinate Students should be able to: (1) Define circle (1) Explains concept of a (1) Explain conic Chart showing circle Students to:
Geometry (1) define a circle (2) Equation of a circle, circle as conic section. section and circles as section of a cone. (1) define a conic section.
(conic section) -explain why circles can be centre and radius: (2) Solves various types as conic section. (2) explain why circle is
regarded as conic section. -general equation of a of problems on circle. (2) Solve problems referred to as conic
-find equation of a circle circle. on circles. section.
given radius and centres. -finding centre and (3) find equation of a
radius of a circle. circle given radius and
-equation of a circle centre.
passing through 3
points.
FURTHER MATHEMATICS
128
SS II
THIRD TERM
ACTIVITIES
WEEK

5 Conic Section. Students should be able to: (1) Equation of (1) Leads students to (1) Learn technique (1) Chart showing Students to:
(1) find equation of tangent tangent to a circle. find the equation of a of finding equation of tangent of a circle (1) find equation of
to a circle. (2) Length of tangent to a circle. tangent to a circle. and length tangent tangent to a circle at a
(2) find length of tangent to tangent to a circle. (2) Guides students on (2) Solve problem on given point.
a circle from extended how to find the length of finding of tangent to (2) find the tangent to a
point. tangent to a circle. a circle. circle from a given
extended point.
6 Operational Students should be able to: (1) Concept of (1) Defines inventory. (1) Give practical (1) Chart showing Students to:
research. explain concept of inventory (2) Guides student to examples of EOQ formular. (1) give examples of
(Inventory inventory, define important (2) Definition of give practical examples inventory. (2) Chart showing items kept in inventory.
model) terms in inventory. important terms in of inventory. (2) Define various items on inventory. (2) define holding list etc.
inventory. terms on inventory.
-Holding list
-Demand
7 Inventory Students should be able to: Ordering list (1) Leads students to Use the optimal Chart showing Students to:
Model compute the optimal quality computation of define various terms on quantity formular to diagram of items find the optimal quantity
in inventory model. optimal quality inventory. solve various such as plugs bulbs, given the demand,
(EOQ model). (2) Guides them to use problems. generators, grinding ordering and holding cost.
the EOQ model to find machines. Etc.
optimal quantity
𝑄 = 2𝐶𝐷/𝐻.
8 Replacement Students should be able to: (1) Individual (1) Explains concept of (1) Solve problems Students to:
model (1) identify the various replacement items replacement. on individual (1) Name items that wear
types of replacement. that wear out (2) Leads students to replacement of off suddenly.
solve problems on gradually. give examples of items sudden failure items. (2) Items that wear of
replacement of sudden that need replacement. (2) Solve problem on suddenly.
failure items. replacement of items
(2) solve problems on items that wear off
that wear off gradually. gradually.
FURTHER MATHEMATICS
129
SS II
THIRD TERM
ACTIVITIES
WEEK

9 Calculating Students should be able to: Calculating device- Guides students on how (1) Identify, study Abacus four figure Students to:
device I identify calculating device, abacus. to use the device. and use the tables slide rule, (1) study to recognize
work with number system calculating device. calculators, calculating device.
used in computer. (2) Solve problems computers, (2) solve given problems
on binary system. Chart and examples in decimal and binary
of the systems. system.
10 Pure maths Students should be able to: (1) Draws flow Guides students to draw (1) Chart of flow Diagrams of flow Students to:
Calculating (1) prepare flow chart. chart. flow chart, illustrate to chart. chart diagrams on (1) prepare flow charts.
device II (2) solve problems using (2) Solves the students the use of (2) Draw charts of example of flow chart (2) solve given problems
flow chart. problems using flow chart in solving examples on the use and its use to solve using flow chart.
flow chart. problems. of flow charts. problems.
(3) Charts to solve
problems.
11 REVISION
12 EXAMINATION
HEALTH EDUCATION
130
SS II
FIRST TERM
WEEK
OBJECTIVES GUIDE
1 Philosophy , Student should be able to: 1. Philosophy of 1. Explains the 1. Listen to explanations Textbooks. Students to:
aims and 1. states the philosophy of Health education. philosophy of health of philosophy of health lists three
objectives of health education. 2. Aims and objectives education. education. objectives of
health 2. states aims and of health education. 2. States the aims and 2. States aims and health education.
education. objectives of health objectives of health objectives of health
education. education. education.
2 Family health. Students should be able to: 1. Meaning of family 1. Explains the 1. Listens to explanation 1. Posters. Students to:
1. explain the meaning of health. meaning and aspects in interactive manner. 2. Charts. 1. explain the
family health. 2. Aspects of family of family health. 2. Demonstrate the skill- 3. Materials for ORT meaning of family
2. states the aspects of health. 2. Practices skill-based based approach in: e.g. Salt, water sugar health.
family health and discuss (i). Material and child approach to material i. Maternal and child and bottle. 2. states the
their functions as it relates health e.g. and child health health e.g. 4. Life human objects aspects of family
to the family. (a). Antenatal care. support service as (a). Antenatal for demonstrations. health and discuss
3. explains family (b). Immunization. listed. (b). Immunization. 5. Magazines. their functions as
planning. (c). Breast-feeding. 3. Explains the (c). Oral-rehydration 6. Textbooks showing it relates to the
(d). Safe motherhood. importance of family (ORT). examples of cares for family.
3. Family size and size and budgeting. (d). Breast-feeding. family health. 3. explains family
budgeting. (e). Safe motherhood. 7. Films. planning.
3. Ageing and Students should be able to: 1. Definition of 1. Explains the 1. Listen to the discussion 1. Posters. Student to:
death 1. define ageing. ageing. features of with attention. 2. Charts. list two features
education. 2. use the features of 2. Features of ageing/elderly. 2. Discusses ways to of the elderly.
ageing and elderly ageing/elderly. 2. Discusses how to relate with the elderly.
3. define death. 3. Of death. manage grief during
4. describes ways of 4. Ways of managing death of a loved one.
managing grief during the grief.
death of a loved one.
4. Agencies Student should be able to: Agencies involved Lists and discusses 1. Visits agencies 1. Textbooks. Student to:
producing first 1. lists the agencies with first aid e.g. activities of agencies providing first aid 2. Pamphlets. lists the agencies
aid services. involved in first aid (i). Red cross providing first aid services. 3. Magazines. providing first aid
2. states the activities of (ii). Saint John services. 2. Lists the activities of services and their
the agencies involved in Ambulance the agencies. activities.
first aid services. (iii). Girls Guide
(iv). Boys scout.
HEALTH EDUCATION
131
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
5. Disaster. Student should be able 1. Meaning of disaster. 1. Describes the 1. States the meaning 1. Posters. Student to:
to: 2. Types of disaster. meaning and types and types of disaster. 2. Print media cuttings. 1. explains the
1. state the meaning of 3. Disaster relief of disasters. 2. Watch video clips on 3. Video clips. meaning of
disasters. activities e.g. evacuation 2. Explains and relief activities during disaster.
2. discusses types of of victims etc. gives examples of disasters. 2. states three relief
disasters. relief activities in 3. Compile print media activities in
3. describes relief disaster situations. news cutting on disaster situation.
activities in a disaster occurrences and different
situation. types of disasters.
6 Accident: Students should be 1. Meaning of accident. 1. Explains the 1. Tell stories about 1. Fire extinguisher. Students to:
types and able to: 2. Types of accident: meaning and types accident. 2. Bucket of sand. 1. define accident.
prevention. 1. define accidents (i). Road/traffic vehicle. of accidents. 2. Watch video clips on 3. Photographs. 2. describes two
2. discusses types of (ii). Home. 2. Discuses causes accidents. 4. Videos clips types of accidents.
accident. (iii). Industrial. of accident at 5. Print media cutting. 3. states three
3. states the causes of (iv). School. different settings. major causes of
accident. 3. Causes of accidents at 3. Discuses ways accident.
4. states ways of different setting. of preventing each 4. states three ways
preventing each types 4. Prevention of each types of accident. of preventing two
of accident. type of accident. types of accidents.
7. Family life Students should be 1. Challenges facing the 1. Explains the 1. States the problems of 1. Posters. Students to:
challenges. able to: family Nigeria challenges facing widowhood and single 2. Charts 1. discuses five
1. discuses five (widowhood, acceptance the family in parent in Nigeria. 3. CDs challenges facing
challenges facing the of PLWHA, single Nigeria. 2. Mention agencies 4. Textbooks the family in
family in nigeria. parent, pre-marital and 2. Discuses promoting healthy Nigeria.
2. mention agencies extra-marital sex, in- agencies promoting family living. 2. lists three
promoting family laws etc). healthy family agencies promoting
living. 2. Agencies promoting living. healthy family life
healthy family living in Nigeria.
(school community,
religious group, NGOs,
social welfare etc).
HEALTH EDUCATION
132
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
8. Family Students should be 1. Meaning of family 1. Explains the 1. States the meaning 1. Posters. Student to:
planning and able to: planning. meaning and and advantages of 2. Charts 1. define
safe 1. explain the meaning 2. Advantages of advantages of family family planning. 3. CDs (a). Family planning
motherhood. of family planning. family planning. planning. 2. Dramatize the 4. Textbooks. (b). Safe motherhood.
2. list the advantages 3. Birth control 2. Discusses the benefits of small family 2. discuss the
of birth control methods. various birth control size and a large family advantages of family
methods. methods. size. planning.
3. list birth control 3. Bring print media
methods. cutting on birth control
methods.
4. States the different
methods of birth
control.
9 Family Students should be Safe Motherhood. Explains safe 1. Explains safe Students to:
planning and able to explain safe motherhood. motherhood. explains safe
safe motherhood. motherhood.
motherhood.
10 Behaviour Students should be 1. Behaviour altering 1. Explains different 1. Listens to the teacher 1. Posters. Students to:
altering able to: chemical substances. types of chemical illustrations. 2. Charts showing 1. list three
chemicals. 1. state chemical (a). Tobacco substances that alter 2. Answers questions lists of drugs, alcohol substances that are
substances that alter (b). Alcohol. human behaviour. on: and tobacco. harmful to human
human behaviour. (c). Drugs. 2. Discuses with the (a). Behaviour altering health.
2. discusse reasons 2. Reasons for students the effects substances 2. classify the
why people drink smoking or drinking of alcohol and (b). Hazardous effects. following drugs:
alcohol. alcohol. tobacco on human 3. States reasons for alcohol, wine, heroin,
3. state the effects of 3. Effects of body. taking drugs, alcohol sleeping pills,
behaviour altering behaviour altering 3. Explains why and tobacco. cocaine, marijuana
chemicals on human substances on human people take and beer.
body. body. behaviour altering
substances.
11 REVISION
12 EXAMINATION
HEALTH EDUCATION
133
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
1 Waste disposal. Students should be Waste 1. Explains the 1. Discusses how 1. Textbooks. Students to:
able to: - Meaning meaning and types of sewage and refuse and 2. Brooms 1. distinguish
1. distinguish between - Types e.g. wastes. disposal in their homes 3. Posters. between sewage and
sewage and refuse. (i) Refuse 2. Discusses methods and community. 4. Hoe. refuse.
2. explains methods of (ii). Sewage of sewage and refuse 2. Go on field trip to 5. Rake. 2. lists methods of
sewage disposal. - Methods of disposal disposal. waste management unit. 6. Wheelbarrow sewage disposal.
3. explains methods of 3. Clean and disposal 7. Cutlass 3. explains two
refuse disposal. refuse in the school 8. Video clips. methods of refuse
compound. disposal.
2. Pollution. Students should be 1. Pollution. 1. Explains the 1. Uses examples from 1. Textbooks Students to:
able to: - Meaning meaning of pollution. their home, 2. Print media 1. differentiate
1. define pollution. - Types 2. Explains the types communities to cuttings between pollution
2. define pollutants. (i). Air of pollution. describes pollution. 3. Posters. and pollutants.
3. explains different (ii). Water 3. Guides the 2. Take a field trip to 4. Video clips. 2. explains two types
types of pollution. (iii). Soil students to discuss water and air polluted of pollution.
(iv). Noise. the health sites.
2. Pollutants. consequences of 3. Explains the meaning
- Meaning pollutions. of pollutants.
- Sources. 4. Explains the 4. Lists the sources of
3. Health meaning and sources pollutants.
consequences of of pollutants.
pollution.
3. Housing. Students should be 1. Criteria for good Lists the components 1. Visits housing 1. Textbooks Students to:
able to: housing: of a house. Estates. 2. Print media 1. define a house.
1. states criteria for (a). Siting 2. Writes report of visit cuttings. 2. itemize four
good housing. (b). Ventilation. with reference to type 3. Posters attributes of good
2. states the attributes (c). Lighting of house seen. 4. Video clips. housing.
of good housing to (d). Sanitation.
health. 2. Components of a
standard house.
HEALTH EDUCATION
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SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
4 Industrial Students should be Industrial health. 1. Explains the 1. Participate in the discussion 1. Textbooks Students to:
. health. able to: - Meaning. meaning of industrial on industrial health 2. Print media 1. define industrial
1. define industrial - Programmes health and its hazards programmes and its impact on cuttings. health.
health. - Hazards in work places. in workplaces. living environment. 3. Posters 2. explains tow
2. discuss hazards in - Impact on living impact. 2. Leads the 2. Asks and answer questions. 4. Video clips hazards in
work places. discussion on 3. Participates in field trips to workplaces.
industrial health nearby industrial factory sites. 3. discusses two
programmes and 4. Explains the meaning of impacts of
impact on living industrial health and its industrial activities
environment. hazards in workplaces. on living
environment.
5 Factors Students should be Factors Influencing choice Discusses the factors 1. Mention reasons why 1. Posters Students to:
. influencing to: of products and services: influencing consumer students and/or their parents 2. Real objects. mention three
choice of discusses factors (i). authenticity. choice of health buy and uses particular items 3. Textbooks. factors that
consumer influencing (ii). cost. products and services against others of the same influence consumer
products and consumers in the (iii). availability. as listed in contents. type. health products and
services. choice of health (iv). accessibility. 2. Visits stores and service services.
products and (v). avoidability. providing centre.
services. (vi). advertisement
6 Consumer Students should be 1. Types of health services: Discusses various 1. Identify various health care 1. Posters. Students to:
. health care able to: (i). Traditional medicine. health care service services available in Nigeria 2. CDs. mention three types
service. explains types of (ii). Orthodox medicine. available in Nigeria. 2. Go on field trip to health 3. Charts. of health care
health care services. (iii). Alternative methods facilities in their locality. services.
of healing (acupuncture,
yoga, faith health).
7 Quacks and Students should be 1. Defines quack and 1. Define quackery. 1. Define quacks and 1. Real objects. Students to:
. quackery able to: quackery. 2. Discusses the types quackery. 2. Posters. 1. define quackery.
1. define the terms 2. Types of quackery: of quackery. 2. States different types of 3. Charts. 2. states two types
quacks and quackery. (i). Mechanical quackery 3. Asks questions. quackery. of quackery.
2. describe different (ii). Electrical quackery 3. Bring products of quackery
types of quackery. (iii). Drug and cosmetic to the class.
quackery. 4. Answers questions.
(iv). Medical quackery.
HEALTH EDUCATION
135
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
8. Systems of the Students should be 1. Circulatory system. 1. Explains with the 1. Listens to 1. Posters. Students to:
body: able to: 2. Diagrams of the aid of a well labeled explanations. 2. Charts 1. draw and label the
circulatory 1. describe the nature circulatory system. diagram the 2. Draw and label the 3. CDs. circulatory system.
system. of the circulatory 3. Discuses associated circulatory system. circulatory system. 4. Textbooks. 2. lists two disease of
system. with the circulatory 2. Discusses the 3. Lists disease the circulatory
2. draws and label the system. diseases associated associated with the system.
circulatory system. with the circulatory circulatory system.
3. mentions some system.
diseases associated
with the circulatory
system.
9 Excretory Students should be 1. Excretory system. 1. Explains with the 1. Draws and label the 1. Posters. Students to:
system. able to: 2. Discuses associated aid of a diagram the excretory system. 2. Charts 1. draws and label the
1. describes the nature with the excretory excretory system. 2. Lists diseases of the 3. CDs. excretory system.
of the excretory system. 2. Describes disease excretory system. 4. Textbooks. 2. lists two diseases
system. of the excretory of the excretory
2. mention disease of system. system.
the excretory system.
10 Digestive Students should be 1. Digestive system. 1. Explains with the 1. Listens to 1. Posters. Students to:
system. able to: 2. Diagram of the aid of a well-labeled explanations. 2. Charts. 1. draw and label the
1. describes the nature digestive system. diagram of the 2. Draws and label the 3. CDs. digestive system.
of the digestive 3. Disease of the digestive system. digestive system. 4. Textbooks. 2. lists two diseases
system. digestive system. 2. Discusses the 3. Lists diseases of the of the digestives
2. draw and label the diseases of the digestive system. system.
digestive system. digestive system.
3. mention some
diseases of the
digestive system.
11 REVISION
12 EXAMINATION
HEALTH EDUCATION
136
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
1 Maintenance. Students should be able 1. Factors in the Mentions the factors 1. Asks questions. 1. Textbooks. Students to:
to: maintenance of health. in the maintenance 2. Find out the 2. Cards. 1. discuss the factors
1. explains the factors 2. The role of each of health and discuss different routine 3. Charts. affecting the
affecting the maintenance factors. each role. tests of a medical 4. Weighing scale. maintenance of health.
of health. check-up 5. Ruler 2. discuss the roles of
2. describes the 3. States the 6. Well equipped first the different factors
importance of the factors importance of aid box. affecting maintenance
in the maintenance of maintenance of of health.
health. health.
2 Nutritional Students should be able Nutritional processes: Describes with Prepare a chart 1. Textbooks. Students to:
processes. to: (a). ingestion. illustration examples showing ingestion, 2. Real objects. draws annotated
1. describes the terms. (b). digestion. of the nutritional digestion enzymes, 3. Charts. diagram of the stages in
(a). ingestion. (c). absorption process. site of action and 4. Models. nutritional process.
(b). digestion. (d). assimilation and end products of 5. Posters.
(c). absorption. metabolism. foods.
(d). assimilation and (e). defecation/egestion.
metabolism.
(e). defecation/egesiton
3 Beverages. Students should be able Beverages. 1. Defines 1. Bring containers 1. Textbooks Students to:
to: - Definition. beverages. of alcoholic and 2. Real objects of 1. different between
1. define beverages. - Types 2. Explains the types non-alcoholic alcoholic and non- alcoholic and non-
2. identify alcoholic (i). Alcoholic of beverages. beverages to the alcoholic containers. alcoholic beverages.
beverages. (ii). Non-Alcoholic 3. States the class. 3. Charts. 2. lists five examples of
3. identify non-alcoholic - Nutritional values of nutritional values of 2. Classify the non-alcoholic
beverages. alcoholic and non- the types of containers into beverages.
4. states the nutritional alcoholic beverages. beverages. alcoholic and non- 3. lists five examples of
values of alcoholic and alcoholic alcoholic beverages.
non-alcoholic beverages beverages. 4. states the nutritional
values of each of
alcoholic and non-
alcoholic beverages.
HEALTH EDUCATION
137
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
4 Diet for different Students should be able 1. Diets for different Explains the need 1. Prepare charts 1. Textbooks. Students to:
groups of people. to: groups of people: for special diet for showing diet for 2. Charts. lists the components of
prepare charts showing (a). Children. different groups of different groups of 3. Food items. diet for pregnant
diets for different (b). Male adolescent. people. people. woman and male
groups of people. (c). Female adolescent. adolescent.
(d). Athletes.
(e). Pregnant woman.
(f). Adult
(g). Aged
5 Non- Students should be able 1. Definition of non- 1. Defines and 1. Participates in 1. Posters. Students to:
communicable to: communicable diseases. illustrate non- short listing types 2. Charts. 1. define non-
diseases 1 1. define the term non- 2. Differences between communicable of disease into two 3. Textbooks. communicable
communicable diseases. communicable and non- diseases. major groups of diseases.
2. distinguish between communicable diseases. 2. Guides in listing non-communicable 2. lists four deficiency
non-communicable 3. Types of non- types of disease diseases. diseases.
disease and communicable diseases: under the two major 3. lists four diseases
communicable diseases. (a). Deficiency disease groups of non- due to heredity and
3. identify some types (Scurvy, Pellagra, Rickets, communicable hormonal disorders.
of non-communicable Kwashiorkor, Amaemia, diseases.
diseases. Beri-beri, Marasmus,
exophthalmia).
(b). Diseases due to growth
in cells, heredity and
hormonal disorders:
(cancer, diabetes, epilepsy,
haemophilia, heart disease,
hypertension, ulcer, mental
illness, rheumatism, sickle.
HEALTH EDUCATION
138
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
6 Non- Students should be able 1. Signs and 1. Tabulates signs and 1. Lists signs and Students to:
communicable to: symptoms of non- symptoms of non- symptoms of non- 1. mention four ways of
disease ii 1. states briefly signs, communicable communicable communicable diseases. preventing non-
symptoms and diseases. diseases. 2. States communicable
management of each of 2. Management of 2. Explains causes causes/prevention and diseases.
the non-communicable non-communicable and prevention of management of non-
diseases. diseases. non-communicable communicable diseases.
2. states causes of non- 3. Causes of non- diseases.
communicable diseases. communicable
3. states prevention diseases.
measures for non- 4. Prevention of
communicable diseases. non-communicable
diseases.
7 Mental health. Students should be able 1. Definition of 1. Explains mental 1. Posters. Students to:
to: mental health. health. 2. Charts showing 1. states the meaning of
1. define mental health. 2. Promotion of 2. Discusses types of classes of diseases. mental health.
2. states factors that mental health. mental illness. Textbooks. 2. states three ways of
promote mental health. 3. Types and promoting mental
3. enumerate types of prevention of mental health.
mental illness and what illness. 3. mention two
to do. importance.
8 Mental health. Students should be able 1. causes of mental 1. Discusses the Students to:
to: illness. causes and prevention 1. mention two
1. describes the causes 2. Prevention of of mental illness. importance of mental
of mental items. mental illness. 2. Explains the health.
2. discuss ways of 3. Importance of importance of mental 2. mention three ways
preventing mental mental and social and social health. of preventing mental
illness. health. illness.
3. discuss the
importance of mental
and social health.
HEALTH EDUCATION
139
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
9 Systems of the Students should be able 1. Respiratory 1. Explains with the 1. Draw and label the 1. Posters. Students to:
body: respiratory to: system. aid of diagram the respiratory system. 2. Charts. 1. draws and label the
system i 1. describe the nature of 2. Diagram of the nature of the 2. Mention diseases 3. CDs. respiratory system.
the respiratory system. respiratory system. respiratory system. associated with the 4. Textbooks. 2. lists two diseases of
2. draws and label the 3. Diseases of the 2. Describes the respiratory system. the respiratory system.
respiratory system. respiratory system. diseases of the
3. mention some respiratory system.
diseases associated with
the respiratory system.
10 System of the Students should be able 1. Nervous system. 1. Explains with 1. Draws and label the 1. Posters. Students to:
body: nervous to: 2. Diagram of the diagram the nature of nervous system. 2. Charts. 1. draws and label the
system ii 1. describes the nature nervous system. the nervous system. 2. Mention some of the 3. CDs. nervous system.
of the nervous system. 3. Diseases of the 2. Diseases associated disease associated with 4. Textbooks 2. lists two diseases of
2. draws and label the nervous system. with the nervous the nervous system. the nervous system.
nervous system. system.
3. mention some
diseases associated with
the nervous system.
11 REVISION
12 EXAMINATION
PHYSICAL EDUCATION
140
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
TEACHER STUDENT RESOURCES
1. Recreation Students should be 1. Nature and scope 1. Discusses nature and 1. Ask and answer 1. Open Spaces Students to:
able to: of recreation. scope of recreation. question on the 2. Sport 1. explain the nature
1. explains the nature 2. Life time sports 2. Explains some life nature of scope of Facilities/Equipment and scope of r
and scope of 3. Safety in time sports. recreation. 3. Pictures. recreation
recreation. recreation. 3. Explains safety 2. Take down notes 4. Posters. 2. discuss skills for
2. explains in skills for measures during on life time sports. 5. CD-ROMS effectives use of
effective us of leisure. recreation. 3. Participate in leisure.
3. discusses safety class discussion and 3. demonstrate skills
measures during nature and scope of in at least one life
recreation. recreation. sports.
4. lists four safety
measures during
recreation.
2. The all Africa Students should be 1. The intervening 1. Explains the early 1. Listen to the 1. Textbooks Students to:
games I able to: year’s competitions attempt of Africa teacher explanation 2. CDs featuring 1. identify three
1. discuss the early among the five west games. and take down Nigerian stars. national heroes and
attempt to organize the Africa country. 2. Leads discussion on notes. the heroines of all
all africa games. 2. The all Africa sports involved in 2. Participate in Africa games.
2. lists the games. games and those who class discussion on 2. list five country
years/venues of the made Nigeria proud on sports involved in that have hosted the
past Africa games. the game. the game and those game.
who made Nigeria
proud.
3. The all African Students should be 1. Activities of 1. Leads discussions on 1. Listens to the 1. Textbooks CDs Students to:
games II able to: S.C.S.A as a link sports involved in teachers explanation featuring Nigerian stars. 1. lists four African
1. gives reasons for with the outside games and those who and take down countries in S.C S.A
disparity in the timing world. made Nigeria proud. notes. 2. identify three
of the games. 2. The heroes and 2. Invites resources 2. Participate I n national heroes of the
2. identify the heroines of all persons to give talks on class discussion on all Africa games.
Nigerian heroes and Africa games. the all Africa games. sports involved in
heroines of all Africa the games and those
games. who made Nigeria
proud.
PHYSICAL EDUCATION
141
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
4. Nervous Students should be able to: 1. The Brain and its 1. Guides students to 1. Listen to the 1. Textbooks Students to:
systems I 1. states the functions of functions. states the functions of teacher and 2. Diagrams. 1. discuss two functions
the nervous system in the 2. The spinal cord the nervous system. participate in class 3. CD- ROMs of the nervous system.
body. and the importance 2. Guides students to discussion. 4. Projectors. 2. draw and label five
2. identify and label the in the body. draw and label the parts 2. Ask and answer parts of the central
parts of the central nervous of the central nervous question. nervous system.
systems. system.
5. Nervous system Students should be able to: 1. The functions of 1. Lead discussion on 1. Take down notes 1. Textbooks. Students to:
II 1. discuss the importance the nervous. the importance in the as the teacher 2. Diagram 1. explains the importance
of the brain in the 2. The reflex action brain in coordination of explains the 3. CD-ROMs of the brain in the
coordination of the body. the body. pathways of message 4. Projectors. coordination of the body
2. draw the reflex arc 2. Discusses the path to and from the activities.
ways of message to and central nervous 2. draw and label the
from the central system. reflex arc.
nervous system 2. Practice drawing 3. discuss the pathways of
the reflex arc under message to and from the
teacher’s supervision central nervous system.
6. Sports injuries I Students should be able to: 1. Common sport 1. Guides students to 1. Participate in class 1. Posters. Students to:
1. identify and discuss injuries. identify and discuss discussion. 2. Charts. 1. identify the common
common sports injuries. 2. Bleeding. common sports injuries. 2. Listen attentively 3. Handbills. sport injuries and causes.
2. explain common sports 3. Sprain. 2. Explains causes/ to teacher’s 4. Video clips. 2. explain three common
injuries causes/prevention. prevention of injuries explanation. 5. Textbooks. sports injuries
3. first aid treatment. 3. Explains first aid 3. Copy notes. 6. Documentaries. causes/prevention and
treatment for the 4. Ask and answers first aid treatment.
injuries. questions.
7. Sport injuries II Students should be able to: 1. Common sports 1. Guides students to 1. Participate in class 1. Posters. Students to:
1. identify and discuss injuries. identify and discuss discussion. 2. Charts. 1. identify five sports
common sports injuries. 2. Strain common sports injuries. 2. Listen attentively 3. Handbills. injuries and discuss.
2. explain common sports 3. Fracture. 2. Explains causes/ to teacher’s 4. Video clips 2. explain three common
injuries causes/prevention. preventions of injuries. explanation. 5. Textbooks. sports injuries
3. first aid treatment. 3. Explains first aid 3. Copy notes 6. Documentaries. causes/prevention and
treatment for the 4. Asks and answer first aid treatments.
injuries. questions.
PHYSICAL EDUCATION
142
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
8. Sports injuries III Students should be able 1. Common sport 1. Guides students to 1. Participate in class 1. Posters. Student to:
to: injuries. identify and discuss discussions. 2. Charts. 1. identify five
1. identify and discuss 2. Bruise. common sports 2. Listen to the 3. Handbills sports injuries and
common sport injuries. 3. Cramps. injuries. teacher’s explanation. 4. Video clips discuss.
2. explains common 2. Explains common 3. Copy notes 5. Textbooks. 2. explains three
sports injuries sports I injuries 4. Ask and answer 6. Documentaries. common sports
causes/prevention causes/ prevention. questions. injuries
3. first aid treatment. 3. Explains first aid causes/preventions
treatment for the and first aid
injuries. treatments.
9. Volleyball I Students should be able 1. Dimensions of the 1. Guides the students 1. Draw the 1. Volleyball court. Students to:
to: court. to list the equipment volleyball court with 2. Volleyball net. 1. Lists three
1. draws the diagram of 2. Equipment in needed in a volleyball its dimension. 3. Whistle. equipment in the
the volleyball court. volleyball. 2. Display the diagram 2. Listens to the 4. Textbooks. game of volleyball.
2. list the equipment 3. Rules and of a volleyball court teacher explanations. 5.. Volleyball. 2. lists four rules
needed for volleyball regulation of with its dimensions. 6. Magazines and regulations of
game. volleyball games. 3. Explains the rules volleyball.
3. states the rules and and regulations of 3. draw a volleyball
regulation of volleyball. volleyball game. court with its
dimension.
10 VOLLEYBALL Students should be able 1. Basic skills in 1. Explains the basic 1. Listens to the 1. Volleyball court Students to:
. II to: volleyball. skills in volleyball teacher’s explanation. 2. Volleyball. 1. demonstrate four
1. demonstrate the basic 2. Practice skills game. 2. Demonstrate the 3. Volleyball net basic skills in
skills in volleyball 2. Supervises the various skills of 4. Whistle. volleyball.
2. practice the various students as they volleyball. 5. Textbooks. 2. practice the
skills in volleyball practice. 3. Practice the 6. Volleyball. various skills in
game. various skills of 7. Magazines. volleyball.
volleyball under the
guidance of the
teacher.
11 REVISION
12 EXAMINATION.
PHYSICAL EDUCATION
143
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
1. Historical Students should be able 1. Brief history of 1. Discusses the history 1. Listen and ask 1. Charts Students to:
Background of to: Physical Education in of Physical Education question 2. Posters 1. state important
Physical 1. discuss the history Nigeria in Nigeria. 2. Write down names 3. Pictures of dates relating to the
Education in and development of 2. Pioneers of Physical 2. Explains the of the pioneers of pioneers. history of physical
Nigeria I physical education and Education in Nigeria contributions of the Physical Education in education
sports in Nigeria. e.g JJerry Enyeazu, J. pioneers of Physical Nigeria. 2. explain the
2. enumerates the Ekperiji, Isaac Akioye Education. 3. Collect cuttings of contributions of two
contributions of the pictures of pioneers. pioneers of Physical
pioneers of physical Education.
education in Nigeria.
2. Historical Students should be able 1. Major landmarks in Traces the landmarks in Participate in class 1. Charts Students to:
Background of to: the development of the development of discussion and note 2. Posters 1. list three
Physical 1. identify the Physical Education Physical Education and the change in the 3. Pictures of important landmarks
Education in landmarks in the and sports in Nigeria, sports in Nigeria. development of Pioneers in the development
Nigeria II development of eg. Physical Education of physical
Physical Education and (a) Teaching of education
sports in Nigeria Physical Education at 2. compare presents
all levels day physical
(b) Competing education with the
favourably in past
international
competitions
3. Muscles I Students should be able 1. Major muscles of 1. Identifies and 1. Listen to the 1. Textbooks Students to:
to: the body explains the major teacher as he/she 2. Diagrams 1. identify five
1. identity the major 2. Muscles involved in muscles of the body explains the major 3. Models major muscles of the
muscles in the body movement 2. Guide students to muscles of the body. 4. CD-ROMS body
2. discuss the functions discuss the functions of 2. Participate in class 5. Projectors. 2. discuss the
of any given muscle in any given muscles in discussion on the functions of any
movement. movement. function of any given three muscles
muscle in movement. involved in
movement.
PHYSICAL EDUCATION
144
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
4. Muscles II Students should be able 1. Types of muscles 1. Guide students to 1. Take down notes 1. Poster Students to:
to: contraction discuss the important and participate in 2. Diagrams 1. select tow
1. discuss the important 2. Muscles cramp- roles the muscles class discussions on 3. Models muscles and discuss
roles the muscles causes, prevention and perform in the body. the important roles 4. CD- ROMS the important roles
perform in the body first aid 2. Supervises students the muscles perform 5. Projectors they perform in the
2. describe muscle as they identify the in the body body
cramp, causes, major muscles of the 2. Ask and answer 2. explain the
prevention and first aid. body questions treatment of muscle
cramp.
5. Nutrition Students should be able 1. Types of food 1. Guides students of 1. Listen to the 1. Charts Students to:
to: 2. Classes of food explain types of food teacher 2. Posters 1. mention the six
1. list the different types 3. Food nutrients and 2. Displays specimens 2. Obtain the 3. Textbooks classes of food.
of food their functions of various types of food displayed food items 4. Food samples 2. give two
2. classify food based 4. Adequate diet. 3. Guides students to 3. Group food into examples each of
on nutrients and their classify food into different classes the six classes of
functions groups under the guidance of food
3. Explain the term 4. Explains the term the teacher. 3. explain adequate
adequate diet. adequate diet diet.
6. Athletics (track Students should be able Running styles in the Explains and Listen to the 1. The spike shoe Student to:
and field) I to: middle and long demonstrate running teacher’s explanation 2. I.A.A.F rule book 1. list and
1. demonstrate the distance races styles of middle and demonstrate t two
running style in middle long distance races. running syles in
and long distance races. middle and long
distance races.
7. Athletics (track Students should be able 1. Basic skills in 1. Demonstrate various 1. Listen to the 1. Hurdles stand Students to:
and field to: Javelin and types of skills in throwing teacher’s 2. The discus 1. identify three
throwing) II 1. identify the grips. events explanations 3. Shot put equipment needed
equipment needed for 2. Basic skills in shot 2. Supervises students 2. Demonstrate the 4. Javelin for throwing events
throwing events in put and discus as they practice g various skills of shot 5. I.A.A.F rule book 2. list three
athletics 3. Safety precautions put, discus and equipment needed
2. list the equipment during throwing javelin for hurdles.
needed for hurdles events in athletics
events
PHYSICAL EDUCATION
145
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
8. Athletics (Track Students should be able 1. Basic skills in high 1. Demonstrates various 1. Listen to the 1. High jump stand Student to:
And Field) to: jump skills in jumping events teacher’s 2. Long jump pitch 1. state and
(Jumping) III 1. sate and demonstrate 2. Basic skills in long 2. Supervises students explanations 3. I.A.A.A.F. rule demonstrate two
the different styles of jump as they practice. 2. Demonstrate the book styles of high jump
high jump and long 3. Rules and various skills in high 2. state and
jump regulations of the jump, long jump. demonstrate skills of
various jump events 3. Practice the long jump.
various skills under
the supervision of the
teacher
9. Racket game Students should be able 1. Dimension of the 1. Displays the diagram 1. Listen to teacher’s 1. Badminton racket Students to:
badminton I to: court and equipment of Badminton court explanation 2. Shuttle cocks 1. draw a badminton
1. draw the dimension 2. Rules and with its dimensions. 2. Draw the 3. Badminton net court with its
of the court regulations of the 2. Guides the students badminton court with 4. Badminton court dimensions
2. list the equipment game. to list the equipment its dimensions. 2. list the equipment
needed in the game of needed in a badminton in badminton.
badminton game.
10 Racket game Student should be able 1. Basic skills of 1. Explain the basic 1. Listen to the 1. Badminton racket Students to:
. badminton II to: badminton skills of badminton teacher’s 2. Shuttle cork 1. demonstrate three
1. demonstrate the basic 2. Rules and 2. Explains the rules explanations 3. Badminton net basic skills in
skills in badminton regulations of the and regulations of 2. Demonstrate the 4. Badminton court badminton
2. state the rules and game badminton game various skills of 2. list three rules and
regulations and the 3. Supervises the badminton regulations of
counting system. students as they 3. Practice the badminton.
practice various skills of
badminton under the
guidance of the
teacher
11 REVISION
12 EXAMINATION
146
PHYSICAL EDUCATION
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
1. Correction and Students should be able 1. Definitions 1. Defines major 1. Note the 1. Pictures Students to:
adapted physical to: 2. Categories of concepts in adapted definitions 2. Posters 1. define corrective
education 1. define corrective and people with special Physical Education 2. Describe the 3. Special equipment and adapted
programme I adapted programme needs programme various special 4. CD-ROMS programmes
2. classify various 2. Explains the various needs they know 2. list four types of
categories of special categories of people people with special
persons with special needs. needs.
2. Correction and Students should be able 1. Corrective 1. Discusses and 1. Practice the 1. Pictures Students to:
adapted physical to: exercises demonstrate corrective corrective exercises. 2. Posters 1. explain one
education 1. list some remedial 2. Activities for the exercises 2. Participate in 3. special equipment activity suitable for
programme activities for the special special needs. 2. Explains activities class discussions on 4. CD-ROMS each special needs
needs. suitable for different activities suitable condition.
categories of special for different
needs. categories of special
need conditions.
3. Somatotype Students should be able 1. Description of the 1. Guides students to 1. Listen to the 1. Poster Student to:
to: various body types classify the three body teacher’s 2. Pictures 1. classify human
1. classify human beings 2. Selection of types explanation 3. Charts beings into the here
using sheldon scale activities in relation 2. Explains the effect of 2. Ask and answer 4. Films different body types.
2. discuss the effect of to the body different body types in question 5. Textbooks 2. discuss the effect
different body types on relation to performance 3. Practice the act of 6. Video clips of the three different
performance in physical in physical activities. classification under body types on
activities 3. Uses cocoa-nut to the teacher’s performance in
illustrate body types guidance physical activities.
4. Drug in sports I Students should be able 1. Meaning of drug 1. Explains the meaning 1. Listen to the 1. Specimens Students to:
to: 2. types of drug of drug teacher’s 2. Posters 1. define drug
1. explain the meaning of 2. Guides students to explanation 3. Textbooks 2. mention six
drug list the different types 2. Take down notes 4. handbill different types of
2. list the different types of drugs on the different 5. Charts drugs.
of drugs types of drugs. 6. Video clips
147
PHYSICAL EDUCATION
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
5 Drug in sports II Students should be able 1. Drug use and 1. Differentiate 1. Ask and answer questions 1. Specimens Students to:
to: misuse between drug use on the differences between 2. Poster 1. give one example
1. differentiate between 2. the effect of drug and misuse drug use and drug misuse. 3. textbooks each of drug use and
drug use and drug misuse on sports 2. Guides students 2. Participate in class 4. Handbills drug misuse
2. discuss the effect of performance to discuss the effect discussion on the effect of 5. Charts 2. discuss two effect
drugs on sports of drug on sports drugs on sport performance. 6. Video clips of drugs on sports
performance performance. performance.
6 Ball game Students should be able 1. Dimension of a 1. Displays the 1. Draw the Basketball court 1. Basketball Students to:
basketball I to: Basketball court diagram of a with its dimension 2. Stop watch 1. draw a basketball
1. draw a diagram of the 2. Equipment Basketball court 2. Listen to the teacher’s 3. Whistle court with its
basketball court needed in a with its dimensions explanations. 4. Score shell board dimension
2. list the equipment Basketball Match 2. Guides the 5. the foul markers 2. list five
needed in a basketball students to list the 6. Basketball rule equipment needed in
match equipment needed in book a Basketball match.
a Basketball game. 7. Hand bell
7 Ball games Students should be able 1. Basic skills in 1. Explains the basic 1. Demonstrate the various 1. Basketball Students to:
basketball II to: Basketball skills of Basketball skill of Basketball 2. Stop watch 1. demonstrate three
1. demonstrate the basic 2. Rules and 2. Explains the rules 2. Practice the various skills 3. Whistle basic skills in
skills in basketball regulation of and regulations of of Basketball under the 4. Score sheet/board basketball
2. list some rules and Basketball game Basketball game. guidance of the teacher 5. Foul marker 2. list four rules and
regulation of Basketball 6. Basketball rule regulations of
game book Basketball game.
7. Hand bell
8 Ball games Students should be able Practical Class The teacher Students practice various 1. Basketball Students to:
basketball III to: supervises the skill in a game situation 2. Stop watch play Basketball
1. practice the game of students while they under the supervision of the 3. Whistle using various skills
basketball without the play teacher. 4. Score sheet/board like lay-up shot etc.
supervisor of the teacher 5. Foul marker
2. play a game situation. 6. Basketball rule
book
7. Hand bell
9 &10 REVISION
11 & 12 EXAMINATION
148
AGRICULTURAL SCIENCE
SS II
FIRST TERM
THEME: AGRICULTURAL ECOLOGY
ACTIVITIES
WEEK

1 Plant nutrients Students should be able to: 1. Macro and micro 1. Assists the 1. Application of 1. Types of chemical Students to:
and nutrient 1. list plant nutrient nutrients their functions students to prepare chemical fertilizers fertilizers. 1. mention two major
cycle elements under the major and deficiency symptoms water/sand culture to to crops. 2. School farm. classes of plant
classes. in crops. demonstrate 2. Participate in 3. Material for nutrients.
2. recognise deficiency 2. Factors affecting deficiency of various preparing organic composting. 2. list five examples
symptoms of different availability of nutrients elements in different manure. 4. Compost site. from such classes.
elements in crops. such as PH, excess of other crops. 3. mention two
3. state the factors nutrients, leaching etc. 2. Prepare charts to deficiency symptoms
affecting nutrient in the 3. Methods of replenishing show macro and of Nitrogen, calcium,
soil. lost nutrients crop rotation micro nutrients. Phosphorus etc.
4. describe the different organic manuney etc 3. Charts for each 4. state factors
methods of replenishing 4. Nitrogen, carbon, water nutrient cycle. affecting nutrient
lost nutrients. and phosphorus cycles – 4. Displays different availability in soil.
5. illustrate the different diagrams, processes and chemical fertilizers. 5. what is organic
nutrient cycles using importance of each cycle. 5. Assists the agriculture
diagrams i.e. carbon, 5. Organic agriculture students to prepare 6. discuss the
nitrogen, water and - meaning and importance. compost manure and importance of
phosphorus cycles. farm yard manure. organic agriculture.
2 Irrigation Students should be able to: 1. Meaning of irrigation. 1. Displays picture of Carry out some 1. Field trip to Students to:
1. explain the meaning of 2. Types of irrigation. fields being irrigated. irrigation on irrigation site. 1. define the term
irrigation. 3. Description of each 2. Takes students to individual plots. 2. School farm. irrigation.
2. state different irrigation system. visit dams and 2. list/mention two
types/methods of irrigation 4. The advantages and irrigation projects. types of irrigation.
system. disadvantages of each 3. Assists students to 3. describe one of the
3. describe each type with irrigation system. carry out some irrigation system.
its advantages. irrigation on the 4. mention four
4. list importance and school farm using advantages of
problems of irrigation watering can and irrigation system.
system. sprinklers. 5. what are the
4. Displays chart to problems associated
show types of with irrigation
irrigation system. system.
149
SS II
FIRST TERM
ACTIVITIES
WEEK

3 Drainage Students should be able 1. Meaning of drainage. Demonstrates the Participate to School farm. Students to:
. to: 2. Importance of drainage. various drainage demonstrate the 1. define drainage.
1. explain the meaning 3. Types of drainage. systems on the water various drainage 2. list four
of drainage. 4. Description of the various logged areas of the systems. importance of
2. list importance of types of drainage. school farm. drainage.
drainage. 5. Advantages and 3. name the types of
3. list various types of disadvantages of each type. drainage with their
drainage. advantages and
4. describe the various disadvantages.
types of drainage.
4 Agricultural Students should be able 1. Meaning of agricultural 1. Displays some Observe pollutants 1. Sample of pollutants Students to:
pollution to: pollution. samples of pollutants. and suggest their 2. Polluted site. 1. define agricultural
1. state the meaning of 2. Causes/sources of 2. Conducts students effects o the land pollution.
agricultural pollution. pollution of agricultural through some or pond. 2. state six sources of
2. identify pollutants or lands and fish ponds. polluted lands/ponds land/pond pollution.
sources of agricultural - Excessive application of in the locality. 3. explain the effects
land/pond pollution. agricultural chemicals. of the pollution on
3. discuss the effects of - marine and oil spillage farming activities.
pollution on farmers or - livestock waste and dungy 4. explain four ways
farming activities. disposal etc. to minimize
4. explain how 3. Effects of land/pod land/pond pollution.
pollution of land/pond pollution on farmers and
can be minimized. agricultural productivity.
150
SS II
FIRST TERM
ACTIVITIES
WEEK

5 Farm Students should be able 1. Meaning of farm surveying. 1. Displays of Observed displayed 1. Simple survey Students to:
surveying and to: 2. Common survey equipment. common survey items. equipment e.g. 1. state the meaning of
planning 1. state the meaning of 3. Use of each equipments. equipment. 2. Discuss the uses of Gunter chain, farm survey.
farm survey. 4. Maintenance measures on farm 2. Guides discussion the equipment. ranging pole, the 2. give ten examples
2. recognise common survey equipment e.g. on displayed items. 3. Participate in the oblite etc. of simple farm survey
simple survey - washing and drying 3. discussion on the 2. Map of a farm equipment.
equipment. - oiling and greasing Discusses/displays maintenance land. 3. state five
3. to carry our simple - tightening screws and nuts etc in groups the measures for survey maintenance measures
maintenance practices 5. Importance of farm surveying. equipment, items equipment. for survey equipment.
on survey equipment. 6. Meaning of farmstead. according to the 4. Suggest what goes 4. State the meaning of
7. Importance of farmstead planning type of maintenance wrong as majority of farmstead.
- definition of the goal of farming needed. local farmers do not 5. mention five
business survey their lands and importance each of
- planning on how to achieve the do not have planning farm surveying and
goal etc. farmstead. farmstead planning.
6 Farm planning Students should be able 1. Meaning of farm planning. Uses of a farm land Carry out the layout Map of a farm Students to:
to: 2. Factors considered in farm to explain the of a school farm. land. 1. define farm
1. define farm planning. planning and the sign of a importance of planning.
2. state factors farmstead. farmstead planning. 2. mention five factors
considered in farm 3. Importance of farm planning. considered in farm
planning and the design planning.
of a farmstead.
3. list and explain the
importance of planning.
7 Principles of Students should be able 1. Principles of farm 1. Displays a model Group work to 1. A diagram of a Students to:
farmstead to: planning/layout considering the farmstead. develop different model farmstead. 1. sketch a farm
planning and 1. draw out a farm following 2. Illustrates both designs and 2. A farm layout layout.
location of layout. a. farmstead sting the orientation and farmstead models. field. 2. discuss five
buildings/struc 2. determine where to i. soil condition arrangements of principles for site
tures locate a farmstead and ii. water supply etc building or structure selection and location
building. b. location of farm building e.g. in the model. of structure.
pens, shed, offices, workshops etc.
151
SS II
FIRST TERM
THEME: FORESTRY
ACTIVITIES
WEEK

8 Forest Students should be able to: 1. Meaning of forest and 1. Leads discussion. List to the 1. Local forest Students to:
management 1. define the meaning of forestry. 2. Guides discussion teacher’s reserves. 1. state five
forest and forestry. 2. Importance of forest. on forest management, discussion. 2. Guest lecturer. importance of
2. state the importance of 3. Forest regulation. regulation and forestry.
forest and forestry. 4. Forest management deforestation. 2. enumerate
3. state forest regulations practices: forest regulations
in Nigeria. i. selective exploitation in Nigeria.
ii. regeneration 3. what are the
iii. afforestation problems of
iv. water shed deforestation?
5. Implications of
deforestation.
9 Agro forest Students should be able to: Agro forestry Uses examples of tree Make a list of Local farms with Students to:
practices in 1. explain the meaning of Meaning and practices crops in the local crops and trees crops and trees 1. explain the
Nigeria agro forestry. i. Taungya system community farms, growing together growing together. meaning of agro
2. discuss different agro ii. Different agro forestry advantages of one over in their backyard, forestry.
forestry combinations. combination in production another. farms to infer. 2. list ten different
3. enumerate different tree of crops, livestock pasture tree species for
species for inclusion I agro etc inclusion in agro
forestry practice. iii. Tree species suitable for forestry practice.
agro forestry practices.
THEME: ORNAMENTAL PLANTS
10 Meaning and Students should be able to: 1. Meaning of ornamental Displays collection of Observe A collection of Students to:
importance of 1. explain the meaning of plants. ornamental plants ornamental plants ornamental plants. 1. explain the
ornamental plants ornamental plants. 2. Importance of ornamental found in their locality. and try to identify meaning of
2. identify local ornamental plants. them. ornamental plants.
plants. - screaming and delineation 2. discuss the
3. discuss the importance - architectural beauty of importance of
of ornamental plants. buildings etc ornamental plants.
11 REVISION
12 EXAMINATION
152
SS II
SECOND TERM
ACTIVITIES
WEEK

1 Common Students should be able to: 1. Various types of 1. Displays 1. Observe and A collection of Students to:
types of 1. mention ornamental plants ornamental plants representative touch ornamental ornamental plants 1. state five
ornamental used for different purposes. according to their uses collection of plants belonging from each of the ornamental plants
plants. 2. identify ornamental plants e.g. bedding plants ornamental plants from to each group. category. used for different
belonging to each category. mostly flowering plants each group. 2. Participate in purposes.
- hedging plants 2. Guides discussion on the discussion. 2. identify and
- lawn grasses etc each group of plants. describe one
2. Give examples of each ornamental plant
type common and from at least six
botanical names. groups.
2 Settings and Students should be able to: Locations /settings and 1. Provides Observe and A collection of Students to:
locations for 1. identify different locations types of ornamental representative of touch the plants ornamental plants 1. identify and
planting each or settings requiring plants needed ornamental plants for and suggest where suitable for each describe
type ornamental plants. - avenues each settings or or location each is settings and location/setting
2. determine ornamental plants - in front of buildings locations. suitable. location. requiring
for each location. etc. 2. Guides discussion on ornamental plants.
3. state common and botanical their uses. 2. discuss suitability
names of ornamental plants. of any five plants
for one or two
locations.
3. Methods of Students should be able to: 1. Methods of 1. Displays 1. Close 1. A collection of Students to:
cultivating 1. mention methods of propagation and planting representative observation of representatives of 1. explain
ornamental propagating ornamental plants. of ornamental plants. collection of ornamental plants ornamental propagation relation
plants. 2. discuss the importance of i. by seed raise in ornamental plants from propagated propagated by to ornamental
each method. nursery and transplanted. each group. through different different methods. plants.
3. give example of ornamental ii. vegetative cutting, 2. Guides discussion on methods. 2. Ornamental field 2. describe methods
plant propagated through each suckers etc each group of plants 2. Carry out group site. of propagating
method. 2. Examples of propagation methods. activity on ornamental plants.
ornamental plants 3. Leads field propagation. 3. propagate five
propagated through each demonstration of the different kinds of
method. propagation methods. ornamental plants.
4. Arranges for students
group activity.
153
SS II
SECOND TERM
ACTIVITIES
WEEK

4 Management Students should be able Maintenance 1. Guides discussion on 1. Observe the 1. Ornamental field 1. what are the
of ornamental to: operation/activities of maintenance activities. maintenance site. major maintenance
plants. 1. list maintenance ornamental plants 2. Displays materials materials and tools. 2. Maintenance operations of
operation of ornamental - watering and tools for 2. Suggest reasons materials and tools. ornamental plants.
plants. - mulching maintenance operations for carrying out 2. give the reasons
2. discuss reasons for - pruning etc. e.g. watering can, each operation. for carrying out any
carrying out each mulch, pruning tool etc. four maintenance
operation. operation.
3. carry out the operations 3. carry out
in any established maintenance
ornamental site. activities in the
field.
THEME: CROP PROTECTION
5 Diseases of Students should be able 1. Meaning of disease. 1. Takes the students 1. Participate fully 1. School farm. Students to:
crops. to: 2. General effects of diseases out for field observation and record 2. Spraying 1. state the meaning
1. state the meaning of on crop production. and identification of observation in equipment. of disease.
diseases. 3. Diseases of major crops different types of crop record book. 3. Diseased plants. 2. mention the
2. list the effect of i. cereals – smut, rice blast etc diseases and mouldy 2. Participate and 4. Common general effects of
diseases on crop ii. legume – cercosporu grains/seeds in storage. operate the sprayer chemicals. diseases on crop
production. leaf spot, rosette etc 2. Demonstrates the use with the assistance production.
3. Name the important iii. Beverages – cocoa black of chemical to control of the teacher. 3. state various crop
diseases of major crops. pod, coffee leaf rust etc. crop diseases in school 3. Draw a sprayer diseases with their
4. State the cause’s iv. Tuber- cassava mosaic, farm and how to in farm record causal organisms.
organism disease. bacterial leaf, blight etc operate sprayer during booklet and label 4. list and discuss
5. State the preventive and v. Fruits- citrus, chemical application. the parts. the preventive and
control measures. gummosis, dieback etc. 3. Displays preserved 4. List the names of control measures.
vi. Fiber- black arm, bacterium diseased plant organs as common chemicals
blight of cotton teaching aids. in the locality and
vii. Vegetables- root knot of the types of disease
tomato or okro etc they control.
viii. Stored produce- mould.
154
SS II
SECOND TERM
WEEK

TEACHER STUDENTS
RESOURCES
6 Pests of Students should be able 1. Meaning of pest. 1. Displays 1. Draw some 1. Real specimens. Students to:
crops to: 2. Classification of pests. pictures of various of the insect 2. Picture and 1. what are pests?
1. state the meaning of i. insect pests pests in the pests and non diagrams of insects. 2. classify pests
pest. ii. non-insect pests locality. insect pests in 3. Field work. based on their
2. classify pests into 3. Classification of insect pests based on mouth parts 2. Supervises farm record 4. School farm. mouth parts.
insects and non insects. with examples. collection and book. 3. discuss five
3. classify insect pests i. biting and chewing preservation of 2. Collection economic
based on their mode of ii. piercing and sucking various pests. of various importance of
mouth parts. iii. boring 3. Divides the pests in the insect pests.
4. discuss the important 4. Name and description of important insect pests of students into locality. 4. list the side
insect pest of major crops. groups to prepare 3. Group work effects of some
crops. i. cereals- slam borer etc. inset chart or box to prepare preventive an
5. recognise and name ii. legume- pod borer aphids etc. that can be kept in inset chart or control measures.
the important storage iii. beverages- cocoa myrids apsids etc the agricultural box
insect pests of farm iv. tuber- yam beetle, cassava mealy bug, variegated laboratory.
produce. grasshopper etc. 4. Takes the
6. describe the nature of v. fiber- cotton strainers, boll worms etc. students out to
damage to crops. vi. fruits and vegetables- grasshopper, leaf roller, leaf identify and
7. describe the biology beetle, scale insects. describe insect
of some of the selected vii. Stored produce pests- grain weevils, bean beetle. damage to crops
crops. 5. Biological outline of selected insect pest and other in the field and
8. state and discuss the important non-insect pest e.g. Birds, rodents etc. during storage.
general control and 6. Nature of damage to crops and economic
preventive measures. importance of each selected pest.
9. state and discuss the 7.
possible side effects of 8. preventive and control measures
the various preventive Cultural methods
and control methods on Quarantine methods
man and the 9. Side effects of various preventive and control
environment. methods
10. state Chemical- pollution, poisoning
general/economic Biology- misbalancing of ecosystem
importance of pests Cultural method- harmful effect of burning
10. Effects/economic importance of pests.
155
SS II
SECOND TERM
ACTIVITIES
WEEK

7 Weeds and weeds Students should be 1. Meaning of weeds. 1. Guides the 1. Prepare weed 1. Different types of Students to:
control able to: 2. Types of weeds. students on how to album on group weeds. 1. define weed.
1. define weeds. Common and botanical prepare weed album. basis. 2. School farm. 2. list different types
2. list various types of names 2. Displays different 2. Carry out 3. Different types of of weeds with their
weeds with their 3. Effects of weeds on crops types of herbicides weeding on their herbicides. botanical names.
botanical names. and the economy. and equipment for individual plots in 3. state the effects of
3. state the effects of 4. Characteristic features of application. the school farm. weeds on
weeds on crops and weed. 3. Demonstrates 3. Observe the effect a. crops
the economy. 5. Methods of controlling application of of herbicide applied b. economy
4. list the various weeds herbicides on the on the farm. 4. list various
features of weeds. Cultural, biological, farm. methods of
5. describe the various chemical, physical and controlling weeds.
methods of controlling mechanical methods.
weeds.
8 Types and Students should be 1. Types of farm animals e.g. 1. Guides class 1. Participate in 1. Picture of farm Students to:
classification of farm able to: cow, goat, fowl, sheep, discussion. class discussion. animals. 1. state what farm
animals 1. list the different rabbit, fish etc 2. Guides students 2. Visit where these 2. Charts showing animals are.
types of farm animal. 2. Classification of farm to identify these animals are reared classification of 2. list five types of
2. classify farm animals according to farm animals. for identification. farm animals. farm animals.
animals according to Habitant- terrestrial and 3. Livestock pen. 3. classify farm
- habitant aquatic animals according to
- uses Uses- food, protection, pats habitant and uses.
etc.
156
SS II
SECOND TERM
ACTIVITIES
WEEK

THEME 6: ANIMAL SCIENCE
9 Anatomy and Students should be able to: 1. Parts of farm animals e.g. 1. Guides class 1. Participate Chart and picture Students to:
physiology of 1. draw and label parts of fowl, goat or cow, fish etc. discussion. actively in class of reproductive 1. draw and label
farm animal farm animals. 2. Organs of farm animals like 2. Displays discussion. systems in parts of farm
2. diseased animal. heart, liver, lungs etc. diagrams of 2. Follow the mammals and animals.
3. identify important organs 3. Digestive system reproductive system illustrations in the poultry. 2. list five important
like heart, liver, lungs etc. -Circulatory system of mammals and of diagram. internal organs of
4. sketch these parts and -Respiratory system. birds. farm animals and
mention their functions. state their functions.
10 Animal Students should be able to: 1. Meaning of reproduction. 1. Guides class 1. Participate Charts and pictures Students to:
reproduction 1. explain the roles of sex 2. Roles of hormones in discussion. actively in class of reproductive 1. explain the role
hormones in reproduction. reproduction of animals. 2. Displays discussion. systems in sex hormones in
2. draw and label the parts of 3. Reproductive system of diagrams of 2. Follow the mammals and reproduction of
the male and female animals/ mammals and poultry. reproductive system illustrations in the poultry. animals.
reproductive system. 4. Processes of rep[production in of mammals and diagram. 2. draw and label the
3. explain the processes of animals mammals and poultry poultry. male reproductive
reproduction in mammals and 5. Egg formation in poultry. system of a
poultry. mammal.
4. describe processes of egg 3. briefly explain the
formation. processes of
reproduction.
4. describe the
processes of egg
formation in poultry.
11 REVISION
12 EXAMINATION
157
SS II
THIRD TERM
ACTIVITIES
WEEK

1 Environmental Students should be able to: 1. Meaning of Guides class Participate actively in Diagrams and Students to:
physiology 1. explain the meaning of environmental discussion. class discussion. pictures of healthy 1. explain the meaning
environmental physiology. physiology. animals and sick of environmental
2. state the effects of 2. Effects of changes animals. physiology.
changes in in climate such as 2. what are the effects
i. climate on growth, i. temperature of changes in climate
reproduction, milk ii. relative humidity on
production, egg production iii. light on a. growth
etc - growth b. reproduction
ii. temperature- control of - reproduction c. milk production
heat/temperature - milk production d. egg production in
iii. Relative humidity - egg production. farm animals.
control of humidity
iv. Light- control of light.
2 Livestock Students should be able to: 1. Meaning of 1. Guides class 1. Participate actively 1. Life animals like Students to:
management. 1. state the meaning of livestock management. discussion. in class discussion. rabbit, goat, poultry 1. state the meaning of
livestock management. 2. Requirement for 2. Guides students 2. Practical work of etc livestock management.
2. state the requirement for livestock management in practical during rearing animals in the 2. Material needed 2. what are the
good livestock - disease control keeping of animals school. for rearing like requirements for
management. - housing in the school. housing, feeders, livestock management?
3. explain the importance - feeding 3. Provides drinkers, feeds etc 3. explain the
of these management - hygiene etc necessary inputs importance of each of
practices in livestock. 3. Importance of these for the practical these requirements.
4. keep farm animals and management practices. project. 4. raise a selected
take care of them at least 4. Livestock animal from stock
one ruminant and one non production project. selection to finishing.
ruminant. 5. present record of
management practices.
158
SS II
THIRD TERM
ACTIVITIES
WEEK

3. Animal Nutrition. Students should be able 1. Meaning of animal 1. Guides class 1. Participate 1. Charts and Students to:
to: nutrition. discussion. actively in class diagrams of classes 1. state the different classes
1. classify feeds. 2. Characteristic of 2. Displays feed discussion. of feeds. of feed.
2. mention sources and feeds items from 2. Bring feeds to the 2. Different feed 2. mention two examples
functions of food i. basal/energy feeds different categories class. types. of feed for each class.
nutrients. or carbohydrate of nutrients. 3. Classify feeds 3. Sample of feed 3. what is ration?
3. state the different ii. protein concentrates brought into class. specimen 4. list three types of rations
types of ration/diet and iii. mineral/vitamin representing and briefly explain any
their uses. supplements. different types and two.
4. state causes and nutrient. 5. what is malnutrition?
symptoms of 6. state four symptoms of
malnutrition in farm malnutrition in animals.
animals. 7. explain how
malnutrition can be
corrected.
4 Range land Students should be able 1. Meaning and 1. Guides class 1. Participate actively 1. Charts and Students to:
management to: importance of discussion. in class discussion. pictures of 1. define rangeland.
1. state the meaning of rangeland/pasture to 2. Guides the 2. Students to visit rangeland. 2. List five importance of
range management. livestock. students during nearby rangeland. 2. Rangeland site in rangeland.
2. list the importance of 2. Characteristics of visit to rangeland. the locality. 3. state the characteristics
rangeland. rangeland- contains 3. Displays charts 3. Different types of of rangeland.
3. state the characteristic high quality grasses and pictures of crops found in 4. mention some common
of rangeland. and legumes etc rangeland. rangeland. crops found in rangeland.
4. mention some 3. Common grass of 5. mention some factors
common grasses of livestock in rangeland. affecting production of
livestock rangeland. 4. Factors affecting the herbage in rangeland.
5. state factors affecting level of production of 6. briefly explain methods
the level of production in herbage. of rangeland and pasture
herbage. 5. Methods of improvement.
6 explain methods of rangeland and pasture
rangeland and pasture improvement.
improvement.
159
SS II
THIRD TERM
ACTIVITIES
WEEK

THEME 7: AGRICULTURAL ECONOMICS AND EXTENSION
5 Basic economic Students should be able - scarcity Discusses and Draw examples from Students to:
principle to: - choice demonstrates. real life situations. 1. list basic economics
1. list the basic - sale of preference principles.
economics principles. -low of diminishing 2. explain the law of
2. discuss the basic returns. diminishing returns.
economic principles.
6 Factors of 1. Define factors of Factors of production 1. Uses charts to 1. Participate in 1. Farm land Students to:
production production. i. land illustrate the discussion. 2. Farm buildings 1. mention factors of
2. Mention examples of ii. capital factors of and equipment etc. production.
factors of production. iii. labour production and 2. explain the law of
- Characteristics and classification. diminishing returns.
classification
iv. management or
entrepreneur
7 Principles of Students should be able 1. Definition of 1. Discusses. Active participation Charts and diagram Students to:
demand to: demand. 2. Displays in discussion. etc. 1. define demand.
1. state the meaning of 2. Law of demand. diagram of demand 2. Interpret 2. state the factors
demand. 3. Factors affecting curve. movement along affecting demand.
2. state the meaning of demand. demand curve from 3. differentiate between
demand. 4. Movement along the diagram. shifts in demand curve and
3. list the factors that the demand curve. movement along the
affect the demand for 5. Shift in the demand demand curve.
agricultural goods and curve.
services.
4. differentiate between
the factors that shift the
demand curve and
movement along the
demand curve.
160
SS II
THIRD TERM
ACTIVITIES
WEEK

8 Principles of Students should be able to: 1. Definition of supply. 1. Discusses. 1. Participate in Charts etc. Students to:
supply 1. state the meaning of 2. Law of supply. 2. Uses supply the discussion. 1. define supply.
supply. 3. Movement along curve chart to 2. Interpret the 2. State the factors
2. state the law of supply. supply curve. explain. supply curve. affecting supply.
3. list the factors that affect 4. Shift in supply curve.
supply- movement along the
supply curve and the shift
variables.
9 Implications of Students should be able to: 1. Price support Discusses y Active Students to:
demand and supply 1. discuss the meaning of 2. Price control drawing examples participation in 1. explain what is
for agricultural price support. 3. Subsidy programme from real life discussion. meant by
production. 2. explain the meaning of and their effects on situations e.g. 2. Raise questions i. price support
price stabilisartion and agricultural production. buffer stock, grain on issues of effect ii. price control
control. release by of subsidy iii. subsidy programme
3. indicate what a subsidy government. withdrawals on 2. discuss the effects
programme is all about. agricultural of subsidy withdrawal
production. by government.
10 Functions and Students should be able to: 1. Meaning of farm 1. Discusses. 1. Act the role of 1. Concept map. Students to:
problems faced by 1. explain the meaning of manager. 2. Uses concept farm manger in a 2. Role plays by 1. explain the meaning
farm mangers farm manager. 2. Functions of farm map to outline the short play. students. of a farm manager.
2. functions of a farm manager functions of farm 2. Participate in 2. state five functions
manager. - planning manager and discussion. of a farm manger.
- planning - coordinating etc. relationship in the 3. list five problems
- coordinating etc. 3. Problems of farm detailed activities. faced by farm
3. state the problems that managers. mangers.
farm mangers free in the - inadequate farm 4. discuss the
production process. - inadequate information problems as it affect
about sources of inputs farm managers
- government policy etc. productivity.
11 REVISION
12 EXAMINATION
161
CHRISTIAN RELIGIOUS STUDIES
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 God the creator Pupils should be able God the creator of 1. Distinguish between 1. Read the bible 1. Samples of objects Students to:
to: man and all things. things created by God passages. made by man and 1. explain the meaning of
1. explain the Genesis 1&2; Psalms and those made by man. 2. Distinguish between those created by God. sovereignty.
meaning of 19:1-6. 2. Discussion on the things created by God 2. A picture of a 2. give examples, from
sovereignty - Sovereignty of God meaning of sovereignty and those made by man. potter at work. relevant passages, that show
2. discuss the over His creation. of God. Recognize that even man 3. Film clips of some God’s sovereignty in
sovereignty of God Isaiah 45:1-12. 3. Leads learners the made tings are sourced spare exploration creation.
over his creation - Sovereignty of God limitations of man in from God’s creation - film clips of life on 3. list 5 words, each to
3. explain what it over individual lives. creating life. 4. Discuss the meaning the ocean floor describe the different
means so submit to Daniel 4:4-37 4. Leads learners to the of sovereignty - songs, e.g “Have aspects of God’s
God’s sovereignty implication of God’s 5. discuss the implication thine own way lord… sovereignty.
over their own lives sovereignty over their of God’s sovereignty “Oh Lord my God. 4. explain what it means for
own lives. over their lives each to submit to God’s
sovereignty over his or her
life.
2 God the Students should be 1. God’s control of 1. Raises questions that 1. Suggest ways in 1. World map Student to:
controller of the able to: the universe, Gen. stimulate students to which God sustains the 2. map showing 1. explain how God is the
universe 1. recognize God as 1:25-31, Amos 9:1-6 discuss. universe Nigeria’s natural sustainer of creation.
the sustainer of all 2. God controls the 2. Guides students in 2. Imagine what happens resources 2. show in what ways
creation affairs of nations. their discussions if God withdraw from human beings are dependent
2. recognize their Jeremiah 18:1-6 3. Discusses on God the the world on God.
dependence on God, 3. God controls the sustainer of lives. 3. Read and summarize 3. illustrate the sovereignty
and affairs of individuals, the biblical passages of God in the affairs of man.
3. recognize the Psalms 127:1-7. 4. Discuss how human
sovereignty of God in Jeremiah 29:11, beings are dependent on
the affairs of man and Roman 8:28 God
nations. 5. Discuss whether or
not man has been a
faithful steward
The apostles Students should be The Apostles Creed Makes the Apostle’s Of God’s creation The Apostle creed Student to:
creed able to: (see the leaf above). creed available to memorize the Apostle recite the Apostles creed
briefly present the students to study and creed.
key beliefs of the memorize.
Christian faith
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3 Joseph as a leader Students should be able 1. Joseph’s early life 1. Gives reading 1. Discuss some of their 1. Newspaper Students to:
to: and arrival in Egypt, assignment to dreams clippings and other 1. briefly narrate the
1. narrate the story of Gen. 37:1-28 students 2. Read and summarize media reports on story of Joseph
Joseph 2. Joseph the 2. Guides students relevant biblical passages leaders 2. write how Joseph
2. identify Joseph’s governor of Egypt. to write summarized 3. List personal and 2. Artists impression used his talents for
major talents and how 3. Joseph reconciles notes leadership attributes of of Joseph’s god’s work
he used them for God’s with his brothers, 3. Guides student Joseph reconciliation with 3. explain the secrets of
work Gen. 45:1-15 discussions 4. Explain what enabled his brothers Joseph success as a
3. explain what enabled Joseph to be a good leader 3. the film “Joseph” governor
Joseph to be successful 5. compare Joseph’s 4. compare Joseph’s
as a good leader c\leadership style with leadership style with
4. compare Joseph’s that of a present-day club, that of a modern day
leadership style with school or state leader governor
what is common today
4 Moses as a leader Students should be able 1. The early life and 1. Gives reading 1. Read all relevant The film “Moses” Students to:
to: call of Moses assignments prior to biblical passages 1. describe two major
1. describe the major Exodus 1-3 each class 2. Recount the early life events in the early life
events of Moses early 2. God equips and 2. Guides students of Moses of Moses
life sends Moses to lead class discussion 3. Discuss why Moses 2. identify 4 personal
2. identify his personal the Israelites out of 3. Supplies was chosen as a leader and leadership qualities
and leadership qualities Egypt, Exodus 4:1- information on 4. Describe how Moses of Moses
3. explain why Moses 17,5:1-5, 22-33, modern leaders to managed the complaining 3. give two major
was a successful leader 6:28&8 compare Moses with Israelites reasons why Moses was
4. compare his style of 3. Moses leads his 5. List Moses leadership successful as a leader of
leadership with what is people out of Egypt. qualities and show how he Israel
common today Exodus 14:1-31; used them 4. compare Moses
5. recognize the Num. 13:1-33, 14:1- 6. compare Moses leadership style with
problems of leading a 19 leadership style with that that of a modern day
complaining and of a leader with when leader
difficult group they are familiar
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5 Joshua as a Students should be able 1. Joshua is chosen 1. Encourages 1. Discuss advantages and 1. Film on the fall of Students to:
leader to: and equipped to lead students to pay disadvantages that those Jericho 1. discuss why and
1. discuss why and how Israel, Num. 13:16-14, attention to current who succeed great leaders 2. the song “Joshua fit how Joshua
Joshua succeeded Moses 10, 27:15-23, Joshua news about leaders have the battle of Jericho succeeded Moses
2. identify his leadership 1:1-9 2. Guide students in 2. Relate how Joshua’s 3. read the biblical 2. write summaries of
qualities 2. Joshua and the fall their discussions good qualities was passages the biblical passages
3. narrate how Joshua led of Jericho, Joshua 6. 3. discuss on how outstanding 4. Research for and list 3. write a short essay
the Israelites to capture 3. Joshua admonishes Joshua succeeded as Joshua’s leadership on whether Joshua
Jericho his people, Joshua a leader qualities was a good successor
4. identify the problems 1:10-15, 24; 1-28 5. Discuss and evaluate of Moses
Joshua encountered as a Joshua’s performance as 4. compare the film
leader and a leader on the fall of Jericho
5. explain why Joshua with the biblical fact.
succeeded
6 Deborah as a Students should be able 1. Deborah leads the 1. Raises issues that 1. Discuss prejudices A prepared chart to Students to:
leader to: people to victory, stimulate students against women leadership summarize key lessons 1. state why Deborah
1. discuss why Deborah Judges 4:1-24 discussions in Nigeria and elsewhere on the four leaders and emerged as a leader
was chosen as a leader 2. Deborah’s 2. Helps students to 2. Relate the biblical guide discussion on 2. list 2 of her
2. identify her leadership leadership qualities relate lesson to passage them. leadership qualities
qualities and discuss how contemporary issues 3. Identify Deborah’s and how she used
she used them 3. Guides the leadership qualities them effectively
3. examine how students discussions 4. Discuss the role in the 3. explain the
successful leadership may victory over the enemy prevailing condition
be determined by 5. Compare her courage that produced and
prevailing conditions and activities with those of enhanced Deborah’s
known female leaders for successful leadership
today.
6. Compare the leadership
styles of Joseph, Moses,
Joshua and Deborah,
taking into consideration
the prevailing
circumstances under which
they served
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7 Guidance Students should be able 1. God guided the people, the 1. Guides the students, 1. Read and summarize the 1. Signboards Students to:
to: Israelites, Exodus 13:17-22, discussions biblical passages depicting directions 1. enumerate
1. identify different ways Joshua 8:1-22. 2. Helps them to relate 2. Discuss the various factors and destinations different ways by
in which God guides the 2. God guides His people today this lessons to vital that helps in decision making 2. The highway which God guided
Israelites through the teaching of Christ decision they are yet 3. Discuss various ways by code Israel
2. recognize the in the bible. Hebrews 1:1, to make about their which God guided His people 2. state the
importance of obedience Matthew 11:27-30 future in the past importance of
and prayer in the 4. Identify ways by which obedience and
acceptance of God’s God guides us (His people) prayer to find
guidance today God’s guidance
3. discuss the importance 5. Discuss the place of prayer 3. explain the
of the bible as a source and obedience in the given importance of the
of God’s guidance; and texts, pointing out the bible as a source of
4. list ways by which significance of these in the God’s guidance
God guides His people lives of individual 4. list ways by
today 6. Discuss the bible as a which God guides
means of guidance His people
(Christians) today.
8 Provisions Students should be able 1. God provided for His people: 1. Encourages students 1. Read and summarize the 1. A basket of Students to:
to: Food, Exo. 16:1-21, Water, Exo to affirm this truth by biblical passages assorted fruits 1. list different
1. list different ways in 17:1-7, Light for night journey, sharing their personal 2. Discuss the basic needs of 2. A gift basket ways in which God
which God provided for Exo. 12:20-22 experiences man and how God provides (like those provides for Israel.
people of Israel 1. Shade for sunny days 2. Guides the students for them presented at 2. explain why
2. explain why journey Exo. 13:20-22 discussions. 3. Outline the conditions laid Christmas) provision where
provisions were given 2. God provided sustenance for down by God for giving given and why they
and why we stopped Elijah and Zaraphath widow in provisions. were stopped.
3. state God’s promise of draught, 1 Kings 17:1-16 4. Write an essay titled, 3. state God’s
and conditions for 3. God requires our obedience “God’s wonderful provisions conditions for His
provisions to effect His provisions I’ll never forget”. provision
4. recognize the fact that Abraham, Gen. 22:1-13, Elijah, 4. give examples of
God still provide for 1 King 17:10-16, Israelites, Ex. how God still
people today 16:19, Zaraphath widow, 1 provides for people
Kings 127:10-165 today.
4. Why provisions were,
stopped, Joshua 5:11-12, 1
Kings 4:1-6.
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9 Protection Students should be able to: 1. God protection 1. Encourages 1. Discuss the 1. Newspaper or Students to:
1. recognize God’s over the Israelites, students to affirm this significance of identify film clips showing 1. recount instance of
protective power over the Exod. 14:10-31. truth by sharing their cards in the society. accidents from God’s miraculous
Israelites and 2. God’s protection personal experience. 2. Read the biblical which people have protection of Israel.
2. CONFIRM that God’s over an individuals 2. Guides the class passages. been saved 2. state instances of
power of protection exists at Daniel 6:16-23. discussions. 3. Discuss the reality of 2. Picture of security recent happening that
all times 3. Gods protection God’s protection today men or guard. demonstrate the
3. discuss the story of available for all 4. Identify incidents that acurrency of Gods’
Daniel whose rivals people at all times, illustrate God’s protective protective power.
persuaded king Darius to Psalm 91. power in the passages. 3. write an essay titled,
throw into the lions den. “The day God
protected me from
danger”.
10 Examples of Eli Students should be able to: 1. The irresponsible Encourages the 1. Read the bible passages 1. Picture of a happy Students to:
and Samuel 1. explain the extent to behaviour of the students, being 2. Narrate the story of family circle 1. submit a written
which Eli and Samuel were sons of Eli and children to freely Samuel’s neglect of his 2. Film clip or TV assignment on the
responsible for the short Samuel, 1 Sam. express their feeling family in the course of programme on behaviour of the
comings of their children 2:12-25, 8:1-9 on this theme. busily serving God, 1 parental children of Eli and
2. explain God’s reaction to 2. God’s Sam. 7:15-17. responsibilities Samuel.
the conduct of Eli and his pronouncement of 3. Discuss the 2. discuss the
children judgment on Eli and misbehaviour of the responsibilities of
3. recognize that parents his sons, 1 Sam. children of Eli and parents and children to
may be held accountable for 2:27-36, 3:1-18. Samuel and God’s each other.
the misbehaviour of their 3. The fulfillment of reaction 3. explain how God
children; God’s judgment on 4. Debate whether views failure of
4. identify children’s Eli and his family, 1 services to God justified a parental
responsibilities towards Sam. 4:10-22 man or woman to neglect responsibilities.
their parents his duties (e.g 4. explain why both
companionship/qualitative Eli and Samuel are to
physical presence to blame for the
his/her family misbehaviour of their
children.
11 REVISION
12 EXAMINATION
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1 Example of Asa Students should be 1. King Asa plased God, 1 Guides the students 1. Read the biblical passages and 1. Picture of a son Students to:
(A) able to: Kings 5:-15 discussions: summarize them following the 1. write an essay
1. describe how king 2. King Jehoshaphat 1. The Bible 2. Describe the various ways footstep of his father on how parents
Asa and his son follows his father’s way of 2. Guides the which Jehoshaphat lived a godly 2. Picture of a life influences the
Jehoshaphat pleased life, 1 Kings 22:41-44. students discussions life. daughter, learning a life style of their
God and. 3. Joseph was rewarded for 3. Helps the students 3. Describe the role of parents in craft from her children
2. explain why obeying God’s law; Exod. to relate these the upbringing of their children mother 2. cite some
children should live 20:124, Gen. 39:7-12. examples with their 4. Discuss Joseph’s rejection of 3. Picture of an examples of those
godly lives. Students 4. David was rewarded for youthful experience adultery obedient girl who obeyed God
should be able to: respecting a civil rule, 5. Describe what they would do receiving reward on and got reward for
3. indicate the rewards Exod. 20:13, 1 Sam. 26:1- if they found themselves in school’s price it.
of obedience to divine 12. David’s shoes. giving day. 3. point out one
laws. 5. The three Hebrew youth 6. Discuss what inner qualities example of
4. point out some escaped death for obeying enable the three Hebrew youth to reward for
rewards of obedience God to avoid idolatry, Ex. obey God rather than the king obedience to civil
to civil laws. 20: 13, Daniel 3:1-30 7. Discuss what seeming laws.
6. Esther obeyed Mordecai, “advantage” is given up in each
Esther 4:1-16 case of obedience.
2 Consequences of Students should be 1. Saul’s disobedience, 1 Guides the students 1. Read the biblical passages Newspaper and film Students to:
disobedience able to: Sam. 15:1-19 to draw their 2. List acts of disobedience that clippings that 1. write an essay
1. discuss the result of 2. Consequences of Saul: examples from is common among SS students illustrate on the
Saul’s disobedience - Rejections as king. 1 experiences of their 3. discuss situations at school consequences of consequences of
2. recognize that sinful Sam. 15:20-26 peer group and home where disobedience disobedience disobedience
disobedience always - Spirit of God left him, 1 leads to unpleasant 2. give examples
brings sorrow. Sam. 16:14-23 consequences of delayed
3. discuss how the - He and son died same 4. Distinguish between delayed consequences of
consequences of day, 1 Sam. 31:1-13 and immediate consequences of disobediences
disobedience may or 3. others who suffered for disobedience in life today
may not be immediate their disobedience:
4. recognize the disobedience prophet 1
consequences of Kings 13:11-24.
disobedience The sons of Eli, 1Sam.
2:22-25, 4:10-11
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3 Friendship Students should be able 1. The friendship between Asks students to: 1. List 1. Dramatize a Students to:
to: Jesus, Martha and Mary was 1. Read and explain the characteristics of friendship which 1. write down types
1. differentiate between cordial, luke 10:332-42. biblical passages and good and bad started well and went of healthy friendship
healthy and unhealthy 2. Friendship between Jesus define the word friendship friends sour and 5 unhealthy ones
friendships and Lazarus. John 11:1-44 2. Asks students questions 2. Discuss types of 2. Dramatize a in order of priority
2. enumerate types of 3. David, Saul and Jonathan 3. Guides students to list friendships that exist situation where a 2. discuss freely
friendships 1Sam. 18:19 examples of good and bad among their peer- friend goes to gossip types of friendships
3. identify characteristics 4. Types of friendships. friends groups about his friend 3. enumerate the
of good and bad friends John 6:60-71 3. Show a film of characteristics of
5. characteristics of good youth at a party good and bad friends
and bad friends
4 Trust in god Students should be able 1. David submits to the will 1 Guides students to: 1. Read through the 1. Picture of two Students to:
to: of God; 1 Sam. 26:1-25, 2 1. Explain the term “ biblical passage people with one 1. narrate the story of
1. recount the story of Samuel 12:15-25 Submission and will of 2. Discuss the standing over the David’s submission
David’s submission to 2. Jonah submits to the will God” consequences of other with a sword to God.
the will of God of God, Jonah 1-2 2. Lead students to read the disobedience 2. Picture of a small 2. discuss the benefits
2. recognize the effect of biblical passages and 3. Ask questions man in the belly of a of the fear of God
the fear of God on David explain how David and fish 3. examine how their
3. relate the message of Jonah submitted to the will 3. Picture of a ship lives relate with the
David’s submission to of God capsizing with Jonah message of David
their own lives 3. Asks students to explain screaming in it. 4. write the story of
4. and recount the story how submission to the will Jonah
of Jonah’s submission to of God may influence or
the will of God. change their daily lives
4. guides students to debate
whether David should have
killed Saul or not
5. Leads students to
recount the story of Jonah.
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5 The wisdom of Students should be able 1. Solomon’s request 1. Define the 1. Read and understood 1. Picture of a king Students to:
Solomon to: for wisdom from God, concepts “wisdom the biblical text addressing his 1. identify Solomon’s
1. identify the source of 1 Kings 3:3-15 and decision making” 2. Ask how one can get subjects. source of wisdom
Solomon’s wisdom 2. How Solomon 2. Lead students to wisdom from God and 2. Video tapes of 2. discuss how
2. explain how applied his wisdom. 1 read the biblical texts other sources (James historical figures wisdom can be used
Solomon used his Kings 3:16-23; 4:29- and discuss 1:5-8) who took the right wisely
wisdom 34 3. Ask students about 3. Take down notes. decisions to make a 3. discuss the
3. specify the 3. Building of the other sources of change in the world significance of making
importance of making temple and its wisdom (Bhandhi M. L. wise decision
wise decisions in life. dedication, 1 Kings 4. guides students to King and mother 4. enumerate source of
4. recognize God as the 5:1-12, 8:1-53. suggest different Theresa of Cakuta) wisdom
source of wisdom ways of taking right 5. teacher to pose a
decisions problem and each
students to suggest
ways of reaching a
decision
6 Unwise decision of Students should be able 1. Solomon’s unwise 1. Explains the 1. Read the biblical texts 1. Newspaper Student to:
Solomon and to: decision, 1Kings 9:15- unwise decisions of 2. Take down notes as clothing on the 1. discuss wrong
Rehaboam 1. identify Solomon’s 23,11:1-13 Solomon and might be dictated or consequences of decisions they had
unwise decisions 2. Rehoboam’s unwise Rehoboam from the written on the wrong decisions. taken in the past.
2. describe the decision and its biblical text chalkboard 2. Video film 2. discuss the unwise
circumstances that led consequences, 1 Kings 2. Mention some 3. Ask questions depicting the decision of Solomon
to Rehoboam’s decision 12:1-20 consequences of disastrous and Rehoboam and
and wrong decisions consequences of their consequences
3. discuss the 3. Explains the wrong decisions eg.
consequences of unwise relevance of going War films
decisions. for counseling before
taking major
decisions
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7 The effects of Students should be able 1. Ahab seize 1. Guides students to 1. Read the biblical text. 1. A graphic Students to:
greed (Ahab and to: Naboth’s vineyard. discuss the meaning 2. Discuss the stories of illustration of greed 1. write the story of
Gehazi) 1. explain the meaning 1Kings 21:1-2:16 of “greed” Ahab and Gehazi 2. Newspapers and Ahab or Gehazi
of greed 2. The effect of 2. Leads students to 3. Discuss possible ways other clippings on 2. write dawn five
2. recognize it as a Ahab’s greed, 1 Kings read and summarize of curbing greed greed reasons why greed is
onerous vice that is 21:17-29 the biblical passage injurious to the
injurious to the 3. Gehazi’s greed and 3. Leads discussions individual and society.
individual and the its consequences II on greed and how in 3. enumerate examples
society; and Kings 5:1-27 Nigeria it has led to of greed in Nigeria.
3. recount the stories of massive corruption
Ahab and Gehazi’s
greed actions
4. give examples of
greed in Nigeria
8 The supremacy of Students should be able The stories of Elijah 1. Guides students to Students to: 1. Video that Students to:
God to: and Obadiah I kings explain the stories in 1. Identify areas of demonstrate courage 1. write assignments
1. discuss the religious 16:29-34, 17:1-7, the biblical texts religious tension in 2. Video that reveals on religious tension in
situation in Israel at the 18:1-19, 19:1-18. 2. Leads the students Nigeria the power of God. Nigeria.
time of Elijah and to explain the 2. Discuss the courage of Nigeria films 2. discuss the courage
Obadiah courage of Elijah and Elijah and Obadiah of Elijah and Obadiah
2. describe the courage Obadiah 3. Discuss the power of 3. narrate how God
of Elijah and Obadiah 3. Asks the students God has been manifesting
3. recognize the to point out the role his power in their lives
manifestation of God’s played by Jezebel 4. describe the lessons
power and learnt from the stories
4. identify the main of Elijah and Obadiah
lessons in the passages
and relate them to their
win lives
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9 Elijah at mount Students should be able 1. Elijah meets king 1. Read the biblical text Students to: 1. Photographs of Students to:
Carmel to: Ahab and throws the and explains them 1. Describe the god or different shrines 1. write an essay on
1. narrate the contest on challenge, 1 Kings 2. Places emphasis on the gods worshiped in their 2. Photographs of the supremacy of
Mount Carmel, and 128:17-19 contest at mount Carmel areas traditional priest God
2. recognize the 2. The contest on which illustrate the 2. Point out the reasons 2. discuss the contest
supremacy of the mount Carmel, 1Kings supremacy of God for the failure of Baal on mount Carmel
Almighty God over and 18:20-46 3. Points out the failure of 3. Discuss the
above Baal 3. The lessons to learn Baal in contrast to the supremacy of God
from the action of success of the tree God
Elijah
10 Religious reforms Students should be able 1. Prevalent religious 1. Leads a discussion on 1. Read the reference 1. The Holy Bible Students to:
to: evils at the time of the religious evils at the passages 2. Clippings 1. describe areas of
1. describe king Josiah. II Kings 22. time of Joshua 2. Point out religious illustrating various king Josiah’s
Josiah’s religious 2. Josiah’s reforms in 2. Guides students to evils at the time of king vices and their religious reforms
reforms Judah. II Kings 23:4- identify from the passages Josiah effects 2. discuss the areas of
2. discuss the various 14, 21-30 area of Josiah’s reforms in 3. Point out the Josiah’s reforms in
phases of Josiah’s 3. Religious reform in Judah and Samaria different phases of Judah and Samaria
reform North. II Kings 23:15- 3. Leads a discussion on Josiah’s reforms respectively
3. point out similarities 20 areas that needs 4. Examine selves to 3. mention two areas
between the religious 4. Some areas of reformation in churches know if their religious of similarities in
situation in Josiah’s day religious reforms and the society as a whole and social lives tally Josiah’s time and
and today, and Nigeria e.g removal of 4. Encourages students to with the word of God. Nigeria today that
4. point out possible adulterous priests, carryout self examination needs reformation
areas of religious spiritist, homosexual, on their religious and 4. carryout self
reforms in Nigeria lesbian pastors etc. social lives to know if it is examination to
today; and in their own in conformity with the identify areas that
lives as individuals. word of God need reformation in
their spiritual and
social lives.
11 REVISION
12 EXAMINATION
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1 Concern for Student should be a. The captivity and 1. Guides students to 1. Read the reference 1. The Bible Students to:
one’s nations I able to: destruction of Jerusalem read the bible and passages 2. A paper chart 1. describe the events
1. describe the events 2. Kings 24; 25:1-17 summarize the 2. Write points into containing the that lead to the
that led to the b. Report on the reference passages note book National Anthem and captivity of the Jews
collapse of the condition of the nation, 2. Explain the roles 3. Ask and answer the National pledge 2. describe the
Jewish nation; Neh. 1:3. played by teacher’s questions condition of those
2. describe the c. The concern of the Nehemaiah, Ezra and who were left in
condition of the Nehemiah, Ezra and Zerubbabel. Jerusalem after the
people that were left Zerubbabel for their 3. Points out the deportation to
in Jerusalem at the nation and their response opposition faced by Babylon
deportation to the state of the nation these nationalists 3. describe the
3. enumerate the despite opposition. Neh. opposition faced by
opposition faced by 1:1-11, 2:9-20, Ezra 1:5- the nationalists
the nationalist 11, 7:1-10
2. Concern for Students should be A. Reconstruction of the 1. Guides students 1. Read the reference 1. The Bible Students to:
one’s nation II able to: nation in the face of discussions passages 2. Stickers and war 1. narrate the roles
1. describe the opposition Ezra 4, 5:1-2, 2. Gives reasons why 2. Discuss first and against indiscipline played by Nehemiah,
concern of 6:13-22, Neh. 4:1-23. the nationalists did second deportation Ezra and Zerubbabel
Nehemiah, Ezra and B. The Rebuilding Of not give up their 3. Discuss the concern in rebuilding the city
Zerubbabel for their Jerusalem. Neh. 1:1-11, trusted God of Nehemiah, Ezra and Jerusalem.
nation and their 2:1-20 3. Asks students to Zerubbabel 2. suggest ways to
response to the state C. Responsibility To Our identify areas in our make Nigeria better:
of the nation despite Nation Nigeria national life that - spiritually
oppositions - Political And needs to be reformed; - economically
2. explain the Economic Stability and arouse their - politically etc.
rebuilding of - Spiritual reawakening interests to seek the 3. give an of the
Jerusalem etc. good of the country second deportation of
4. Ask thought the Israelites into
provoking questions Babylon
that will make the
students mere
patriotic and kick
against indiscipline
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3 Faith in Students should be able to: 1. The command to 1. Guides students to 1. Read their bible 1. The Holy Bible Students to:
God I 1. define the term “Faith” worship king read the bible passages 2. Listen and ask 2. Posters about faith 1. narrate the story of
2. narrate the story of Nebuchadnezzar’s image, 2. Explain difficult questions and courage the faith and courage of
shadrack, Meshack and Daniel 3:1-7 passages 3. Participate in class Shardrack, Meshack
Abednego; 2. Refusal of Shadrack, 3. The effects of faith discussion and Abednego,
3. discuss how the men Meshack and Abednego of Shadrack, Meshack 2. describe the
demonstrated faith in God, to worship the kings and Abednego miraculous deliverance
and their miraculous image. of the three Hebrew
deliverance 3. God’s deliverance from men from the furnace
4. recognize the faith of the furnace Daniel 3:19-
these three men. 30
4 Faith in Students should be able to: 1. Punishment for the 1. Lead students to 1. Participate in class 1. Holy bible Students to:
God II 1. discuss the effects of the refusal and God’s appreciate faith and discussion 2. Posters and 1. discuss the effect of
faith of the three men on the deliverance courage of the three 2. Read the biblical stickers about faith the faith of the three
Babylonians and Jesus 2. Effects of their faith men. passages and courage men on the
2. recognize that laws or and courage on the 2. Lead a discussions 3. Take note Babylonians,
decree can be made for people. on God’s deliverance particularly the king;
selfish reasons by the 3. Lesson to learn from for those who trust in 2. debate on laws that
leadership the faith and courage of Him. are made for selfish
3. State the lessons learnt Shedrack, Meshack and 3. Encourages students reasons in our country
from the passage Abednego to answer and ask 3. enumerate five
question in areas not lessons from the story
clear to them. of the three Hebrew
men
5 Faith and Students should be able to: 1. A decree to worship the 1. Guides students to 1. Read the bible 1. The Bible Students to:
power of 1. Narrate the story of king read the reference passages 2. Sticker on power 1. narrate the story of
God I Daniel’s deliverance 2. Daniel expresses his passages 2. Listen, ask and of God Daniel’s deliverance
2. identify in the passage faith in God, Daniel 6:10- 2. Leads students to answer teacher from the lion’s den
qualities of Daniel that is 15 identify the questions 2. mention five qualities
worthy of emulation 3. Daniel in the lion’s circumstances under 3. Take note of Daniel
3. relate how Daniel express den, Dan. 6:11-18. which Daniel
his faith in God expressed absolute
faith in God
173
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
6 Faith and Students should be able to: 1. The power of God manifested, Asks students to 1. Identify in 1. The bible Students to:
power in 1. discuss the effect our faith in Dan. 6:19-24. identify from the Daniel’s story; a 2. Sicker on power 1. describe the how
God II God can have on others. 2. Effects of Daniel faith, Dan. passage qualities of demonstration of of God their faith in God
2. point out, that leaders need to 6:25-28 Daniel faith or a God’s power can have effect on
examine critically advise given 3. Qualities of Daniel. Dan. 1:3- Christian. 2. Read the bible other people
by their cabinet members. 8, 6:3-5, 10; 16:6, 22023. passage 2. state the
3. Chalkboard importance of
summary critical
examination of
advise they receive
from other people
7 True Students should be able to: 1. True religion: 1. Leads students 1. Participate in class 1. Flash cards with Students to:
religion 1. explain what true religions is It is not merely attending church to discuss what true discussion wards depicting true 1. explain what is
and 2. recount the social vices at the services and programmes and religions is or is 2. Read reference religion true religion
social time of Amos and in Nigeria contributing to the church, Amos not. passage 2. The Holy bible 2. list five social
justice I today 5:21-23, 25;4:4-5 2. guides them to 3. Copy into their 3. Newspaper vices in Nigeria
3. explain Amos teaching on 2. It demands purity of heart, read the reference notes list of social clipping and similar to that of
true religion honesty desire and justice. Amos and list social evil evils at the time of cartoons of evils of Amos time
5:4,14-015,4 in the time of Amos and in Nigeria the society 3. state why Amos
3. Social vices of the time of Amos today made an attack on
Amos. Amos 2:6-8,4:1-2, 5:7- 3. Leads them to 4. Note the the essential
13. identify social evil similarities in the elements of
in Nigeria today above Israelites worship
174
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
8 True Student should be able to: 1. Opposition against Amos 1. Leads in a 1. Discus what would 1. The Holy bible Students to:
religion 1. point out that our Christian by Amaziah, priest of the discussion that be God’s punishment 2. Newspaper 1. mention five
and leaders need courage to speak royal sanctuary. Amost 7:10- oppositions of on evil doers. clippings and types of
social up against the vices in the 17 godly men and 2. Discuss risks often bulletin of evils of punishment that
justice II society especially affects the 2. Divine Judgement of evil social critiques faced by divine the society can befall evil
government doers. Amos 4:2-3, 4:6-10, face daily and the messengers and doers.
2. recognize that there is 5:14-20, 6;7:16-17, 8:9-10 need for them to human right activist 2. list three things
punishment for evil doers 3. Risk often faced by those remain steadfast likely to happen to
3. point out that at a time those who carryout divine 2. leads in a those who kick
who speak the truth are in messages. discussions on the against evil
danger of losing their lives or punishment leadership, and five
facing opposition by their awaiting evil doers tings they stand to
compromising colleagues here and hereafter gain.
3. describe Amos
encounter with
Amaziah, the priest
of Bethel
9 Divine Students should be able to: 1. God asks Hosea to marry 1. Narrate Hosea’s 1. Read the bible 1. The Holy bible Students to:
love I 1. narrate the story of Hosea’s Gomer a harlot and raise marital experience passages 2. Tracts 1. narrate the story
marital experiences children by her; 2. Explain the 2. Listen, ask and 3. Charts containing of Hosea marriage
2. compare the unfaithfulness - To illustrate Israel’s symbolic nature of answer question invitation to Christ to Gomer
of Gomer (Hosea’s wife) with harlotry in forsaking God and Hosea’s marriage 3. Compare Gomer 2. compare
that of Israel to God following idols, Hosea 1. and the ‘s unfaithfulness to Gomer’s
3. relate how the story showed 2. The unfaithfulness of significance of the her husband with unfaithfulness with
God’s love or Israel Israel to God and His names of his Israel’s Israel’s
continuous love for her. children unfaithfulness to unfaithfulness to
Hosea 2:3 3. Leads class God. God.
3. Israel’s superficial discussion on the 3. explain how the
response to God’s love. comparison of story of Hosea and
Hosea 6:1-11. Gomer’s Gomer illustrates
unfaithfulness and God’s love for
Israel mankind
175
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
10 Divine love II Students should be 1. God demands 1. Guides students to 1. Identify Hosea’s 1. The Holy bible Student to:
able to: steadfast love and identify steadfast love and theme message 2. Listen, ask and 1. discuss the need
1. recognize God’s knowledge of Him. knowledge of God as the 2. Discover the need answer questions for an earring
steadfast love for Hosea 6:6. message of Hosea. for individuals to person to return to
Israel and all human 2. Positive responses to 2. Leads students to respond positively to God.
beings despite our God’s love require respond positively to God’s love before it 2. state that God’s
unfaithfulness. penitence. Hosea 6:1-4. God’s love before it is too is too late. love is universal
2. discuss the need 3. God promise late. 3. Recognize God’s 3. compare the
to respond restoration for those 3. Identify what Hosea steadfast love for unfaithfulness of
positively to God’s who return to him in taught the people of Israel Israel and all human Gomer with that of
love through repentance. Hosea 14. about positive response to being despite our Israel, and Hosea
penitence. God’s love. unfaithfulness. love for Gomer
with God’s love for
Israel.
4. what is God
saying to those
people who are
practicing social
evils in Nigeria
today?
5. what is the
reaction of such
people to the word
of God.
11 REVISION
12 EXAMINATION
176
ISLAMIC RELIGIOUS STUDIES
SS II
FIRST TERM
THEME: QURAN AND HADITH
ACTIVITIES
WEEK

1 Quran Students should be Revision 1. Recites the 1. Recite the text of 1. A copy of the Students to:
able to: 1. Reading in suwar/surah with the the suwar/surah glorious Quran. 1. pronounce the
1. recite the surah Arabic, translation students. individually and 2. Charts showing the difficult words.
correctly with and brief 2. Leads students to collectively. chapter and the verses. 2. recite the suwar
Tajweed. commentary on the appreciate the 2. Listen to the teacher 3. Information correctly with
2. recognize the following chapters significance of the explanations. technology devices. Tajweed.
lessons contained in of the Quran surah: suwar/surahs. 3. Mentions some 3. give the
the surahs. -Qariah (Q 101) 3. Identifies some lessons contained in translation of the
3. state how to apply -Takahur (Q102) difficult words for the surahs. suwar.
those lessons in daily -Asr (Q103). correct pronunciation. 4. Pronunciation the 4. list the lesson
life. difficult words contained in the
repeatedly. suwar.
5. state how the
lessons can be
applied in daily life.
2 Hadith Students should be Introduction to an- 1. Discussions the brief 1. Listen to the teacher 1. A chart containing Students to:
able to: Nawail’s collection: history of the compilers explanations. the hadith. 1. narrate a brief life
1. identify the Hadiths: of the collections. 2. Read after the 2. Information and history of the
compilers of the 11 2. Leads them in the teacher the text and communication compilers of An-
collections. 12 recitation of text and translations of the technology devices. Nawail’s
2. mentions a brief 13 the text and the wrong Hadiths. collections.
history of the 14. of the Hadith. 3. Explains how the 2. recite some of the
compilers. 3. Explains the meaning lessons could be Hadiths.
3. recite the texts and to them. applied in their daily 3. mention the
the meanings of the 4. States some lessons life. meaning of the
Hadith. contained in the hadith. 4. State some of the Hadith.
4. appraise the lessons 5. Explains how to lessons of the Hadith. 4. state the lesson
contained in the apply them in daily life. 5. Ask questions contained in the
hadith. where necessary. Hadith.
5. apply the lessons in 5. demonstrate how
their daily life. to apply the lessons
in daily life.
177
SS II
FIRST TERM
ACTIVITIES
WEEK

3 Ibadah sawm Students should be 1. Sawm: meaning 1. Defines the term 1. Listen to the teacher 1. A chart containing Students to:
able to: and values. sawm. definition and verses and hadith on 1. define the term
1. define sawm. 2. Discusses the discussion. sawm. sawm.
2. mention the spiritual objective of 2. Mention some of 2. Information and 2. mention some of
spiritual objectives of sawm. the spiritual values of communication the spiritual and
sawm. 3. Enumerates the samw. technology development. social objective of
3. discuss the social moral values of sawm. 3. Identify some of the sawm.
objectives of sawm. 4. Identifies the social social advantages of 3. discuss the
4. discuss the moral objectives some verses sawm. moral values of
values of sawm. and hadith related to 4. Discuss the moral sawm.
5. narrate some sawm. objectives of sawm. 4. mention some
relevant verses and 5. Narrates some verses 5. Mention some i.e. verses and
Hadith on sawn. and hadith related to verses and hadith that hadith related to
6. explain how to sawm. are related to sawm. sawm.
apply all the objectives 6. Discusses how to 6. Explain how to 5. mention how the
in their daily life. apply the values of apply those values in values could be
sawm in the daily life. daily life. applied in daily
life.
4 (Fiqh) Students should be 1. Jihad: concept, 1. Explains the meaning 1. Listen to the teacher 1. A chart showing some Students to:
Jihad able to: kinds and of Jihad. definition and verses and hadith related 1. define the term
1. define Jihad. 2. States the various discussions. to Jihad. Jihad.
2. identify the various kinds of Jihad. 2. Mention kinds of 2. Group rehearsal. 2. explain the kinds
kinds of Jihad. 3. Discusses the ways Jihad. of Jihad.
and means of executing 3. Discuss how Jihad 3. narrate how to
Jihad. is being executed in execute Jihad.
4. Explains to the Islam. 4. identify some
students the lessons 4. Identify the lessons lessons derivable
derivable from Jihad. derivable from the from Jihad.
concept of Jihad.
178
SS II
FIRST TERM
THEME: FIQH
ACTIVITIES
WEEK

5 (Fiqh) Nikah Students should be able to: Nakah: 1. Defines Nikah 1. Give meaning of 1. Pictures of Nikah Students to:
(marriage) 1. define Nikah. -concept of 2. Mentions that Nikah Nikah. ceremony or 1. give the meaning of
2. identify marriage as an marriage (marriage) is an importat 2. Appreciate that photograph of Nikah Nikah.
important institution in -rules governing institution in Islam. marriage is an important ceremony pasted on a 2. discuss the position of
Islam. it. 3. Discusses the purpose of institution is Islam. chart/cardboard. Islam concerning
3. mention the purpose of marriage. 3. State the purpose of marriage.
marriage in Islam. 4. State the position of Islam marriage. 3. mention that celibacy
4. state that Islam as regards celibacy and 4. Identify the position and homosexuality are
encourages marriage and homosexuality. of Islam as regards discouraged in Islam.
disapproves celibacy and 5. Makes references to celibacy and 4. recite some verses of
homosexuality. quranic verses and hadith homosexuality. the quranic and hadith
5. relate some quranic supporting marriage. 5. Mention some verses supporting marriage in
verses and hadith and hadith on marriage. Islam.
supporting marriage.
6 Political Students should be able to: Features of the 1. Explains that Islamic in 1. Listen attentively to 1. Information Students to:
administrati 1. explain the political political political system was set up the teacher explanations. technology devices. 1. mention the role of the
on in Islam. administration of the administration of by the prophet (SAW). 2. Mention the position prophet (SAW) mosque
(Tarikh) prophet (SAW) during his prophet (SAW). 2. That the prophet’s (SAW) of the prophet’s (SAW) in maduiah.
life time. mosque in madinah served as mosque in madiuah. 2. discuss the features of
2. mentions that the the first centre of Islamic 3. Discuss the features of Islamic political system.
prophet mosques in political system. Islamic political system 3. state the position of
madinah served as the first 3. Emphasizes that justice with particular reference the Islamic political
centre of Islamic and fair play formed the basis to justice and fair play. system during time of
administration. of Islamic political system. 4. Identify that there was the prophet (SAW).
3. explain that Islamic 4. Discusses that the spirit of contumely in the spirit of 4. state the lessons that
political system is based on Islamic political systems Islamic political system can be derived from the
justice and fair play. started by the prophet (SAW) which was started by the Islamic political system
4. mention that the spirits (PBOH) was contrived by the prophet (SAW). by the modern day
of Islamic political system four rightly guided caliphs. 5. Relate the qualities of politicians.
introduced by the prophet 5. Emphasizes that the Islamic political system
(SAW) contrived during qualities of justice and fair with the modern day
the period of the caliphs. play should be applied in the political system.
modern political system.
179
SS II
FIRST TERM
THEME: TARIKH
ACTIVITIES
WEEK

7 (Tarikh) Students should be able to: The spread of 1. Narrates the 1. Listen attentively to the A map of Africa Students to:
Early contacts 1. identity the circumstances Islam to Egypt circumstance that led to the teacher discussions. and the middle east 1. give the effect of the
of Islam in that led to the spread of Islam and other parts spread of Islam to Egypt. 2. Mention the showing the visit of the Arabs to
Africa in Egypt. of North Africa 2. Explains the visit of the circumstances that position of Egypt Egypt.
2. explain that the early and Andalusia. early Muslims to Egypt assisted the spread of and other North 2. mention some of the
Muslims like Andalusia was and North Africa. Islam to Egypt. Africa countries. circumstance which lead
frequency Egypt during the 3. Narrates the story of the 3. Explain the visit of Abu to the spread of Islam to
early period of Islam. migration of early Muslims Jafar ibu Abu Talib to Egypt.
3. describe how the Arab to Abysinia in the year of Abysinia. 3. discuss the similarities
Muslims were welcomed to persecution. 4. Identify some of the between the Arabs and
Egypt. 4. Identifies the similarities similarities in the culture the Egyptians.
4. state that the culture of the in the culture of the Arabs of the Arabs and the 4. asses the qualities that
Arabs was similar to that of and the Egyptians. Egyptians. mode the Egyptians to
the Egyptians. 5. Explains the beauty and 5. Assess the beauty and accept Islam.
5. recognize the fact that the simplicity of Islam that the simplicity of Islam
beauty of Islam and the early attracted the Egyptians to that attracted the
Muslims attracted the accept Islam. Egyptians to accept Islam.
Egyptians to accept Islam.
8 (Tarikh) Students should be able to: The spead of 1. Examines the 1. Listen attentively to the A map of west Students to:
The spread of 1. recognize that Islam is a Islam to west significance attached to teacher discussions. Africa showing 1. give the effect of early
Islam to west missionary religion. Africa: trade and commerce by 2. Mention the how Islam spread trade relationship of the
Africa 2. identify the role of traders -true roles of Islam. circumstance that assisted to west Africa. Arabs in west Africa.
and preachers (teachers) to the traders. 2. Discusses the role of the the spread of Islam. 2. mention some of the
spread of Islam in west Africa. -the roles of caravan routes through 3. Discuss the role of circumstances which led
3. state the resistance of some preachers which traders came to west traders and preachers in to the spread of Islam in
local chiefs to the spread of (teachers). Africa. the spread of Islam. west Africa.
Islam. 3. Mentions the quick 4. Identify similarities in 3. discuss the similarities
spread of Islam by the the culture of Arabs and between the Arabs and
traders and preachers to the the people of west Africa. west Africa people.
spread of Islam. 5. Asses the beauty and 4. assess the qualities
4. Explains the beauty and the simplicity of Islam that made the west
simplicity of Islam that that contributed to its Africa people to embrace
attracted its acceptability. acceptability. Islam.
180
SS II
FIRST TERM
THEME: TARIKH
ACTIVITIES
WEEK

9 (Tarikh) Students should be able 1. Impact of 1. Discusses the development of trade 1. Listen attentively to 1. A chart Students to:
Islam in west to: Islam on the in west Africa cities such as the teacher discussion. containing the 1. to assess the economic
Africa 1. explain the economic economic life in Timbuktu in Mali, Kauka in Guinea, 2. Mention contributive articles of life of west Africa before
condition of west Africa west Africa. Kano and Bornu in Nigeria. factors to the economic merchandise stated Islam.
before Islam. 2. Mentions the emergence of such development of west in the content. 2. mention some of the
2. mention the article in trade city centres. African Muslims. 2. A map of west article of merchandise in
which they traded on. 3. Assesses the contribution of Ivory, 3. Identify some cities Africa showing the west Africa.
3. identify the role of Gold, Kolanut and slaves as articles as centres. caravan trading 3. locate the trade routes
Islam on the economic of merchandise from west Africa. 4. Discuss articles that routes and on the map of west
life of west Africans 4. Assesses the contributions of salt, were used as bartes of commercial cities. Africa.
empires. clothes, beads and metal ware in trade. 4. assess the role played
4. describe the trade exchange for west African articles. 5. Asses the by Islam on the
routes. 5. Identifies the caravan routes contribution of caravan economic life of west
5. mention the between North and west Africa. routes to development Africa.
significance of the role. of the economic life of 5. discuss the
west Africa. significance of these.
10 (Tarikh) Students should be able 1. Impact of 1. Discusses the political system of 1. Listen attentively to 1. A chart Students to:
Islam in west to: Islam on the west Africa before Islam. the teacher discussion. containing the 1. assess the political
Africa 1. explain in the political political systems 2. Assesses the indigenous ways of 2. Mention some of the names and system of west Africa.
systems of west Africa in west Africa. political system before Islam in west contributive factors to photographs of the 2. mention some of the
before Islam. Africa. the political system of able Muslims. contributive factors to
2. mention the 3. Assesses the contribution of west Africa Muslims. 2. A map of west the political system of
indigenous ways of Ulama’s (scholars) and village heads 3. Identify the Africa showing the west Africa.
political system. in the political system of west Africa indigenous ways of way Islam spread 3. identify indigenous
3. identify the role of before Islam. political system before to west Africa. ways of political system
Islam on the political 4. Identifies contribution of able Islam west Africa. before Islam.
systems of west Africa. Muslims such as Askiya Muhammad 4. Assess the 4. mention names of able
4. mention the in Sougha, Idris Alooma in Borno, contribution of able Muslims in development
significance of the role. Muhammad Runfain Kano and Muslims in the political of Islamic political
Muhammad Koran in Katsina. system of west Africa. system in west Africa.
11 REVISION
12 EXAMINATION
181
SS II
SECOND TERM
ACTIVITIES
WEEK
PERFORMANCE TEACHING AND EVALUATION

TOPIC OBJECTIVES CONTENT LEARNING GUIDE
1 Quran Students should be Revision: 1. Recites the surah 1. Recite the text of the 1. A copy of the glorious Students to:
able to: 1. reading in Arabic, with the students. surah individually and Quran. 1. pronounce the
1. recite correctly with translation and brief 2. Leads students to collectively. 2. Chart showing the difficult words.
Tajweed the surah. commentary on the appreciate the 2. Listen to the teacher chapter and the verses. 2. recite the surah
2. recognize the following chapters significance of the explanations. 3. Information and correctly with
lessons contained in of the surah. 3. Mention some communication technology Tajweed.
the surah. Quran: 3. Identifies some lessons contained in the devices. 3. give the translation
3. state how to apply Suratil: difficult words for surah. of the surah.
those lessons in daily -Humazah (104) correct 4. Pronounce the 4. list the lessons
life. -Fil (Q105) pronunciation. difficult words contained in the surah.
-Quraysh (Q106) repeatedly. 5. state how the
lessons can be applied
in daily life.
2 Hadith Students should be 1. Introduction to 1. Discusses a brief 1. Listen to the teacher 1. A chart containing the Students to:
able to: An-Nawawis life history of the explanations. hadith. 1. narrate a brief
1. identify the collections compliers of the 2. Read after the 2. Information technology history of the
compilers of the Hadiths: collections. teacher the text and derives. compilers of an-
collections. 15 2. Leads them in the translations of the nawawls’ collections.
2. mention a brief 16 recantation of the text Hadith. 2. recite some of the
history of the 17 and the meaning of 3. State some of the hadith.
compliers. 18. the Hadith. lessons of the Hadith. 3. mention the
3. recite the texts and 3. Explains the 4. Explain how the meaning of the hadith.
the meanings of the meaning to them. lessons could be 4. state the lesson
Hadith. 4. State some lessons applied in their daily contained in the
4. Appraise the lessons contained in the life. hadith.
contained in the Hadith. 5. Ask questions where 5. demonstrate how to
hadith. 5. Explains how to necessary. apply the daily life.
5. apply the lessons in apply them in daily
daily life activities. life.
182
SS II
SECOND TERM
ACTIVITIES
WEEK

3 Ibadah Hajj Students should be 1. Hajj: meaning 1. Defines the term 1. Listen to the teacher 1. A picture of the Students to:
able to: and values. Hajj. definition and Karabah. 1. give the meaning of
1. give the meaning of 2. Guides students to discussion. 2. A picture of the Arafah. Hajj.
Hajj. appreciate the 2. Discuss some of the 3. A picture of pilgrims in 2. mention some of the
2. discuss the spiritual spiritual values of spiritual values of Hajj. Ihram. spiritual objectives of
objectives of Hajj. Hajj. 3. Mention some of the 4. A chart containing Hajj.
3. mention the social 3. Discusses the social advantages of verses and hadiths related 3. discuss the moral
values of Hajj. social objectives of Hajj. to Hajj. values of Hajj.
4. state the moral Hajj. 4. Identify some moral 4. identify the social
objectives of Hajj. 4. Mentions the objective of Hajj. advantages of Hajj.
moral values of Hajj. 5. Mention some verses 5. mention some
5. Narrates some and hadith related to verses and hadith
verses and hadith Hajj. related to Hajj.
related to Hajj.
THEME: TAWHID
4 (Tarhid) Students should be 1. Shari’ah: 1. Defines the term 1. Give the meaning of 1. A copy of the Qur’an. Students to:
Shari’ah able to: -definition Shari’ah. Shari’ah. 2. A copy of Nigerian 1. give the meaning of
1. define the term -importance. 2. Guides students to 2. Identify some other constitution. the term Shari’ah.
Shari’ah. realize the existence legal system apart from 2. mention some other
2. mention other legal of other legal systems Shari’ah. legal systems different
systems apart from such as: common and 3. Differentiate between from Shari’ah.
Shari’ah. customary law. Shari’ah and other legal 3. identify some merits
3. compare Shari’ah 3. Mentions systems. of Shari’ah.
with other legal differences between 4. State the importance 4. mention some
systems. Shariah and other of Shari’ah. verses and hadith
4. give relevant verses legal system. 5. Mention some related to Shari’ah.
and hadith in support 4. Mentions some relevant verses and
of Shari’ah. relevant verses hadith supporting
connection with Shari’ah.
Shari’ah.
183
SS II
SECOND TERM
THEME: TAWHID
ACTIVITIES
WEEK

5 (Tarhid) Students should be Shari’ah: 1. Discusses the 1. Enumerate the 1. A copy of the glorious Students to:
Shari’ah able to: -sources sources of Shari’ah. sources of Shari’ah. Qur’an. 1. enumerate the
1. discuss the sources -scope 2. Mentions the 2. Mentions the 2. A chart showing the sources of Shari’ah.
of Shari’ah. Calgary of the category of the sources sources and the scope 2. state the category of
2. states the kinds of sources. of Shari’ah. Shari’ah covers. the sources.
the sources. 3. Mentions all the 3. Mention the scope of 3. mention the scope
3. give relevant verses sources of Shari’ah. the Shari’ah. of Shari’ah.
and hadiths on 4. Mention the scope 4. Mention relevant 4. mention relevant
Shari’ah. of the Shari’ah. verses and hadith on verses and hadith on
5. Mentions relevant Shari’ah. Shari’ah.
verses and hadiths.
6 The four sumi Students should be 1. The four sunni 1. States that there 1. Discover the four 1. A chart containing the Students to:
schools of able to: school of thought: are four schools of schools of thought. schools of thought and 1. mention the four
thought 1. mention the four -Hanafi thought. 2. Mention the four their founders. schools of thought.
(Madhahib) schools of thought. -Mahki 2. Mentions the four schools of thought. 2. give a brief life
(Fiqh) 2. give a brief life -Shafil sunni schools. 3. Give a brief life history of each of the
history of the -Hanbali 3. Explains a brief history of each of the founders.
founders. history of each of the founders. 3. discuss the features
3. mention some founders of the 4. Mention some of each of the schools.
features of each of the schools. features of each of the 4. mention the location
schools. 4. Discusses the schools. of each of the school.
features of each of 5. State the location of
the schools. each of the school.
184
SS II
SECOND TERM
THEME: TAWHID
ACTIVITIES
WEEK

7 (Tarikh) Students should be able Features of the 1. Explains that Islamic 1. Listen attentively to 1. Information Students to:
Political to: political political system was set up the teacher explanations. technology devices. 1. discuss the features
administratio 1. explain the political administration: the prophet (SAW). 2. Discuss the features of of Islamic political
n in Islam administration of the four -the four rightly 2. Emphasizes that justice Islamic political system system.
rightly guided caliphs. guided caliphs. and fair play formed the with particular reference 2. state the position of
2. explain that the four basis of Islamic political to justice and fair play. the four rightly guided
rightly guided caliphs system. 3. Identify that there was caliphs concerning
follows in the system of 3. Discusses that the spirit continuity in the spirit of Islamic after the
the prophet. of Islamic political systems Islamic political with the Prophet (SAW).
3. explain that Islamic started by the prophet rightly guided caliphs. 3. state the lessons that
political system is based (SAW) was contained by can be derived from
on justice and fair play. the four rightly guided Islamic political
caliphs. system by the modern
politician.
8 Islamic Students should be able 1. Features of 1. Explains the term 1. Listen attentively to 1. A chart Students to:
economic to: Islamic Islamic economic system. the teacher explanation. containing the 1. define some of the
system 1. explain the need for economic 2. Defines the 2. Give meanings of terminologies. terminologies in
(Tarikh) Islamic economic system. system. terminologies in the some of these Islamic economic
2. mention some of the -Halal system. terminologies. system.
Halal and Haram in -Haram 3. Explains economic 3. Explain the position of 2. state some of the
economic transactions. -Tatfif activities that are lawful Islam on Tatfif. lawful and unlawful
3. discuss that Tatfif is -Zakat and unlawful in Islam. 4. Mention some benefits economic transactions.
condemned is Islam. -Sadaqah 4. Discusses some of the of Zakah and Sadaqah. 3. give reasons why
4. state the importance of -Beytul-mal consequences of Tatfif. 5. State the position of tatfif is condemned in
Zakat and Sadaqah as 5. Identifies the benefits of Baytil-Mal in Islam. Islam.
important institutions for Zakah and Sadaqah as 4. list some of the
social welfare. institutions for social benefits of Zakah an d
5. explain that Baytil- welfare. Sadaqah as institutions
Mails and institution for 6. States that Baytil-mal is of social welfare.
the safe keeping of regarded as public treasure 5. explain what Baytil-
treasury. of the Muslims. mal is.
185
SS II
SECOND TERM
THEME: TAWHID
ACTIVITIES
WEEK

9 (Tarikh) Students should be able 1. Impact of 1. Discusses the social life 1. Listen attentively to 1. A chart showing Students to:
Islam in west to: Islam on the of west Africans before the teacher discussion on photos of dress, food 1. asses the social life of
Africa 1. explain the social life social life a West Islam. the social life of west and family. west Africa before Islam.
of west Africans before Africa. 2. Assesses the indigenous Africans before Islam. 2. mention the
Islam. ways in their way life in 2. Mention the indigenous ways in their
2. mention the indigenous food, dress, family, indigenous ways of food, food, dress, family,
things they do in their languages, arts, tribe and dress, family, language, language, arts, tribe and
way of food, dress, social class. arts, tribe and social social class.
family, language, arts, 3. Assesses the role of class. 3. identify the role of
tribe and social class. Islam on the social life of 3. Assess the role of Islam on the social life
3. identify the role of west Africa Muslims. Islam on the social life of west Africa Muslims.
Islam on the social life of 4. Assesses the west Africa Muslims. 4. mention the
west Africa Muslims. significance of the roles. 4. Assess the significance of the roles.
4. mention the significance of the roles.
significance of the roles.
10 The spread of Students should be able 1. The spread of 1. Examines the 1. Listen attentively to 1. A map of west Students to:
Islam to west to: Islam to west significance attached to the teacher discussion. Africa showing way 1. mention some of the
Africa 1. recognize that Islam in Africa: the roles Sufi orders and religious 2. Mention the Islam spread to west circumstances which led
(Tarikh) a missionary religion. of: reformers in Islam. circumstance that Africa. to the spread of Islam to
2. identify the role of Sufi -Sufi orders 2. Discusses the role of assisted the spread of 2. A chart showing west Africa.
orders and reformers of -religious Sufi orders and religious Islam. the Sufi orders in 2. discuss the similarities
the spread of Islam. reformers reformers. 3. Discuss the role of prayer. between the Arabs and
3. state the resistance of (Mujaddidun) 3. Mentions the quick Sufi orders and religious west African people.
some local chiefs to the spread of Islam by the Sufi reformers (Mujahiddun) 3. Assess the qualities
spread of Islam. orders and the reformers to in the spread of Islam. that made the west
the spread of Islam. 4. Assess the beauty and African people to
4. Explains the beauty and the simplicity of Islam embrace Islam.
simplicity its acceptability. that contributed to its
acceptability.
11 REVISION
12 EXAMINATION
186
SS II
THIRD TERM
ACTIVITIES
WEEK

1 Quran Students should be Revision 1. Recites the suwar 1. Recite the text of the 1. A copy of the glorious Students to:
able to: 1. reading in Arabic, with the students. suwar individually and Quran 1. pronounce the
1. recite correctly with translation and brief 2. Leads students to collectively. 2. Charts showing the difficult words.
Tajweed the Surah. commentary on the appreciate the 2. Listen to the teacher chapter and verses. 2. recite the suwar
2. recognize the following chapters significance of the explanations. 3. Information technology correctly with Tajweed.
lessons contained in of the Quran suratil: suwar. 3. Mention some devices. 3. give the translation
the surah. -Maun (Q 107) 3. Identifies some lessons contained in the of the suwar.
3. state how the lesson -Kawtuar (Q 108) difficult words for suwar. 4. list the lessons
can be apply in daily -Kafirun (Q 109). correct 4. Pronounce the contained in the suwar.
life. pronunciation. difficult words 5. state how the lessons
repeatedly. can be apply in daily
life.
2 Hadith Students should be 1. Introduction to 1. Discusses a brief 1. Listen to the teacher 1. A chat containing the Students to:
able to: An-nawawls history of the explanation. hadith. 1. narrate a brief history
1. identify the collection hadiths: compilers of the 2. Read after the 2. Information technology of the compilers of an-
compilers of the 19 collections. teacher the text and devices. nawawis collection.
collections. 20 2. Leads students in translations of the 2. recite some of the
2. mention a brief 21 the recitation of the hadith. hadiths.
history of the text and the meaning 3. State some of the 3. mention the meaning
compliers. of the Hadith. lessons of the hadith. of the hadith.
3. recite the texts and 3. Explains the 4. Explain how the 4. state the lessons.
meanings of the meaning of the hadith lessons could be 5. ask questions where
hadith. to the students. applied in their daily necessary.
4. appraise the lessons 4. States some life.
contained in the lessons contained in
hadith. the hadith.
5. apply the lessons in 5. Explains how to
daily life. apply the lessons in
daily life.
187
SS II
THIRD TERM
ACTIVITIES
WEEK

3 (Fiqh) Students should be 1. The prohibited 1. Discusses the 1. Listen to the teacher 1. Charts containing. Students to:
Nikkah able to: degrees of prohibited degrees of explanation. 2. Quranic verses and 1. mention the degrees
(marriage) 1. state the prohibition marriages. marriage. 2. Mention the hadith relating to the topic. of prohibition in
degrees of marriage. 2. Betrothal, validly 2. Explains the permanent and 3. Picture of a Islamic marriage.
2. mention the of marriage. permanent and conditional bars to marriageable persons. 2. discuss the
permanent conditional conditional bars to marriage. permanent and
bars to marriage. marriage. 3. State the age and conditional bars in
3. state the age, 3. Explains the age requirements in marriage.
requirements and and requirement in marriage. 3. mention the age and
betrothal in marriage. marriage. 4. Examine betrothal in requirements in
4. Discusses betrothal marriage. marriage.
in marriage.
THEME: FIQH
4 Talaq Students should be Talaq: 1. Defines the terms 1. Listen to the 1. Pictures of Students to:
(divorce) able to: -definition Islamic Talaq, Khul, teacher definition children in broken 1. define some of the
(Fiqh) 1. define divorce. attitude towards it. Mubarah and Faskh. and explanation of homes. terminologies.
2. state the Islamic -types. 2. Discusses Islamic the terminologies. 2. Information 2. mention the circumstance that
attitude towards attitude on divorce. 2. Mention the technology can lead to divorce.
divorce. 3. Describes the position of Islam on devices. 3. state kinds of divorce and
3. states the types of kinds of divorce and divorce. conditions that govern each of
divorce recognized in their pronouncement 3. Discuss the kinds them.
Islam. and duration. of divorce, their 4. mention some verses of the
4. describe each kind 4. Mentions some pronouncements and Quran and hadith related to each
of divorce. verses of the glorious duration. item.
5. Mention relevant Quran and hadith 4. Identify some
Quranic verses and related to each of the verses of the Quran
hadith. items. and hadith related to
each items.
188
SS II
THIRD TERM
THEME: FIQH
ACTIVITIES
WEEK

5 Islam in west Students should be 1. The challenges of 1. Discusses the 1. Listen attentively to the Students to:
Africa able to: synergism (Takhlit) principles of Tawhid teacher discussions. 1. to define Tawhid and
(Tarikh) 1. recognize that Islam 2. Mixing other in Islam. 2. Mention about the unity Takhlit.
teaches the principles beliefs and practices 2. Identifies that shirk of Allah and how to avoid 2. discuss the stand view
of Tawhid which is an with Islam and the is totally condemned shirk. of Islam on Tawhid and
uncompromising solution. in Islam. 3. Identify some practices Takhlit.
monotheism. 3. Mentions the Takhlit. 3. give some examples of
2. differentiate various ways that practices and beliefs that
between Tawhid and head to shirk. bordered on Takhlit.
shirk. 4. Mentions various
3. explain that Takhlit practices that can
is a great sin. lead to Takulit.
4. identify how
separatism can be
avoided in Islam by
Muslims.
6 Talaq Students should be 1. Talaq: 1. Defines the terms: 1. Listen to the teacher 1. Picture of children Students to:
(divorce) able to: -iddah period. iddah, li’an, zihar, definition and explanation from broken homes. 1. define some of the
(Fiqh) 1. enumerate types of -other kinds of and hadanah. of the terminologies. 2. Information and terminologies.
Idalah in Islam. divorce 2. Describes the other 2. Mention the other kinds communication 2. state kinds of divorce
2. discuss the duration -custody of children. kinds of divorce and of divorce and their technology devices. and conditions that
of each of the types. their duration. duration. govern each of them.
3. mention other types 3. States the position 3. Discuss the position of 3. examine the duration
of dissolution of of Islam on the Islam on divorce and for each of the iddah.
marriage. custody of children custody of children after 4. discuss the custodies of
4. identify who takes after divorces. divorce. children after divorce.
the custody of the 4. Explains the 4. Discuss the conditions for 5. state the conditions and
children after divorce conditions for custody and duration. duration for custody.
(Hadanah). custody and duration. 5. Identify some verses of 6. mention Quran verses
5. mention relevant 5. Mentions some the glorious Quran and and related hadith.
verses and hadith. relevant hadith. related hadith.
189
SS II
THIRD TERM
THEME: FIQH
ACTIVITIES
WEEK

7 Islamic Students should be 1. The emergence of 1. Discusses that Quran 1. Listen attentively to the 1. Chart containing Students to:
civilization able to: Islamic civilization. is the primary source of teacher explanations. relevant. 1. mention the sources
(Tarikh) 1. state that Quran is 2. Quran and surah Islam while surah is the 2. Mention the source of 2. Quranic verses and of the religion of Islam.
the word of Allah and as sources of Islamic secondary source. Islamic civilization. hadith. 2. define the term
the first source of civilization. 2. States that the Quran 3. Discuss that all civilizations.
Islam; recognize the and surah are the basis of civilizations that are 3. discusses some
surah as the second Islamic civilization. contrary to the Quran and acceptable civilization
source of Islam. 3. States that all forms of surah are un-Islamic. in Islam.
2. state the meaning of civilization that are 4. Mention some related 4. mention some verses
civilization. contrary to the injunction Quranic verses and of the glorious Quran
3. explain that Muslim of Quran and surah are hadith. and hadith in support
civilization must be in condemned in Islam. 5. Ask questions where Islamic civilization.
conformity with the 4. Gives relevant necessary.
injunction of the Quranic verses and
Quran and surah. hadith to support the
claim.
8 Mirath Students should be General principles 1. Explains the term 1. Define the term Mirath. A chart containing Students to:
(inheritance) able to: of inheritance. Mirath. 2. Mention some of the the text of Quran 4:7- 1. define the term
(Fiqh) 1. define the term 2. Discusses carefully principles of inheritance 14. Mirath.
Mirath. each of the principles of in Islam. 2. mention the general
2. state the general inheritance according to 3. Discuss the reasons principle of inheritance.
principles of the Quran. Chapter 4 why the shares of the 3. discuss the wisdom
inheritance in verses 7-14. male child is greater than behind higher share of
accordance with the 3. Guides student to that of a female. male child.
Quran and hadith. appreciate the wisdom in 4. Mention relevant Quran 4. identify what to be
3. discuss the giving sons greater and hadith. settled before sharing of
implication of shores hand daughters inheritance.
undermining the because of greater 5. explain some Quran
principles of responsibilities of male. verses and hadith.
inheritance in Islam.
190
SS II
THIRD TERM
THEME: FIQH
ACTIVITIES
WEEK

9 Islamic Students should be Islamizaiton of 1. States that Islam as a religion 1. Mention the stand 1. A chart in Students to:
civilization able to: knowledge and was built on knowledge. of Islam on education. containing Quranic 1. mention some verses
1. state how Islam establishment of 2. Mentions that the first revelation 2. Mention some verses and hadith of the Quran and hadith
encourages education Islamic of the Quran 96:1-5 encourages verses of the Quran emphasizing that encourage
and learning. institutions. acquisition of knowledge. and hadith that acquisition of acquisition of
2. point out the 3. That the prophet and the caliphs encourage the knowledge. knowledge.
injunctions forms the were the first to establish early acquisition of 2. Pictures of some 2. mention the roles of
Quran and hadith educational institution. knowledge. Islamic institutions early Muslim leaders in
which urge Muslims 3. Assess the of higher learning. the establishment of
to search for contributions of the educational institution.
knowledge. early Muslims leaders 3. discuss why Islam
3. mention some in the establishment of gives learning and
Islamic educational Islamic institutions. education priority.
institutions.
10 Contribution Students should be 1. Contribution 1. Discusses briefly the history of: 1. Listen to the teacher Students to:
of some able to: of Jabir. Jabir and al-Razi. explanation. 1. narrate the biography
selected 1. narrate briefly the 2. Hayyan (721- 2. Leads students to appreciate the 2. Narrate a brief of Jabir and al-Razi.
Muslim history of Jabir and 815CE). contributions of Jabir in the field of history of each of 2. discuss the
sages to the al-Razi. 3. al-Razi (865- chemical science and al-Razi in the them. contributions of Jabir
world 2. appreciate the 925CE). field of philosophy and medicine. 3. State their and al-Razi in the field
civilization contributions of Jibir 3. Mentions the works and contributions in the of chemistry and
in the field in the contributions of both of them field of chemical medicine respectfully.
field of chemical Kitabul Rehman (the book of science and medicine. 3. mentions some of
sciences and al-Razi Mecry) by al-Jabir. Kitabil-Hawi 4. Discuss that their their works.
in the field of Islamic as the most voluminous book on work earned fare and
philosophy and medicine. respect.
medicine. 3. States that Jabir is known as 5. Mention some of
4. identify the works father of Arabic Alkhery while al- their works.
and contributions of Razi was recognized in the western
both of them. world as the greatest and one of the
most well learned Muslim
physician.
11 REVISION
12 EXAMINATION
191
VISUAL ARTS
SS II
FIRST TERM
ACTIVITIES
WEEK

OBJECTIVE LEARNING GUIDE
1. Still life Students should be able to: 1. Characteristics of still 1. Lead the student Practice the Pencil Student to:
painting draw and paint still life life drawing and painting. in identifying drawing and Cardboard draw and paint one still
objects in relation to their - Composition natural objects for painting of the Colours life object portraying
environment - Proportion students to draw natural objects Sill objects the characteristic of still
- Light and shade and paint arranged by the Brushes life painting
- Highlight teacher Drawing board
- Shades Water colours
- Perspective
- Vanishing point
2. Still life Students should be able to: 2. Objects should be 2. Arrange a
painting paint still life objects in arranged reflecting composition of
relation to their environment - Cones Natural objects for
- Rectangles students to draw
- Squares and paint
- Cubes
- Prism
- Ovals
- Spheres
- Circles
3. Nature painting Students should be able to: 1. Natural objects: 1. Lead the Practice the - Pencil Students to:
draw and paint natural Tree trunk students in drawing and - Cardboard draw and paint a
objects with emphasis on - Branches identifying natural painting of the - Colours composition of natural
form and structure - Leaves objects for students natural objects - Natural objects objects
- Flowers to draw and paint arranged by the - Brushes
- Fruits 2. Arrange a teacher - Drawing board
- Shell composition of
- Bones natural objects for
2. Characteristics students to draw
- Proportion and paint
- Colour distribution
- Good use of space
192
VISUAL ARTS
SS II
FIRST TERM
ACTIVITIES
WEEK

4. Life drawing Students should be able to: 1. Anatomical studies of 1.Guides model to Practice drawing Cardboard Students to:
and painting 1. draw and paint pictures of the model with emphasis assume a and painting to Brushes draw and paint a human
human figures from a on the muscles convenient pose conform with Water figure.
variety of postures 2. Sketches of various before the class anatomical rules Colour
2. paint pictures of human body parts like: 2. Guides students Drawing board
5. Life drawing figures from different - Limbs to make a self Human
and painting postures - Head portrait by posing Model
(continued) - Torso before the mirror
- Foot
- Fingers
3. Facts to note:
- Proportion
- good use of space
- Anatomical rule
- Good distribution of
colours
6. Imaginative Students should be able to: Characteristics of Leads students in 1. Listen to the Cartridge paper Students to:
composition draw and paint an imaginative composition an imaginative teacher’s narrative Brushes draw and paint an
imaginative composition - Compositional composition by and attempt to Water imaginative
- Accuracy narrating a story picture a scene in Colour composition.
- Colour distribution and asking them to their minds Drawing board
- Focus picture a particular 2. Draw and paint a
- Variety of forms scene in the story scene from the
- Draughtmanship like: story given.
1. a marriage
ceremony
7. Imaginative Students should be able to: 2. A dance festival
composition draw and paint imaginative 3. People at work
(continued) composition 4. An ancient scene
5. A police check
point
193
VISUAL ARTS
SS II
FIRST TERM
ACTIVITIES
WEEK

8. Introduction to Students should be able to: 1. Meaning of sculpture 1. Lead class 1. Participate in Concrete object tools. Students to:
sculpture tools 1. identify sculptural tools 2. Functions of sculpture discussion on class discussion Post 1. list and describe 3
and materials and materials 3. Sculptural techniques meaning of 2. Practice Photographs of people, sculpture tools and
2. state the functions of and their usages sculpture and teacher’s animals and so on. materials
sculptural tools and 4. Sculptural tools and functions of demonstration Sculpture tools and 2. mention two
Introduction to techniques involved in materials various tools in 3. Practice molding materials. functions of sculptural
9. sculpture sculpture - Metal sculpture a form ads directed Clay tools
modeling 3. mould objects or forms - Clay 2. Demonstrates by the teacher Cement 3. state the techniques
objects with materials and tools - Cement some sculptural Pap involved in sculpture
provided - Wax techniques Paper 4. display a simple
- Plaster 3. Demonstrates molded form
Introduction to - Wood and so on step process of
10 sculpture 5. Modeling of simple molding a form
modeling objects. Objects to be
objects modeled.
- Rock
- Fruits
- Rock
- Seed
- shells
- Bone and so on
11 REVISION
12 EXAMINATION
194
VISUAL ARTS
SS II
SECOND TERM

WEEK
TOPIC PERFORMANCE CONTENT LEARNING EVALUATION

OBJECTIVE TEACHER STUDENTS MATERIALS GUIDE
1. Introduction to Students should be able to: 1. Modeling of parts of Leads class 1. Participate in Sculptural tools. Students to:
sculpture human mould various parts of the the body. discussion on teacher’s Clay one part of the human
body human body - Modeling of human meaning of discussion and Cement body to conform with
portrait, full figure and sculpture as a demonstration Paper the feature of model
animal forms review 2. Ask question Starch o glue
- Modeling of hand, leg, 2. Demonstrates 3. Mould a human Mortar and pestle
eyes, nose and so on molding of hand or let Knife
2. Feature of modeling different parts of
- Proportion the body with clay,
- Composition candle or wax etc.
- Representation
2. Introduction to Students should be able to: Construction of armateur Leads student by Participates in the Cement Students to:
sculpture prepare armateur (frame) using rods and wire, demonstrating the demonstration Clay construct an armateur
armateur for standing figures gauze making of the Wire for the human body
amateur Rod
Gauge
Water
3. Indigenous Students should be able to: 1. Calabash decoration. 1. Discuss various 1. Draw various Photograph illustration. Students to:
decorative identify various types of Types of indigenous types of decorative types of decorative Actual sample of 1. mention three types
motifs types of decoration from parts of decorative patterns motifs from motifs as a basis decorated calabash of indigenous
decoration Nigeria - Painted different parts of for future work locally made engraving decoration patterns.
- Carved Nigeria 2. Exercise by knives and dyes 2. mention two
- Scorched 2. Displays applying the motifs locations decorated
- Scraped collected samples on actual calabash calabashes are found
Mounted beads, cowries of decorative decoration 3. state two functions
and coins patterns and uses of calabash
3. guides students 4. mention two ways
to identify and foreigners and visitors
describe methods to Nigeria have
of decoration influenced the valued
for decorated calabash
5. state two economic
benefits of calabash
195
VISUAL ARTS
SS II
SECOND TERM
WEEK

4. Indigenous Students should be 1. Calabash decoration. Types of 1. Discuss various types

decorative motif able to: indigenous decorative patterns of decorative motifs from
(cont.) 1. mention functions - Painted different parts of Nigeria
Functions and and usages of - Carved 2. Display samples of
usage traditional calabash - Scorched decorative patterns
in Nigeria - Scraped 3. guide students to
2. state the effects of - Mounted beads identify and describe
foreign influence and - Cowries and coins methods of decoration
value on decorated 2. Functions of calabashes 4. Lead students on a visit
calabashes 3. Foreign influence and values to a local calabash
on decorated calabashes decorator
5. Discuss foreign
influence and value
placed on decorated
calabash
5. Indigenous Students should be 1. Body decoration Tattoo) 1. Display collected 1. Practice and Brush and ink Students to:
decorative able to: Meaning: body decoration samples of body illustration of Cardboard 1. give 3 examples
motifs body 1. describe body Tattoo) involves slashing the decorative motifs from several body Poster colour of body tattoo and
decoration decoration skin and introducing irritants in photographs decorative motifs Pen and ink where they can be
2. mention 3 the wounds, which when healed 2. Lead discussion on 2. Practice making Pencil found; describe
decorative motifs leave pronounced scar. body decorative motifs wall decorations Crayons them.
used in body 2. Same decorative motifs and patterns using identified Cardboard 2. identify and
decoration - Animal form 3. Displays pictures of motifs describe 4 wall
3. identify 4 wall - Zoomorphic various wall decorative decorative motifs
decorative motifs and - spiral lines motifs and their origins
their origins 3. Wall decoration. 4. State their names and 3. state the cultural
4. describe the wall Some wall decorative motifs and the context in which they and historical
decorative motifs their origins: are used in their cultural significance of two
identified Yoruba, Sango wand, Snakes, settings wall decorative
Birds, Geometric shapes, Ibo, Uli motifs
motifs, Hausa, Arabesque motifs
196
VISUAL ARTS
SS II
SECOND TERM

WEEK

6. Indigenous Students should be able to: 1. Basketry and mat 1. Demonstrate 1. Practice weaving Knife Students to:
crafts 1. weave mats, baskets and making. Weaving Mat weaving either by using available Raffia produce 2 mats using
cane chair from locally materials with actual materials Cane conventional or
available materials - Cane materials or 2. Weave the Cardboard improvised materials
- Raffia improvised materials to make a Paper
- Twine materials like strips mat, basket or cane Gum
- Palm fronds of cardboard paper chair etc. Cellotape
7. Indigenous Students should be able to: 2. Cloth weaving. 4 basic 2. Lead class 3. practice weaving Raffia Students to:
crafts 2. describe the basic principles of weaving discussion on basic with available Cotton 2. describe two basic
(continued) principles of weaving - Warp weaving techniques materials Threads principles of weaving
3. mention available types - Weft and types of loom 4. Participate in Needle 3. list two types of
of looms - Shuttle 3. Enumerate some class discussion Scissors looms
4. give examples of major 3. types of loom weaving centers in 4. mention four
cloth weaving centres in - Narrow horizontal line Nigeria weaving centres in
Nigeria - Wide vertical loom 4. Demonstrates Nigeria and their
4. Major cloth weaving some weaving products
centre in Nigeria and their techniques
products
- Akwete in Ukwa, Abia
state
- Akwa-ocha in Anioma,
Delta State
- Okene, Kogi State,
Sanyan in Iseyin Oyo
State
- Decorated fabric in Bida
Niger State
- Anger in the Tiv people
of Benue State.
197
VISUAL ARTS
SS II
SECOND TERM

WEEK

8. Modern nigerian Students should be able to: Modern Nigeria Arts: 1. Discusses 1. Participate fully Photographs of works Students to:
art, artists, art 1. discuss the development - Painting development in in the modern of Art done by popular 1. list five studio artist
educators and of modern artistic - Sculpture modern Nigerian Nigerian discussion Nigerian artist 2. list five art educator
art historians expression in Nigeria - Ceramics Art 3. list five art
(1900-1960) - Textiles 2. Copy notes historians
- Graphics 4. select and discuss
the works and style of
modern Nigerian
artist.
9. Modern nigerian Students should be able to: Studio artists 2. Mentions names Slide
art, artists, art - Discuss studio artist - Aina Onabolu of Nigerian artists, Projectors
educators and - Akinola Laskan art Educators and Prints and photograph
art historians - Ben Enwonwu art Historians
(1900-1960) - Yusuf Grillo
- Kolade Osinowo 3 Describes the
- Ladi Kwali works and style of
- erhabor Emopae notable Nigerian
- Uche Okeke artist
- Agbo Folarin
10 Modern nigerian Students should be able to Art Educators 4. List the names,
. art, artists, art 1. discuss Art Educators in - Kenneth Murray dates of birth, place
educators and Nigeria - Udo Ema of operation of
art historians - Solomon Wangboje many modern
(1900-1960) - J. A Fasuyi Nigerian Artists
- J. B Akolo
11 REVISION
12 EXAMINATION
198
VISUAL ARTS
SS II
THIRD TERM
ACTIVITIES
WEEK

OBJECTIVE TEACHER STUDENTS LEARNING GUIDE
MATERIALS
1 Shapes and Students should be able to: 1. Basic Geometric shapes 1. Demonstrate 1. Participate in Colour Students to:
colours in basic 1. make designs using - Square how to create a class demonstration Brushes 1. make two designs
design geometric shapes and - Circle design with various Pencil and paper using geometric
simple colours - Triangle geometric shapes 2. Make designs Drawing instruments shapes in colour
2. identify some objects - Cone 2. Describe the with geometric 2. list five geometric
with geometrical shapes - Rectangle areas of an object shapes shapes construct
3. identify block letters 2. Primary colours using selected letters a-z with block
- Red colours lettering
- Blue 3. write letters a-z
- Yellow with calligraphic
lettering
2 Shapes and Students should be able to: 3. Block and pen lettering 3. Leads students 3. Practice writing Pen and ink Students to:
colours in basic 4. write some words and - Block letter to practice block different types of Blue 4. produce examples
design sentences with calligraphic - Pen letter and pen letters block and pen T-square of book cover, poster
pen and block letters (Calligraphy) lettering Drawing board or card designs
Set – square
3 Shapes and Students should be able to: 4. Advertising design 4. Demonstrate 4. Participate in the
colours in basic 1. make simple advertising features of book cover different examples production of
design designs - Spine of block and pen poster and book
- Blurb lettering cover
- ISBN number 5. Guide student to
make a book cover
and poster
4 Computer Students should be able to: 5. Posters: 1. Mentions and 1. Participate in Computer pencil and Students to:
graphic design 1. draw Corel Draw tools in - Colour distribution describe the tools class discussion paper 1. list six Corel Draw
their notes - Legibility according to their 2. Practices tools
2. identify and label the - Composition uses drawing and 2. mention the
tools 2. Discusses the labeling the tools functions of
functions of each computer tools
aspect
199
VISUAL ARTS
SS II
THIRD TERM
ACTIVITIES
WEEK

MATERIALS
5 Textile design Students should be able to: 1. Corel Draw windows. 1. Discuss the Participate in class Paper Students to:
printing identify and describe Environment printing techniques discussion Pro-film list 4 types of
processes printing techniques and - Title bar 2. Describe the Blankets printing techniques
processes - Menu bar methods of screen Lacquer
- Status bar printing with the Newsprint
- Minimize button following endings Printing Ink
- Restore button - Silk screen Frame
- Close button - Paper – cut Squeeze
- Pro-film Silk or Organde
- Lacier Thinner
- Photo print Tape
6 Textile design Students should be able to: 2. Discusses the functions 3. Illustrates with 2. Practice the Students to:
printing print fabrics using silk of each aspect samples of screen printing of a simple make a fabric
processes screen processes. Textile printing processes: printing paper design printing
(continued) - Relief process
- Silk screen printing
- Intaglio
- Plenoghraphy
200
VISUAL ARTS
SS II
THIRD TERM
ACTIVITIES
WEEK

MATERIALS
7. African art Students should be 1. Major artworks: 1. Location art centers on the map Participate in Map of Africa Students to:
history able to: 1. identify - Cameroon of West Africa. class discussion showing art centers 1. list 3 locations of
the place of origin - Bamileke, Bamun 2. Explain and name style of West photographs shades West African artworks
of major art works - Dahomey African art works. projector artworks
of other West - Fon 2. describe 3 medium
African Countries - Upper Volta of major West Africa
2. State 3 medium, - Mossi, Bobo artworks
8 African art style and context of - Liberia:
history production of these Dan Ngere 3. Describe 3 qualities
(continued) artworks - Mali: and characteristics of
Dogon ancient Egyptian Art
- Sierra Leone
- Mende
- Congo
9. African art - Baluba
history - Gabon
(continued) - Fang,
- Bakwee
- Ghana
- Ashanti and fante
10 African art 3. Name and state 2. Ancient Egyptian Art 3. Discuss with the aid of Art objects Students to:
. history the location - Paintings photographs and slides the ancient Slides 4. list 2 materials of
(continued) 4. Describe the - Drawing and Egyptian Art. Crayon ancient Egyptian Art.
egyptian art materials hieroglyphics found on 4. Explain purposes of the art like Brush 5. compare the
5. State their social the walls of tombs, court art framing and commercial Paint purposes and function
significance pyramids and temples scenes. Colour of ancient Egyptian
5. Explain the aesthetic Chalk with the art of West
- Qualities purposes and characteristics of art like unusual Charcoal African cultures
functions of paintings, arrangement of head and body
drawings and monumental sizes of sculpture and
hieroglyphics application of bright colours
11 REVISION
12 EXAMINATION
201
MUSIC
SS II
FIRST TERM
THEME: HISTORY OF MUSIC
TEACHING AND
WEEK

OBJECTIVES GUIDE
TEACHERS STUDENTS RESOURCES
1 Triads Students should be 1. Primary triads 1. Reviews the 1. Write the primary 1. Chalkboard Students to:
able to: 2. Secondary triads knowledge of primary triads learnt in their 2. Manuscript paper. build secondary
1. build a primary 3. Identification of triads triads manuscript papers 3. Piano or any triads on the
triad on a given played. 2. Plays the triads on 2. Build the secondary keyboard instrument following notes of C
root. the notes of a diatonic triads on ii, iii, vi, and major scale/key.
2. build a secondary scale on a keyboard vii degrees of the scale,
triad on a given instrument guided by the teacher.
root. 3. Names the
3. identify the triad secondary triads on a
when played and major scale and notes
when played and be that make them up
able to sing it’s 4. Illustrates the
notes melodically secondary triads on
the board.
2 Notation and The Students should 1. Music writing notation 1. Reviews some 1. listen. to the folksong 1. Manuscript paper. Students to:
transcription be able to: from staff to solfa vice considerations in and take note of the 2. Chalkboard notate and transcribe
1. write a simple versa notating songs i. e. melodic features. a given folksong of
folksong in staff 2. Transcription of song anacrusis strong and 2. notate the music. not more than 8 bars
notation in solfa notation. weak beats, note 3. transcribe the music
2. transcribe the 3. Consideration in values baring, time in another notation
written song into notating songs e. g. signature e. t. c.
solfa notation anacrusis, strong and 2. Guides the students
weak beats notes value in notating and
baring etc. transcribing a
folksong of not more
than 8
202
MUSIC
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
3 Transposition Students should be 1. Techniques in 1. Explains the 1. Write the musical 1. Manuscript paper Students to:
able to: transposing a piece of technicalities example given by the 2. Chalkboard transpose the
1. write a piece of music involved in teacher. following melody to
music in one clef in 2. Transposing a piece of transposing a piece of 2. Transpose a piece of it’s dominant key
another clef music from one clef to music from one clef music with the help of
2. transpose a another. E G Bass clef to to another the teacher. #=#=======$==#=4
particular music treble clef 2. Writes a musical =0=====4=1=====
from one key to 3. Transposing a piece of example of clef =======
another e. g from G music from one key to transposition e. g clef
major to D major another to treble clef
======0======0=
===19=0===0=====
=======0=======
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===1=$==0===0===
=========0=====
4 Harmony Students should be 1. Basic rules of 1. Highlights the 1. Spell the notes that 1. manuscript paper. Students to:
. able to: harmony : basic rules of make up the primary 2. chalkboard identify and write the
1. identify the roots 2. Identification of the harmony: avoidance triad on a given root. 3. text book roots of the triads
of the triads used in roots of the triads in of parallel 5th and 2. List the rules the used in the passage.
harmony. harmony octaves, doubling of rules of harmony given =$=0====0====0==
2. itemize the 3. Harmonizing a four the 3rd of a major by the teacher. 0====1=9====0===
simple rules of bar melody. triad doubling of the =====0=
harmonize a 4 bar leading note of a key.
line of music with
the primary trials
203
MUSIC
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
Harmony 1. Explains the Harmonize a 4 bar Students to:
figured bass using the melody using primary 1. lists 3 rules of
roman figures to triads harmony.
indicate the triads to 2. harmonize the
be used. following using the
3. Guides the students triads indicated
in harmonizing a 4 below.
bar melody.
====1==1=====$=0
==0============
====9=:=========
====
1 v1vv71
5 Triads Students should be 1. Primary and 1. Plays the primary 1. Construct with the 1. Manuscript paper Students to:
. able to: secondary triads in root and secondary triads guidance of the teacher 2. Chalkboard. 1. construct a triad on
1. harmonize a position on the piano or any the primary and 3. Piano or any any given root.
simple melody 2. Primary and other keyboard secondary triads of a keyboard instrument. 2. write the 1st and 2nd
using primary and secondary triads in instrument. given key. inversions of triads ii
secondary triads, ii inverted position(1st and 2. Builds the triads on 2. invert the triads and vi
and vi 2nd ) various degrees of the 3. Harmonize simple
2. write and invert 3. Harmonizing a simple diatonic scale. melodies using root
primary and melody using root 3. Illustrates the 1st position and 1st
secondary triads in a position and 2nd inversions of inversion triads of a
given key. triads given key.
4. Guides the students
to harmonize a simple
melody using root
position triads.
204
MUSIC
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
6 Harmony Students should be able 1. Harmonization of 1. Spells the notes of a given 1. Write the notes that 1. Chalkboard Students to:
to: simple melodies secondary triad. make up the secondary 2. Manuscript 1. Study a given
1. identify the 2. Spellings of a given 2. Guides the students in triads. paper score of music and
secondary triads in a secondary triad. harmonizing a 4 bar melody. 2. Harmonize a 3. Musical pick out the
given piece of music. 3. Identification of melody of 4 bar using secondary triads used
2. harmonize a 4-bar notes of a given the primary triads and 2. Harmonize the
melody using primary primary triads, and triads ii vi and vii with following music
and secondary triads ii harmonization of 4 bar the help of teacher. using primary triads
vi and vii melody. and triads ii, vii, vii
7 The dominant Students should be able 1. Identify a dominant 1. Defines the v7 chord as a 4- 1. Copy the v7 chord 1. Plano or any Students to:
. 7th chord on a to: 7th chord in a musical tone chord consisting of a root, example on the board other keyboard 1. harmonize short
given root. 1. build a dominant 7th score. the major 3rd, the perfect 5th and into their manuscript instrument. melodies using
chord on a given root. 2. Harmonize short the minor 7th above the root. papers 2. Recorded music. primary, secondary,
2. spell the tones of a melodies using 2. Explains where and how it 2. Listen to identify and v7 chords
dominant 7th chord on a primary, secondary should be used. the dominant 7th chord 2. identify a
given root. and v7 chords. 3. Explains to the students why when played dominant 7th chord in
3. Spell the tones of a the chord is a discord and how a musical score
dominant 7th chord on to handle it.
a given root.
8 Modulation Students should be able 1. Define modulation 1. Defines modulation and 1. Study the types of 1. Plano Students to:
. to: and transition. differentiates it from transition. modulation 2. Tape Recorder 1. list the various
1. define the term 2. Types of 2. Discusses the different types 2. Listen to a piece of 3. Recorded music types of modulation
modulation modulation and the of modulation diatonic/ pivot music to identify 4. Manuscript 2. explain in their
2. distinguish between differences between chord abrupt, implied e. t. c. modulation points paper own words the
modulation and modulation and 3. Explains the use of 3. Copy and ask 5. Chalkboard. meaning of pivot
transition transition accidentals in modulation questions where chord diatonic
3. name the various 3. Uses of accidentals 4. Shows the point at which applicable. modulation.
types of modulation. in a modulation modulation occurs in a musical 4. Explains the
4. identify the point at point at which modulation takes difference between
which modulation takes place in a piece of music. modulation and
place a piece of music transition
205
MUSIC
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
9 Identifica-tion Students should be 1. Identification of 1. Plays different triads 1. Identify inverted 1. Keyboard Students to:
of triads/ able to: triads/chords 2. Explains the triads. instrument 1. write triads on
chords 1. identify the qualities (primary and difference in their 2. Name the positions 2. Manuscript paper. given roots and invert
of the different types secondary) qualities of the given roots, as them.
of triads. 2. Qualities of 3. Explains the root position, 1st or 2. identify inverted
2. write triads of given different types of inversions of a triad. 2nd inversion triads in a piece of
qualities. triads music.
3. Inversion of triads
10 Sight- reading Students should be 1. Sight-reading a 1. Writes the music in 1. Read a given piece 1. Musical score. Students to:
(observation of able to: simple piece of both close and open at sight and observe 2. Keyboard 1. read music written
musical terms, 1. read simple musical music. scores the dynamics instrument. in both lose and open
abbreviations sight. 2. Musical 2. Explains various 2. List some score.
and symbols) 2. explain the abbreviations terms musical abbreviation, examples of 2. list the different
meanings of dynamics and symbols. terms and symbols dynamics and types of musical
in a given melody. 3. Observation of 3. Uses a given melody abbreviations dynamics, symbols
3. list examples of musical terms to explain musical 3. Identify and name and abbreviations.
dynamic signs and abbreviations and dynamics, symbols and the dynamics in
symbols used in music symbols in a given abbreviations given musical score
melody.
11 REVISION
12 EXAMINATION
206
MUSIC
SS II
SECOND TERM
THEME: MUSICAL PRACTICE AND PERFORMANCE. A: AURAL TRAINING
WEEK
OBJECTIVES GUIDE
1 Diatonic Students should be able to: 1. Table of intervals and their 1. Drills the students 1. Sing the intervals 1. Keyboard Students to:
intervals 1. recognize intervals and inversions in singing intervals and their inversions instrument 1. Write exercises on
(melodic) their inversions 2. Name the melodic 2. Plays melodic 2. Write the 2. Musical score. inverted.
2. name the melodic intervals of a given melody intervals and their inversions of named 2. Writ the table of
intervals of a given melody 3. Singing and playing inversions melodic intervals. intervals and their
melodic their inversions inversions
2 Cadence plagal Students should be able to: 1. Cadences: identification of 1. Explains the 1. List the alternative 1. Keyboard Students to:
. semi cadence. 1. identify the plagal and plagal and semi cadences. difference between names associative instrument 1. notate the cadences
semi cadences on the board 2. The root movements of the the plagal and semi with the cadences. 2. Musical score played
2. write the root movements semi cadence (d-s) and plagal cadences 2. Differentiate 2. differentiate
of the semi-cadence (d-s) cadence (f-d) 2. Givens the between the two between the two
and plagal cadence (f-d) 3. Differentiate between the alternative names cadences. cadences
3. differentiate between the two cadences. associated with the 3. Write examples of 3. mention the
two cadences. two cadences. the cadences alternative names of
the named cadences.
3 1. identifi- Students should be able to: 1. Tonality types of triads 1. Explains the types 1. List the types of 1. Keyboard Students to:
cation of triads 1. distinguish between the primary and secondary of triads primary and triads. instrument name the types of
qualities of triads 2. Qualities of each type of secondary. 2. Identify different 2. Musical score. triads and write
2. write a named triad triads 2. Write examples of triads in a musical examples of them.
quality. each type on he passage.
board.
4 Interval Students should be able to: 1. Recognition of melodic 1. Explains the 1. Recognize 1. Recorded music. Students to:
. (harmonic) 1. recognize harmonic and harmonic intervals difference between harmonic intervals 2. Keyboard 1. sing the upper
intervals. 2. Identification of major melodic and 2. Write the intervals instrument notes of given
2. write harmonic intervals intervals (e. g. 2nd ,3rd and 6th) harmonic intervals. when played harmonic intervals
when played to them. And perfect intervals (unison, 2. Plays am 3rd 3. Sing a two part when the lower ones
3. gives the given harmonic 4th, 5th and octave) 3 playing harmonically and song and identify are played to them.
intervals of harmonic intervals asks the students to harmonic 3rd and 6ths 2. sing two part sings
sing the two notes in it and hear the
harmonic intervals in
them.
207
MUSIC
SS II
SECOND TERM
WEEK
OBJECTIVES GUIDE
5 Music dictation Students should be able to 1. Review of melodic 1. Reviews melodic Write more 1. Keyboard Students to:
. 1. describe the contour of a movements, repeated movements, step wise melodies in duple instrument write 4 bar
melody played to them tones and leaps. movements, separated times. 2. Musical scores. melodies in
2. write down the melody 2. Melody writing in tones and leaps, different time
played to them. simple and compound 2. Guides students in signatures and
duple times triple times, using them to write down sing them
quadruple times melodies played to them.
3. Melodies dictation
6 1.Cadences Students should be able to 1. Define cadence 1. Explains that the 1. Learn the keyboard instrument Students to:
. (punctuation in 1. recognize the interrupted 2. Identification of interrupted cadence is a alternative names of 1. list the other
musical cadence when sung or interrupted cadence in a cadence of non-finality. the interrupted names associated
language) played given major keys 2. Lists alternative names cadence in selected with the
2. write the roman figures 3. Alternative names of of interrupted cadence. passages containing interrupted
associated with the interrupted cadence. 3. Plays selected songs it cadence.
interrupted cadence. containing the interrupted 2. Write the 2. write
3. write the interrupted cadence. interrupted cadence interrupted
cadence. 4. Writes the root in given major keys. cadence in a given
movement (boss line) of major keys
an interrupted cadence
7 1.Cadences Students should be able to: 1. Singing and playing 1. Singing and playing 1. Learn the singing 1.Chalk board Students to:
. (punctuation in 1. recognize the unperfected imperfect and perfect imperfect and perfect and play of the 2. Keyboard 1. singing and
musical cadence when sing or play cadence cadence cadences. instrument playing of perfect
language) 2. recognize perfected 2. Writes the root 2. Writes out the roman 2. Identify the and imperfect
cadence when sing or movements (bass line) of figures associated with roman figures of cadences
played an interrupted cadences perfect cadence. perfect and 2. identify perfect
Write the roman figures imperfect (I-V D: S ) 3. Writes the perfect and imperfect cadence cadences in a
associated with imperfect perfect (V-I S: D) unperfected cadence in a 3. Write the piece of music.
and perfected cadence 3. Identify a perfect and piece of music cadences in a given
4. write the imperfect and unperfected cadence in a piece of music.
perfected cadence in a piece given piece of music.
of music.
208
MUSIC
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
8. Sight reading/ Students should be 1. Sight singing a scale 1. Sings the given 1. Sing the 4 bar music. 1. Keyboard Students to:
playing (1) able to: on a staff notation piece of music 2. Study the technique instrument 1. sing the given
1. read at sight a 2. Reading at sight a 2. Plays the given of playing the given 2. Chalkboard melody
given piece of 4 bars. given piece of music piece of music melody 3. Musical score 2. play the set tune.
2. play the given 3. Playing the piece
melody written in 4
bars
9 Sight reading/ Students should be 1. Sight singing a scale 1. Sings the given 1. Sing the 4 bar music. 1. Keyboard Students to:
playing (2) able to: on a staff notation piece of music 2. Study the technique instrument 1. sing the given
1. read at sight a 2. Reading at sight a 2. Plays the given of playing the given 2. Chalkboard melody
given piece of 4 bars. given piece of music piece of music melody 3. Musical score 2. play the set tune.
2. play the given 3. Playing the piece
melody written in 4
bars
10 Musical Students should be 1. Practice on vocal 1. Givens students 1. Play their 1. Musical Students to:
instruments able to: exercises some vocal exercises instruments as directed instruments 1. play their
(study skills) play the instruments 2. Playing a simple tune 2. Drills the students by the teacher 2. Musical scores. instruments for their
of their choice. on instruments on playing simple 2. Play simple tunes. teacher to listen
3. Skills in playing and tunes on their 2. practice the drilling
singing. instruments exercises as guided.
11 REVISION
12 EXAMINATION
209
MUSIC
SS II
THIRD TERM
THEME: PRACTICE AND PERFORMANCE C: DANCE

WEEK
OBJECTIVES GUIDE
1 Nigerian dance Students should be 1. Specific physical 1. Heads and directs 1. Participate in 1. Dance notes Students to:
styles (1) able to: exercises. students in warm up warm up sessions. 2. Recorded music 1. properly exercise the
1. undertake series of 2. Use of space as a key exercises before each 2. List the 3. Instrumentalists parts of the body as
warm up exercises. component of dance. class session. components of space 4. Chalk-board. directed by the teacher.
2. undertake 3. Types of space 2. Instructs on 3. Participate in a 2. practice the various
different spatial components of space pantomime spatial patters.
patterns. and its uses.
3. identify solo 3. Highlights the type
dances, free medley, of contemporary
choreographed dance form
dances (fr groups)
2. Western dance Students should be 1. Origin and historical Instructs students on 1. Listen and take 1. Dance notes Students to: enumerate
styles (1) able to: developments of ballet ballet dance, form notes. 2. Chalk-board. the components of
identify components 2.Components of ballet 2. Ask questions ballet.
of the ballet. 3. Exercises on ballet dance where necessary
THEME: MUSICAL PRACTICE AND PERFORMANCE, C: DANCE
3. Nigerian dance Students should be 1. Some traditional dance in 1. Discusses 1. Listen and take 1. Pictures Students to:
styles (2) able to: the society or ethnic groups. someselected notes. 2. Instruments 1. perform the dance
1. state the place of 2. Identification of some Nigerian dance styles 2. Ask questions 3. Chalkboard selected by the teacher.
traditional (cultural) Nigerian dance styles. e.g. swange Ekombi, where appropriate 4. Video tapes 2. state some Nigerian
dance in the society 3. The roles of traditional Bata etc. 5. Video equipment dance styles.
2. identify Nigerian dance in the society. 2. Highlights the role 3. state the roles of
dance styles from of traditional dance in traditional dance in the
various ethnic the society. society.
groups.
4 Western dance Should be able to: 1. Ballet dance e.g. Discusses the details 1. Listen and take Tape/CD player Students to:
styles (2) perform the ballet European or American of the practice and notes. perform the dance
2. Western dance styles performance of 2. Participate in the selected by the teacher.
3. Perform the ballet dance. ballet. rehearsals and
performance
210
MUSIC
SS II
THIRD TERM
THEME: MUSICAL PRACTICE AND PERFORMANCE C: DANCE
TEACHING AND
WEEK

OBJECTIVES GUIDE
5 Nigerian and Students should be 1. Choreographic and 1. Explains the various forms 1. Listen and take 1. Chalkboard Students to:
. Western able to: spatial patterns. and styles. notes 2. Video tapes of last 1. familiarize themselves
dance styles analyse the 2. Costumes and 2. Leads students to critique 2. Critique aspects year’s performance with the natures of the
fundamental music performance of last year’s 3. Video tapes of last dances through their
differences in 3. Forms and styles of performance year’s performance dances. Nature of the
choreography and Nigerian and Western 4. Video equipment dances.
other aspects of the dances. 2. explain some of the
production of the two choreographic devices
styles. used in their dances.
6 African/ Students should be 1. Identification of 1. Plays the tones of different 1. Observe the Digitalized Students to:
. Western able to: African and Western instruments on a digital teacher’s Keyboard e.g. 1. identify the tones of the
musical 1. identify the tones of musical instruments keyboard. demonstration Yamaha PSR, 740, following instruments.
instruments musical instruments 2. Identify the tones of 2. Gives the steps to follow 2. Take notes on Yamaha PST 1100, 2. when played on the
(African and Western) musical instruments in programming the procedure etc. keyboard:
played in digital key played on digital (a) flute
board. keyboard. (b) saxophone
2. observe the 3. Steps in (c) maracas
procedure in programming short (d) pot drum
programming short rhythmic patterns. (e) kit drum
rhythmic patterns (f) trumpet
7 African Students should be 1. Structural changes 1. Enumerate the visible Listen, copy notes 1. Text book Students to:
music able to: in African (Nigerian) changes in African music and ask questions 2. Chalkboard name structural changes
(colonial and 1. identify the music. following the exposure to 3. Pictorial chart. of the colonial era on
post colonial) structural changes in 2. Forms and styles of Western music during the Nigerian music.
African (Nigerian African (Nigerian colonial era, such changes as
music of Colonial and Music) the following may be cited.
post colonial era. 3. Effects of post 1. Adulteration of text.
2. the effects on colonial music on 2. Uses of Western idioms
African music.. African music. 3. No restrictions in
performance
4. Emergence of new musical
genres.
211
MUSIC
SS II
THIRD TERM
THEME: MUSICAL PRACTICE AND PERFORMANCE C: DANCE

WEEK
OBJECTIVES GUIDE
8 African music Students should be 1. Forms of music 1. Discusses the vocal Take notes and ask 1. Textbook Students to:
(colonial and able to: 2. Features of Nigerian forms, dinges ritual questions 2. Chalkboard list three musical
post colonial) identify and discuss vocal music music, cradle songs features of Nigerian
the general features 3. Features of lullabies etc. vocal and instruments
of Nigerian instrumental music 2. Highlights the music.
instrumental music. features of he
instrumental music:
Tutti, solo
improvisation etc.
9 Rhythm Students should be 1. Clap a simple 1. Writes a simple Clap or tap to a simple 1. Chalkboard Students to:
Dictation able to: rhythmic pattern in rhythm on the rhythm as led by the 2. Manuscript paper clap different
1. clap a simple simple duple time chalkboard. teacher. 3. Keyboard or any rhythmic patterns
rhythmic pattern in 2. Write down a simple 2. Guides students in other keyboard written on the board.
simple duple time. rhythmic pattern from clapping simple instruments
2. write down a dictation rhythmic patterns.
simple rhythmic 3. More exercises on
pattern from dictation rhythm dictation
10 Diatonic Students should be 1. Diatonic melodic 1. Explains melodic 1. Sing melodic 1. Piano Students to:
intervals able to: intervals. sequence. intervals as given by the 2. Recorder or any name the intervals
(melodic) identify interval 2. Melodic sequence 2. Guides the students teacher. other melody between the lowest
movements in a 3. Singing of melodic in discovering 2. Identify the notes of instrument. and highest tones of a
given melody intervals. sequential patterns in any given intervals. number of a given
melodies. melodies
11 REVISION
12 EXAMINATION
212
HISTORY
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
1 Organization of Student should be able 1. The European Trade Uses the 1. Listen to the 1. Film chips and Students to:
the Slave Trade to: (a) Rounding of companies. explanations and teacher and photographs of 1. explain the
1. describe the (b) Building of specials ships to discussion participate in class slaves in chains, in a organization of the
organization of the carry slaves. methods to discussion. slaves ship. slave trade in West
slave trade in West (c) The challenge of the long achieve the lesson 2. Write notes and 2. Map of the world Africa.
Africa. voyage and provision of food and objective. ask questions. showing the 2. identify the terms
2. identify the items of water. triangular trade in of exchange for the
exchange for slaves. (d) The introduction of new foods to slaves. slaves.
3. identify the source Nigerians (Cassava, Maize, 3. identify and
of slave, for slave Pawpaw). explain the sources
trade (animal sold as 2. The rule of Africa Coastal middle of slaves in West
permanent raid, men. Africa.
persons of war) . 3. The response of the hint land
people, the rise of trade like the
pros.
4. Development of slave markets in
the hints land.
5. Development of capital trust
system and the growth in the use of
different kinds of currencies such as
cowries, non, brass copper.
2 The effects of Students should be 1. The effects of the Trans-Atlantic Uses explanation 1. Listen to the 1. Drawing or Students to:
the Atlantic able to: slave trades. and discussion explanations by the picture of early 1. discuss the effects
slave trade and 1. discuss the 2. Reasons for the abolition of the methods to teacher. trading etc. of the Atlantic slave
abolition of consequences and slave trade. achieve the lesson 2. Participate in 2. Pictures of slaves trade.
slave trade impact of the Atlantic 3. Obstacles to the abolition objectives. class discussion. in chain. 2. identify the
slave trade. 4. The introduction of the legitimate 3. Ask questions reasons for the
2. identify the effects trade. and write down abolition of slave
of slave trade. notes. trade.
3. discuss the 3. discuss the
processes of abolition abolition of slave
and final abolition of trade.
slave trade.
213
HISTORY
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
3. Islamic Students should be able 1. Hausa land on the eve of the 1. Explains to 1. Mention the A map of diagram Students to:
Movement and to: Jihad students what a other people sowing the area 1. multiple choice or
Establishment of 1. describe the state of 2. The religions, social and caliphate is residing in Hausa covered by the objectives questions
Muslim States in Hausa land at the political factors that led to the 2. Lead the land. Hausa land in the on the coverage of
West Africa beginning of the 19th Jihad students to locate 2. Draw a large 19th century. the Jihad.
century . 3. Prelude to the Sokoto Jihad. Hausa land on a map of Nigeria and 2. essay questions
2. access the places of The situation in obiri under map of Nigeria. show. on the causes of the
Islam in Hausa land at the Sarlim Gobiri Bawa sn 3. Discusses the a. The area covered Jihad.
beginning of the 19th dYunfa. religion of the by the Jihad.
century. 4. Usman Danfodio, his Hausa people b. The extent of the
3. discuss Usman background, his rise as a before the Jihad Sokoto caliphate at
Danfodio, his rise as a Muslim scholar, his works in and how Islam was the height of its
Muslim scholar and his Gobiri and peoples response to migrated with power.
works in Gobri. him. traditional religion.
4. define the term Itejira. 5. Usman Danfodio’s Hejira 4. Explains the
and the outbreak of the Jihad motives of
Danfodio Jihad.
4. The Students should be able 1. Discuss the extent and 1. Discusses the Demonstrate Chart showing the Students to:
Administration to: nature of the Sokoto caliphate ways the Sokoto political offices on history of the 1. examine the
of the Caliphate 1. discuss the nature of (Administrate arrangement) . caliphate was the caliphate officials in Sokoto administrative
the Sokoto caliphate. 2. Subsequent division of the administered. showing their caliphate arrangement of
2. describe the caliphate i.e the roles of 2. Compares this hierarchy by Sokoto caliphate.
administrative structure of Abdullahi and Muhamed with the political drawing a chart. 2. frame objective
the caliphate. Bello. administration of questions on the
3. identify the titles of the 3. The relationship between either Oyo or nature of the
political office holders the central government and the Bornu. caliphate.
and their respective provincial administration. 3. Discusses the
functions. 4. Discuss the titles of the roles of the poltical
4. discuss the roles of political office holders and office holders in
Abdulahi and Muhamed their respective functions. the caliphate.
Bello.
5. examine the
relationship between
center and the provinces.
214
HISTORY
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
5. The Impact of Students should be able to: 1. The relationship 1. Discusses the List the neighbors Map of Nigeria Students to:
the Jihad 1. identify the neighbor of between the caliphate and nature of the of the caliphate. showing the spread 1. discus the
Sokoto caliphate. its neighbors at the relationship of Islam and the importance of the
2. discuss the importance of beginning of the 19th between Sokoto caliphate and its Jihad.
the Jihad in the political century. caliphate and their neighbours. 2. explain the impacts
social and economic 2. The Jihad and the role of neighbours. of the Jihad on Hausa
activities of Hausa land. the Nupe in Northern 2. Discusses the land.
3. discuss the impact of the Eastern Yoruba land and role of the Jihad in
Jihad. parts of the Benin the spread of Islam
Kingdom. in and outside
3. The wars between the Hausa land.
caliphate and its nighbours
in the 19th century
4. The effects of the Jihad
on their neighbours.
6 Bornu under Students should be able to: 1. Bornu at the beginning 1. Explains the 1. Identify the 1. Map of Nigeria Students to:
tedheitus – The 1. describe the general of 19th Century and her meain of the word location of Bornu showing the 1. describe the
Emergence of conditions in Bornu state at weak army. Shehu. on the map of location of Bornu. conditions of Bornu
El-Kanemi the beginning of the 19th 2. The Fulanis rebellion in 2. Discusses the Nigeria. 2. Picture of El- states at the
century. Bornu. political situation 2. Listen to the kanemi. beginning of the 19th
2. discuss the impact of weak 3. The crisis in Bornu ad in Bornu before the teacher’s 3. Picture of Bornu century.
rulers in Bornu. the invitation of El-kanemi. emergence of El- explanation. people in their 2. what are the roles
3. examine the link between 4. The coming of El- kanemi. traditional dresses. played by El-kanemi
events in Gobir and those in kanemi, the restoration of 3. Discusses the to restore order in
Bornu. order the total collapse of establishment of Bornu.
4. examine the circumstance the sejana dynasty and the Shehu dynasty.
that led to the emergence of beginning of El0kanemi’s
Elkanemi in Bornu. shehu dynasty.
215
HISTORY
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
7 The Jihad of Students should be able to: 1. Maccine before the Uses explanation Listen to the Map of West Students to:
. Jitehu Ahmadu 1. describe the gensil emergence of Seku and discussion teacher’s Africa showing the 1. what was the
condition in maccina at the Ahmadu (Policies methods to explanation and area accepted by general condition of
beginning of 19th century. economy and religion) . achieve the aim of participate actively Macaha. machine at the
2. identify the featuring of 2. Seku’s Ahmadu’s the lesson. in the discussion. beginning of 19th
Seka Ahmadu teachings and his Jihad. century.
3. describe the 3. The establishment and 2. describe the
establishment and organization of the Jihad. political
organization of the Jihad. 4. The effects of the Jihad organizations.
4. mention the effects of the on the people of Maccine
Jihad on the people of and their Neighbours.
masina and their
neighbours.
8 The Jhad of Students should be able to: 1. The Tukolor people Uses explanation 1. Listen to the Map of West Students to:
. Alhaji Umar 1. describe the general before the emergence of and discussion teacher’s Africa showing the 1. what was the
condition of the Tukohor Alhaji Umar poliics, methods to explanation. are occupied by the general condition of
people before the economy and religion. achieve the aim of 2. Participate Tukolor and the Tukolor people
emergence of Alhaji Umar. 2. Alhaji Umar and his the lesson. actively in the identify their at the beginning of
2. identify the teaching of Tijaniyya brotherhood. discussion and take members. the 19th century.
Alhaji Umar and his 3. Umar’s Jihad and the down notes. 2. describe the
Tijaniya brotherhood. organization of the Tukolor political
3. alahaji Umar’s, Jihad and empire. organization of the
the organization of the Tukolor empire.
Tukolor empire.
216
HISTORY
SS II
FIRST TERM
WEEK
OBJECTIVES GUIDE
9. Yoruba land in Students should be 1. Old Oyo at the begning of 1. Have an 1. Draw the 1. Map of Nigeria Students to:
the 19th century able to: the 19th century. interactive session map of Nigeria showing the extent 1. describe briefly the
Oyo empire 1. describe the 2. The Afonja rebellion and with the students showing the of the Oyo empire. economic development
political situation in the sack of old Oyo. on the Social- location of the 2. Wall chart of Yoruba land in the
Yoruba land at the 3. The fall of old Oyo and the political and New illustrating the Oyo 19th century.
beginning of the 19th refuge problems. economic situation settlements. political system and 2. account for the
century. 4. The own wars the in Yoruba land at 2. Prepare a hierarchy of chiefs collapse of old Oyo
2. examine the factors destruction of Egba the beginning of time chart and courts officials. empire in the 19th
that led to the final settlements and the foundation the 19th century. showing the century.
collapse of the old of Abeokuta. 2. Traces the course of the 3. what use the
Oyo empire. 5. The beginning of Ibadan as events that led to Yoruba wars. consequences of the
3. discuss the an Oyo dominated settlement. the collapse of Oyo Yoruba civil wars of the
implications of old 6. The management of refuge and show how it 19th century.
Oyo for political problems in Ife and the led to Yoruba wars. 4. how do you explain
developments in emergence of New settlements the reasons for the
Yoruba land. e.g. Ago, Iwoye, Sagamal fragment Yorba civil
wars of the 19th century.
10 The Era of Students should be 1. Efforts at rebuilding the 1. Discusses the Debate the 1. Map of Nigeria Students to:
Ibadan able to: new Oyo empire and attempts unsuccessful various proverb showing the location 1. explain the events
Dominance 1. describe the events to rebuilding the powers of the attempt by the of view on the of Old Oyo Empire which led to the rise of
that led to the rise of Alajin. Alaafia to regain points position prior to the collapse Ibadan in Yoruba land.
Ibadan. 2. Ibadan and Iyaye view on his political power. of Ibadan and and the position of 2. briefly discuss the
2. discuss the course the politics of the new Oyo 2. Divide and rule Iyaye on the new Oyo empire. course of the wars up to
of the wars up to the empire especially over the politics of the attempt by the 2. Picture of the initiation of peace
initiation of peace of laws of succession in Oyo and Alaajin towards Alaafin to gain drawing of war of 1886.
1886. prelude to Iyaye war. Ibadan and Ijaye back his implementation and
3. The Ijaye war and rise of that led to rise and political power. the war leaders.
Ibadan military dominance in subsequent
Yoruba land. development of
4. Ibadan military dominance Ibadan.
and the sixteen years wars.
11 REVISION
12 EXAMINATION
217
HISTORY
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
1 The Peace Treaty of Students should be 1. Terms of the peace. 1. Discusses the terms Have interactive Pictures of the Students to:
1886 able to: 2. Developments in of the peace treaty of discussion on the Yoruba war leaders at 1. why did the British
1. discuss the terms Ibadan and 1886. role of non-state the signing of the put pressure on
of the peace treaty demonstration of British 2. Relates the actors in the peace treaty of 1886. Yoruba land in the
and the sudden West. activities of this achievement of 19th century.
British interest at 3. Continued Ilorin period to the peace e.g. the 2. discuss the impact
achieving peace in attacks in Oyo and other subsequent pressure missionaries. of the Yoruba wars.
the Yoruba land. parts of Yoruba land. of the British into the
2. mention the 4. The resistance of Ekiti Yoruba hints land.
implications of the parapo and the influence 3. Arranges a visit to
war and the treaty on of returnee slaves based some of the
Yoruba land in in Lagos. movements and war
general. 5. An assessment of the sites e.g. Bouner
impact of the wars on tower.
Yoruba society.
2 Benin in the 19th Students should be 1. Benin at the beginning 1. Provides map of 1. Identify the 1. Map of Nigeria Students to:
. Century able to: the 19th century. Nigeria. position of Benin showing the areas 1. briefly describe the
1. examine the nature 2. The impact of the 2. Discusses the on the Nigerian caused by Benin political History of
and extent of Benin abolition of Trans- effects of the map. kingdom. the Benin kingdom in
empire in the 19th Atlantic slave trade on abolition of slave 2. Arrange the list 2. The pictures of 19th the 19th century.
century. Benin Economy. trade in Benin of 19th century century Benin Obas. 2. describe the effects
2. discuss the reasons 3. Political crisis Economy. Benin Obas of the abolition of the
for the fall of Benin especially problems of 3. Examines political chorological. slave trade early in
kingdom. succession and developments in the 19th century upon
3. explain the role of emergence of weak Benin in the 19th Benin.
the British in the fall rulers. century. 3. the Benin empire
of Benin. 4. The British and the 4. Discusses the role was in decline at the
fall of Benin kingdom. of the British in the beginning of the 19th
fall of Benin. century but the Benin
kingdom remained
the British consent of
1897.
218
HISTORY
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
3 The first phase Students should be 1. Background to the British 1. Describes the 1. Listen attentively. 1. Drawing of the Students to:
. of British able to: occupation of Lagos. British conquest and 2. Ask question and war ships that 1. give reason for the
conquest 1. discuss the reasons 2. The occupation of Lagos annexation of Lagos take down notes. Bombarded Lagos. British occupation of
1851-1900 for British occupation 3. The Ijebu expedition of in 1861 respectively. 2. Photograph of the Lagos.
of Lagos. 1882 and the British punch 2. Illustrate how the British consuland 2. how do you
2. describe the details into Yoruba land. The British conquered opera signing a explain the collapse
of British penetration collapse of Delta states. and occupied other treaty. of the Niger Delta
into the interior. 4. The conquest of Benin. areas in the interior state by the end of the
of Yoruba land. 19th century.
4 The second Students should be 1. Conquest of the Sokoto 1. Locates the Sokoo 1. Draw the map of Provide the Nigerian Students to:
. phase of able to: caliphate. caliphate, middle belt Nigeria and identify map. discuss the
British 1. discuss the 2. The conquest of Igbo and Igbo land on the the subjugated areas. occupation of the
conquests occupation of the land. Nigerian map. 2. Display the Sokoto caliphate by
1900-1914 Sokoto caliphate 3. The conquest of the 2. Discusses how the picture of Europeans the British in 19th
Bornu, the middle middle belt. British occupation of and the student Century.
Belt and Igbo land. 4. The occupation of Bornu. these areas. should identify Lord
2. examine the 5. Differentiation of the Laggard.
implications of the British conquest.
subsequent
development in
Nigeria.
5 The Christian Students should be 1. The role of evangelical 1. Uses explanation 1. Listen to the Map of West Africa Students to:
. Missionary able to: movement in the and discussion teachers explanation. showing places like 1. what was the
Activities in 1. identify the role of supervision of slave trade. methods to achieve 2. Participate on the Libera, Sierra Leone. significance in West
West Africa Evangelical macret in 2. Trace the foundation of the objectives of the discussion in class. African History in
the supervision of Sierra Leone/liberia. lesson. 3. Locate the area in 19th century.
slave trade. 3. Speech of missionary 2. Uses the map of the map. 2. describe briefly
2. discuss the re- activities in West Africa West Africa. how sierra was gueed
foundation of sierra 4. The impact of the in 19th century.
Leone and liberia. missionaries activities. 3. give reasons for
3. reasons for the the spread of
spread of missionary missionaries in West
activities in west Africa.
Africa.
219
HISTORY
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
6 The early phase of Students should be able to: 1. Early administrative 1. Discusses the 1. Pay attention 1. Map of Nigeria Students to:
British rule in 1. describe the structures introduction of to the teacher’s showing the 1. describe briefly the
1900-1914 arrangements made by the a. Provinces British rule and explanation. protectorate. main stages by which
British for Administering b. Divisions methods of 2. Organize 2. Map of Nigeria Nigeria care under
Nigeria. c. Districts Administration. drama to depict showing the British colonial rule.
2. discuss the nature court 2. The nature cart system 2. Explanations the working of railway 2. what is meant by
and relative authority in the protectorate of relationship nature court construction the British court
systems. Southern Nigeria between road and system. network. policy of indirect
3. examine why the British 3. The nature authority rail way building rule, why was it
built roads and palump and system in the protectorate and economic adopted in Northern
what part Nigerians played. of Western Nigeria. exploration. Nigeria and how did
4. discuss how various 4. Establishment of 3. Considers the it operate.
Nigerian peoples reacted to communication Network – reactions of 3. discuss the
the British rule. Roads, waterways etc. Nigerians British significance of the
5. Intensified exploration rule. final garadin of 1914
of Nigeria natural in Nigerian History.
resources. 4. how successful
6. Reaction of Nigerian was the extensive of
people to British rule at the policy Southern
various points. Nigeria.
7 The Amalgamation Students should be able to: 1. Meaning and reasons for 1. Ask the 1. Name the 1. Map of Nigeria Students to:
of Nigeria audits 1. examine the background Amalgamation. students to name various ethics before 1914 1. discuss the various
significance of the amalgamation. 2. Lugards concept of the various ethnic groups in 2. Map of Nigeria factors which
2. discuss the factors which Nigeria and the nature of groups in Nigeria. Nigeria. as at 1 Jan. 1914. encouraged the
encouraged the merging of the amalgamation. 2. Take part in the 2. Teleport in the 3. Chart showing merging of various
various administrative 3. The Administrate debate. debate. administrative administration units
units under one political arrangements that went 3. Listen to the arrangements. under the political
control. with amalgamation. teacher’s 4. Photograph of unit.
3. describe the 4. The significance of the explanation, ask Lord Laggard. 2. discuss the
administrative arrangement amalgamation for the questions and significance of the
that went wit history of Nigeria. take down notes. Amalgamation
Amalgamation of the of1914 in Nigeria
significance. History.
220
HISTORY
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
8. Colonial Rule Students should be able to: 1. Meaning and reasons for 1. Explains the 1. Organize dram A map of Nigeria Students to:
and Its impacts – 1. explain the meaning of indirect rule in Northern meaning and to demonstrate the showing the location 1. what were the rules
Central indirect rule. Nigeria. gives reasons for reaction of the of important of the colonial
Administration 2. explain the reasons for 2. How indirect rule are its adoption in people to indirect indigenous crafts economy in the
the adoption of indirect rule operates in Northern the North. rule. that have been destination of
system in Northern Nigeria. Nigeria. 2. Explains how 2. Listen to the destroyed. indigenous crafts.
3. discuss why it was 3. Indirect rule in Southern indirect rule teacher’s 2. examine the
imposed in Southern Nigeria and how it system operates explanation. economic policy of
Nigeria. involves. 3. Discusses the 3. Ask question Britain in West
4. explain how the indirect 4. Reactions of Nigerians impact of and take down Africa during the
rule policy perpetuated to the Indirect rule system indirect rule. notes. period of colonial
disunity in Nigeria. 5. Impact of indirect rules. rule.
9 Origins of Students should be able to: 1. Give various definitions 1. Asks students 1. Name some of Photograph of the Students to:
& Nationalism 1. define the concept of of Nationalism. to name some of the Governors that early Nationalist 1. what is
10 Nationalism. 2. Discuss the origin of the Governors ruled Nigeria on leader. Nationalism.
2. discuss the origin of Nationalism. that ruled the part. 2. show the part
Nationalism. 3. Early resistance to the Nigeria during 2. Listen to the played in any two of
3. discuss the demands of imposition of British rule – the period. teachers the economy in the
the early Nationalist Jaja of Opopo, Awujale of 2. Uses explanation. development of early
headers. Ijebu-Ode Overami of explanation and 3. Participate West African
Benin. discussion actively in the Nationalism.
4. Colonial policies and methods. discussion. a. Hebert Macaulay
elite discontent. b. J.B. Hay ford
5. Formation of National c. Witribious
congress of British West 3. discuss the role of
Africa. NCNL in the
6. The Clifford Nationalist
Constitution and the movement
formation of NNDP/NYM. 4. discuss the rules of
NNDP and NYM.
11 REVISION
12 EXAMINATION
221
HISTORY
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
1 Nationalist Students should be 1. The participation of the 1. Provides the map 1. States and locates the 1. Map of Nigeria. Students to:
Movement after the able to: relationship in the 2nd of Nigeria and area of strength of the 2. Copies of the 1. write short notes
second World War. 1. discuss the world war. locate the area of parties. various constitution. on:
outbreak of the 2nd 2. The Richard constitution strength of the 2. Listen to the 3. Manifestation of a. the Nigerian
world war sharpened of 1946 parties. teacher’s explanation. the political parties. National Democratic
the course of the 3. Emergence of political 2. Discusses the Party.
Nationalists. parties and their activities. issues in the various b. west African New
2. explain the 4.The role of the mass contribution. paper and Nationalist
strategies adopted by media and trade unions. movement.
the Nationalist. 5. The activities of the 2. identify and
3. examine the Zikist movement. explain the strategies
various features 6. The map lesson adopted by the
which assisted in the constitution and Littleton Nationalist.
struggle against constitution. 3. what factors
colonial rule. 7. The role of Nigeria. consisting the
struggle against
colonial rule.
2. The Road to Students should be 1. Interactional pressure Uses both 1. Listen to the 1. Map of Nigeria Students to:
Independence and able to: from USA and USSR and explanation and teacher’s explanation. showing the regional 1. arrange the events
the Attainment of 1. discuss the attitude the Indian independence. discussion methods 2. Participate in the structure. leading to the
Independence of the Western 2. Change of leadership in to achieve the discussion in class. 2. Photograph of attainment of
environment towards Britain – Labour party lessons objectives. various regional independence
colonialism. 3. The Era of self leaders. chinelogically.
2. explain the divide Government in the West 3. Video clips of 2. discuss the
and rule politics of and East. independence contributions of
the British. 4. Self Government in the celebration. Nnamdi Azikiwe to
3. relate the events North. the Development of
that lead to the 5. Attainment of modern Nigeria.
attainment of independence and the
independence. unresolved issues.
222
HISTORY
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
3. The First Republic Students should be 1. The West Minister 1. Enumerates the 1. Listen to the 1. Map of Nigeria Students to:
1960 – 1966 able to: Parliamentary system teaching of teacher’s showing the four 1. identify and
1. discuss the system – Nature of parliamentary system. explanation. regions. explain the major
of Government constitution. 2. Discusses the 2. Participate in the 2. Video clip of the challenging issue of
handed over to 2. Regional political coalition of discussion. political activities of the first republic.
Nigerians. parities. NPC/NCNC. 3. Ask question and the first republic. 2. enumerate the
2. explain the rolse of 3. The challenges – 3. Explain the effects take down notes. features of the
the political y parties. condition system. of regionally based parliamentary system
3. identify the cealeys a. Government positional posters. of Government.
of democratic b. Opposition in 4. The implementation
governance. parliament of first plan.
4. discuss the c. Ethriaty
economic philosophy d. Census problem
of government. e. Creation of New
5. discuss the Region
explanation of social 4. The concept of
services. Mixed Economy.
5. Expansion of
Educational and
Health seminal.
4. The 1966 Coup D’ Students should be 1. Causes of the 1. Discussion on the 1. Draw a map of 1. Map of Nigerian Students to:
Etat and the able to: January 1966 and the traditional role of the Nigerian showing showing the course 1. explain the reasons
Nigerian Civil war 1. discuss why counter coup of July military. the twelve states. of the civil war. why the military took
military took over 1966. 2. Discusses the causes 2. Participate in the 2. Display of the over government in
government in 2. The causes and and course of the civil excursion. relics of war. Nigeria in 1966.
Nigeria. course of the war. 3. Organize a debate 3. Photograph of the 2. what are the causes
2. examine the causes Nigerians civil war. 3. Arranges in on whether the civil major actors in the of the Nigerian civil
and course of the 3. Effect of the execution to war war could have been coup and the war. war.
Nigerian civil war Nigerian civil war. Museums in Umuahia. avoided. 3. identify the effects
3. discuss the effects a. Socio-political of the Nigerian civil
of the Nigerian civil b. Economic war.
war. c. Effects on worker
and children
223
HISTORY
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
5. The Military Rule and Students should be 1. The oil boom of 1.Generals 1. Listen to teacher 1. Sketches pictures Students to:
the Re-construction able to: the early 1970s. discussion on the and participate showing the efforts 1. list growing their
Programme 1. discuss the new 2. The second implementation of actively on the of the military. points programme.
Kanem source for National the second discussion. 2. Map of Onistsha 2. outline the
government. Development plan National 2. Participate in the Bridge flyover in achievements of
2. the second of 1970-74. Development plan. excursion. Lagos. Government regime.
National. 3. Governor’s Nine 2. Organizations 3. identify the
Development plan. points programme Excursion to some sources of
3. the Nine point summarized as edifices the Government.
programme of reconciliation military such as the
Gowon. reliabilitation an National theatre.
4. identify the reconstruction.
achievements and 4. Achievements of
failures of the Gowon Gowon regime.
regime.
6. The Military Students should be 1. Factors that led to 1. Uses explanation Draw a map of Map of Nigeria Students to:
Administration of able to: the 1975 coup. and discussion Nigeria showing the showing the Nineteen 1. list the names of
1975-1979 1. explain the reasons 2. The structure of methods. Nineteen states. States. the newly created
for 1975 coup. the administration. 2. Discusses about states.
2. examine the main 3. Implementation festal 77 and 3. explain the concept
features of the of the Third operation field the of the land se degree.
administration. National Nation. 4. what is meant by
3. discuss the socio- Development plan. indigenization.
economic and 4. The Land use
political pgoramme. decree
5. Indigenization
pogramm.
6. Transition to the
civil rule.
224
HISTORY
SS II
THIRD TERM
ACTIVITIES
WEEK

TOPIC CONTENT
7. The Second Republic Students should be 1. Principles of 1979 1. Discusses the 1. Dramatize 1. Copy of 1979 Students to:
1979-1983 able to: Constitution. difference between events in a session Constitution. list the differences
1. discuss the 1979 2. Presidential system and the first and second of the Senate. 2. Newspaper between
constitution. Bi-cameral Legislature. Republic. 2. Participate in cuttings. parliamentary and
2. the nature of party 3. The practice of Multi- 2. Analyzes the the discussion. 3. Calendar of the presidential
polities. party demonstration. Economic 3. Ask questions Executive and systems of
3. the fourth national 4. The Socio-Economic problems and and take down Legislature Arms government.
development plan. programmes of the second measures taken to notes. of Government.
4. achievement of the Republic. forestall them.
second republic.
8. The Return of the Students should be 1. Factors that led to the 1. Discusses the Dramatise the 1. Newspaper Students to:
Military, the Bhan able to: Military Coup of 1983. reasons for the activities of the cuttings. 1. explain the
Idiagbon Regime 1. state the factors that 2. Aanti-corruption return of the WAI Brigade. 2. Video clips of features and
led to the 1983 coup. programmes – NNPC, Military. the activities of this objectives of war
2. discuss the structure NASC, FCDA probes war 2. Corporatives military regime. against
and programme of the against indiscipline. analysis of his indiscipline.
regime. 3. Economic policy to be military regime and 2. what factors led
discussed against the that of to the 1983 coup.
backdrop of Inhartes Murtala/Obasanjo.
failing economy. 3. Human Rights.
9 The Ibrahim Babagida Students should be 1. The structure of the 1. Through 1. Listen to the 1. Map of Nigeria Students to:
Regime 1985-1993 able to: Regime. participating teacher’s showing the new 1. list the reactions
1. explain the structure 2. Discuss the transition method explain the explanation. structure. of Nigerian
of the regime. programme and the concepts. 2. Participate in 2. Government Structural
2. discuss the Regimes concept 2. Discusses the the discussion. Policy Papers. Adjustment
transition programme. finalization of Democracy. reactions of 3. Participate on 3. Video clips of Programme.
3. discuss the socio- 3. Economic policy SAP Nigerians to the the debate. programs. 2. what Policies
economic programme. Definition, origin and programmes. use adopted to
objectives. 3. Organizes debate cushion the effects
4. Policies aimed at on Women of SAP.
cushioning the effects of Empowerment. 3. what are the
SAP. objectives of the
5. Programme of women better life for Rural
empowerment. Women Proramme.
225
HISTORY
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
10 The challenges of Students should be able 1. Events leading to 1. Explains the 1. Involved in the 1. Map of Nigeria Students to:
Democratic to: the emergence of the evens that followed discussion in class. showing the new 1. list the activates
Governance 1. describe the trends Interim National the aborted third 2. Listen to the states and Local of the civil society
1. Interim National that led to the emergence Government. republic. explanation by the Government. during the period.
Government and of interim National 2. Factors leading to 2. Discuss the teacher. 2. Video clips 2. write on the
hepetum of the Government. the return of the transition program 3. Ask questions and 3. Newspaper functions of
military 1993-1998 2. explain the return of military. 3. Constitutional take down notes. cuttings. duepiocers office.
2. the Transition and the military. 3. The military review and 4. Government 3. name the twenty
neforth republic 3. discuss the policies of institution formation of Policy paper. five candidate
this regime and programme. political parties. banes.
challenges. 4. The Economic 4. Deregulation 4. describe the
4. constitutional program with policy events that led to
conference and particular reference 5. An analysis of the the emergence of
formation of Political to vision 2010 and 1999 constitution the inter National
parties. deregulation. with the previous. Government.
5. the policy trust of the 5. Events leading o
fourth republic. the emergence of
Abdulsalam
Abubakar’s
transition.
6. The 1999
constitution.
7. The socio-
economic. policies of
the fourth republic.
11 REVISION
12 EXAMINATION
226
GOVERNMENT
SS II
FIRST TERM
THEME 1: POLITICAL CONCEPTS AND PRINCIPLES OF GOVERMENT
WEEK
PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

TOPIC OBJECTIVE LEARNING GUIDE
1. Electoral Process Student should be able to: 1. Elections: 1. Leads discussion on 1. Contribute to 1. Textbooks. Students to:
(1) Election 1. explain the meaning of -meaning electoral process. discussion. 2. Newspaper 1. what are the
elections. -purpose 2. Excursions to 2. Take notes. cutting. reasons for
2. explain the meaning of 2. Suffrage electoral commission 3. Electoral conducting
suffrage. -Meaning office. material and ballot election?
3. trace the development of -history box, ballot paper 2. explain the
suffrage. - Types etc. evolution of
4. identify the types of suffrage. 3. Franchise suffrage in
5. discuss the meaning of - Meaning Nigeria.
franchise. - Purpose
6. enumerate the purpose - Types
served by elections in various 4. Purpose of holding
political systems. elections.
2. (ii). Types of Student should be able to: 1. Characteristic, advantage Leads discussion on 1. Contribute to 1. Textbooks Students to:
electoral system. 1. list type of electoral system. and disadvantage of types of electoral discussion. 2. Newspaper 1. what are the
2. identify the characteristics of electoral system. system. 2. Take notes. cutting types of electoral
each system. 2. Types 3. Electoral system.
3. discuss the advantage and i. Simple materials e.g. ballot 2. explain the
disadvantage of each system. ii. Absolute. box, ballot paper advantage of two
iii Proportional etc. the system.
representation.
iv. Direct and indirect
electoral system.
3. Second ballot.
3. (iii). Student should be able to: 1. Features of free and fair 1. Leads discussion on 1. Contribute to 1. Textbooks Students to:
Organization of 1. explain the meaning of free elections. organization of discussion. 2. Electoral 1. what are the
elections. and fair election. 2. The stage of election. election. 2. Take notes. materials. features of free
2. mention the state in 3. Transparency 2. Mentioning the 3. Pictures and and fair elections.
conducting election. 4. Free and fair election. needs for transparency charts. 2. lists the stage
5. Integrity and honest. integrity, honest, free of conducting
and fair election. elections.
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FIRST TERM
WEEK

TOPIC OBJECTIVE LEARNING GUIDE
4. (iv). Electoral Student should be able to: 1. Electoral 1. Leads discussion 1. Contribute to 1. Textbooks Students to:
commission and 1. define electoral commission. on the functions of an discussion. 2. Pictures of votes at 1. what are the
electoral officials. commission. i. Roles or duty. electoral commission. 2. Take notes. polling stations and function of electoral
2. lists the function of an ii. Problems 2. Reviews previous returning officer commission?
electoral commission. iii. Organizations lesson on counting stations. 2. what are the duties
3. enumerate the rules of 2. Electoral officials organization. of the following.
the various electoral i. Electoral officer i. Electoral officers
officials. ii. Polling officer ii. Supervisors
iii. Presiding officer. iii. Returning officers.
iv. Polling clerk.
v. Polling agent.
5. 2. Public Opinion. Students should able to: 1. Definition of 1. Leads discussion 1. Contribute to 1. Textbooks. Students to:
1. explain the term public public opinion. on public opinion. discussion. 2. Films 1. what is public
opinion. 2. How public 2. Leads students to 2. Suggest how 3. Pictures opinion?
2. list the agent involve in opinion is formed. express their view on their school 4. Newspaper cutting. 2. how can public
the formation of the public 3. Measurement of some important authority or club opinion be measured?
opinion. public opinion. issues of public executive can
3. indicate ways of 4. Importance of interest. influence their
measuring public opinion. public opinion. opinion on
4. examine the importance important issues.
or function of public
opinion.
6. Mass Media. Student should be able to: 1. Mass media. 1. Leads discussion 1. Contribute to 1. Textbooks. Student to:
1. explain the meaning of - Meaning. on mass media. discussion. 2. Newspaper and explain the needs and
mass media. - Roles 2. Mentioning the 2. Take notes. newspaper cutting. importance of mass
2. discuss the roles of mass - Impact meaning roles 3. Pictures, Charts media as a watch dog
media in days to days 2. Watch dog. impact, as watch dog and Posters. in politics and
running of government. in politics and government.
3. state the impact of mass government.
media in Nigeria politics.
228
GOVERNMENT
SS II
FIRST TERM
ACTIVITIES
WEEK

TOPIC OBJECTIVE TEACHER STUDENTS LEARNING GUIDE
MATERIALS
7. Civil Service Student should be able to: 1. Meaning of civil 1. Leads discussion 1. Contribute to 1. Textbooks. Students to:
1. explain the meaning of civil service. on civil service. discussion. 2. Charts and pictures. 1. explain the
service. 2. Characteristic of 2. Asks student to list 2. Take notes. 3. Films. function of civil
2. discuss the characteristic of civil service. the duties performed 4. Newspaper cutting. service.
civil service. 3. Functions. by some government 2. describe the
3. lists the functions of civil 4. Structure of civil officials in their structure of civil
service. service. localities. service.
4. identify the various classes in i. Administrative 3. what are the
civil service. /professional. classes in civil
5 explain the function of each. ii. Executive. service.
6. discuss the relationship iii. Clerical etc.
between classes. 5. Honesty, Integrity.
7. discuss how to prevent
corruption in civil service.
8. Personnel Student should be able to: 1. Meaning of the civil 1. Leads discussion 1. Contribute to 1. Textbooks. Students to:
Administration 1. explain how civil servant are service commission. on civil service discussion. 2. Pictures and charts. 1. what are the
in the civil recruited, disciplined and 2. Function of the civil commission. 2. Draws an 3. Films. functions of civil
service. promoted. service commission. 2. Illustrates with organizational 4. Newspaper cutting. service.
2. describe the agent that 3. Relationship organizational charts chart of a school. 2. explain the
performs those functions. between the civil of the civil service relationship
3. discuss the relationship service and political commission in between civil
between the top civil servant executives. Nigeria. servant and
and political class. political class.
229
GOVERNMENT
SS II
FIRST TERM
ACTIVITIES
WEEK

TOPIC OBJECTIVE TEACHER STUDENTS LEARNING GUIDE
MATERIALS
9. Public Student should be able to: 1. Definition. 1. Leads discussion 1. Contribute to 1. Textbooks. Students to:
cooperation. 1. explain the meaning of 2. Reason for setting on public discussion. 2. Charts and pictures. 1. define public
(i). Meaning. public cooperation. public cooperation. cooperation. 2. Mention some 3. Films. cooperation.
2. identify the purpose for 3. Functions of public 2. Invites a resource basic social 4. Newspaper cutting. 2. what are the
setting public cooperation. cooperation. person to give a talk service which functions of public
3. lists the functions perform by 4. Examples of public on function of public they enjoy and the cooperation?
public cooperation. cooperation. cooperation. agency
4. give examples of public responsible.
cooperation in Nigeria. 3. Take notes.
10 (ii). Structure Students should be able to: 1. Organizational 1. Leads discussion 1. Contribute to 1. Textbooks. Students to:
. and 1. discuss the relationship structure of public on structure and discussion. 2. Newspaper cutting. 1. explain the
organization of between the ministry, board and cooperation. organization. 2. Take notes. 3. Films. relationship
public management. i. Ministers. 2. Draw a diagram between the
cooperation. 2. distinguish between the ii. Board showing the ministry, board,
organizational structure of iii. Management. relationship between and management.
public cooperation and the civil 2. Comparison of ministers, board and 2. what are the
service. organizational management. differences
structure of public between public
cooperation. cooperation and
civil service.
11 REVISION
12 EXAMINATION.
230
GOVERNMENT
SS II
SECOND TERM

WEEK

1 (iii). Control and Student should be able 1. Reasons for control. 1. Leads 1. Contribute to 1. Textbooks. Students to:
problems of public to: 2. Types of control. discussion on discussion 2. Films. 1. what are the
cooperation. 1. discuss the need for i. Parliamentary control and 2. Mention some 3. Newspaper reasons for the
control of public ii. Financial problems of of the problems cutting. control of public
cooperation. iii. Judicial public of public 4. Charts and corporations
2. explain the means of iv. Ministerial, etc. corporations. corporation in pictures. 2. list the problems
controlling public 3. Problems of public 2. Embarks on the community. of public
cooperation. corporations. excursion to a corporation.
3. identify the problems i. Lack of public corporation 3. Suggest the
that are faced by the accountability. to be organized. solution to the
public cooperation. ii. Mismanagement. problems of public
4. suggest ways of 4. Solutions to the corporation.
solving those problems. problems.
2 (iv). Commercialization Students should be able 1. Meaning of 1. Leads 1. Contribute to 1. Textbooks Students to:
. privatization and to: commercialization, discussion on discussion. 2. Pictures and 1. define
1. explain the meaning privatization and commercialization 2. Take notes. charts. privatization.
of commercialization, deregulation. privatizations and 3. Newspaper 2. what are the
privatization and 2. Reasons for deregulations. cuttings. reasons for
deregulation. commercialization, 2. Invites and privatization?
2. discuss reasons for privatization and expert to give a 3. what are the
commercialization and deregulation. talk on merits and demerits
privatization and 3. Merit and demerits. commercialization of
deregulation. privatization and commercialization
3.explain merits and deregulation. and privatization.
demerits of
commercialization,
privatization and
deregulation.
231
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SS II
SECOND TERM

WEEK

3. 3. Local Student should be to: 1. Explain the 1. Leads discussion 1. Contribute to 1. Textbooks Students to:
Government 1. explain the meaning meaning of local on local discussion. 2. Newspaper cutting. 1. what does local
i. Local of local government. government. governments. 2. Visit to a 3. Picture and charts. government refers
government 2. give reasons for the 2. Reasons for the 2. Sites services local to?
administration. creation of local creation of local performed in local government. 2. why are local
government governments. government. 3. Take notes. governments
3. lists functions 3. Functions of local 3. Arranges for established?
performed by local governments. excursion to local 3. explain the
government. 4. Systems of local government. functions of local
4. mention the various government. governments.
types of local i. The French system.
government. ii. The British system.
iii. The Nigerian
system.
4. (ii). Structure of Student should be able 1. Evolution of local 1. Leads discussion 1. Participate in 1. Textbooks Students to:
local government. to: government in on evolution and discussion. 2. Newspapers 1. describe the
1. discuss the evolution Nigeria. structure of local 2. Visit to local cutting. structure of local
of local government in 2. Structure. government. government. 3. Picture and charts. government.
Nigeria. 3. Force of finance. 2. Visits to the 3. Take notes. 4. Films 2. what are the
2. describe the structure 4. Relationship local government. sources of finance
of local government. between local for local
3. explain how local government government?
governments are state/federal 3. discuss the
financed. governments. relationship
4. explain the between the
relationship between government
the government authorities and
authorities and the state federal
state/federal government.
governments.
232
GOVERNMENT
SS II
SECOND TERM

WEEK

5. (iii). LocalStudent should be 1. Rules of tradition 1. Leads discussion 1. Contribute to 1. Textbooks. Students to:
government able to: ruler in local on the roles of discussion. 2. Pictures and 1. explain the roles of
Reforms. 1. explain the rules of government. local government 2. Identify the charts. traditional ruler at the
traditional rulers in 2. 1976 local and the 1976 local problems of local 3. Films local government.
the local government government reforms. government government in 2. discuss the 1976
administration. 3. Problems of local reforms. Nigeria. local government
2. discuss the reforms government. 2. Organize debate 3. Take notes. reforms.
of local government. 4. Measures of improve on the roles of 3. what are the
3. explain the local government traditional rulers. problems of local
problems of local administration. government in
government. * Integrity Nigeria.
4. suggests measures * Honesty 4. lists mention to
to improve local * Transparency. improve local
government government
administration. administration.
THEME 5: PRE-COLONIAL AND COLONIAL ADMINISTRATION IN NIGERIA
6. 1. Pre-colonial Student should be to: 1. System of 1. Invites resources 1. Listen, Ask 1. Textbooks Student to:
Administration 1. describe the system government in the pre- person to give talk questions and 2. Documentaries 1. describe the system
the of government of the colonials days on government in take notes. 3. Pictures and of government
Hausa/Fulani. Hausa/Fulani in the (Fulani/Hausa) pre-colonial days. 2. Participate in Photography. Hausa/Fulani in pre-
pre-colonial days. 2. Structure of pre- 2. Guides students comparison of 4. Map of Nigeria colonial days.
2. discuss the colonial governments. to compare different pre- showing ancient 2. outline the structure
structure of 3. Rules of the different pre- colonial kingdoms. of pre-colonial
government in respective component colonial administration. 5. Drawings and government.
Hausa/Fulani. of the structure. administration. 3. Visit museum sketches. 3. discuss the rules of
3. explain the rule of 4. Comparison of 3. Organize visits and seats of 6. Resources the component of their
the component of the different pre-colonial to museum and seat traditional persons. respective
structures. administration in of traditional kingdoms. 7. Visit to museum government.
4. compare the Nigeria. kingdoms. and seats of 4. show the difference
different pre-colonial traditional and similarities of pre-
administration. kingdoms. colonial government.
233
GOVERNMENT
SS II
SECOND TERM

WEEK

7. Pre-colonial Student should be able 1. System of 1. Invites resources 1. Participate in 1. Textbooks. Student to:
Administration. to: government in the pre- person to give talks discussion. 2. Documentaries 1. describe the
The Igbos. 1. describe the system colonial days (the on government in 2. Organize 3. Pictures and system of
of government of the Igbos). pre-colonial days. visit to photograph government of
Igbos in the pre-colonial 2. Structure of pre- 2. Guides student to museum. 4. Map of Nigeria Igbos in pre-
French colonial days. colonial governments. compare different 3. Take notes. showing ancient colonial days.
Administration 2. discuss the structure 3. Rules of the pre-colonial 4. Participate in kingdoms. 2. outline the
in West Africa. of government in Igbos. respective component administration. the comparison 5. Drawing and structures of pre-
3. explain the rule of of the structure. 3. Organizes visit to of different pre- sketches. colonial
component of the 4. Comparison of museum and seat of colonial 6. Resources person. government.
structure. different pre-colonial traditional administration. 7. Visit to museum. 3. discuss the role
4. compare the different administrations in kingdoms. of the component
pre-colonial Nigeria. of their respective
administration. government.
8. Pre-Colonial Student should be able 1. System of 1. Invites resources 1. Participate in 1. Textbooks. Student to:
Administration. to: government in pre- persons to give talks discussion. 2. Documentaries. 1. describe the
The Yorubas 1. describe the system colonial days (the on government in 2. Organize 3. Pictures and system of
of government of the Yorubas). pre-colonial days. visit to photographs. government of
Yorubas in pre-colonial 2. Structure of pre- 2. Guides students museum. 4. Map of Nigeria Yorubas in pre-
days. colonial governments. to compare different 3. Take notes, showing ancient colonial days.
2. discuss the structure 3. Roles of the pre-colonial Listen, ask kingdoms. 2. outline the
of government in respective component administration. questions. 5. Drawings and structure of pre-
Yoruba. of the structure. 3. Organizes visit to sketches. colonial
3. explain the role of the museum and seat of 6. Resource persons. governments.
components of the traditional 7. Visit to museums 3. discuss the role
structures. kingdoms. and seats of of the components
4. compare the different 4. Comparison of traditional kingdom. of their respective
pre-colonial different pre- governments.
administration. colonial 4. show the
administration in difference and
Nigeria. similarities.
234
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SECOND TERM

WEEK

9. Colonial Student should be able 1. Principles and 1. Provides students with 1. Identify the 1. Map of Nigeria Student to:
Administration to: structure of British materials on British principles and showing the three 1. discuss the principles
in Nigeria. 1. explain the principles colonial colonial administration. structure of British regions. and structure of British
British and structure of British administrations, 2. Invites resource person colonial 2. Textbooks. colonial administration
colonial colonial administration central administration to give talks on British administration. 3. Videos in Nigeria.
Administration in Nigeria. and native colonial administration. 2. Listen, ask 4. Pictures and 2. explain the impact of
. 2. discuss the impact of administration.. 3. Organizes a debate on questions and take photographs. colonial administration
colonial administration 2. Impact of colonial the advantages and notes. 5. Resources in Nigeria and west
in Nigeria and West administration in disadvantages of colonial 3. Participate in the persons. Africa.
Africa. Nigeria and West rule. debate. 6. Visits to 3. show the advantages
3. explain the advantages Africa. museum. and disadvantages of
and disadvantages of 3. Advantages and colonial rule.
colonial rule. disadvantages of
colonial rules.
10 Colonial Student should be able 1. Principles and 1. Provides students with 1. Identify the 1. Map of French Student to:
Administration to: structure of French materials on French principles and colonial in West 1. discuss the principles
. 1. explain the principle colonial colonial administration. structure of French Africa. and structure of French
and structure of French administration. 2. Invites resource colonial 2. Textbooks. colonial administration
colonial administration. 2. Impact of colonial persons to give talks on administration. 3. Videos. in Nigeria.
2. discuss the impact of administration in French colonial 2. Listen, ask 4. Pictures and 2. explain the impact of
French colonial West Africa. administration. questions and take photographs. colonial administration
administration. 3. Advantages and 3. Organizes a debate on notes. 5. Resource in west Africa.
3. explain the advantages disadvantages of the advantages and 3. Participate in the persons. 3. show the advantages
and disadvantages of colonial rule. disadvantages of colonial debate. 6. Visit to museum. and disadvantages of
colonial rule. 4. Comparison of rules. colonial rule.
British and French 4. Compares the British
colonial policies of and French colonial
administration. administration in West
Africa.
11 REVISION
12 EXAMINATION
235
GOVERNMENT
SS II
THIRD TERM

WEEK

TEACHER STUDENTS
MATERIALS
1. 3. Nationalism Student should be able 1. Meaning of 1. Guides students 1. Attempts to 1. Documentaries. Student to:
to: nationalism. to explain the explain what 2. 1. explain what is
1. explain the meaning 2. Factors that led meaning of nationalism means. Newspaper/Magazine meant by
of Nationalism. to the rise and nationalism. 2. Listen, ask Cuttings. nationalism.
2. discuss the factors that growth of 2. Invites resource questions and take 3. 2. outline and explain
led to the rise and nationalism in persons to give notes. Pictures/photographs the factors that led to
growth of Nationalism in Nigeria. talks on 3. Participate in the of nationalist leaders. the rise and growth of
Nigeria. 3. Effects of nationalism in drama. 4. Resource persons. nationalism in
3. discuss the effects of Nationalism in Nigeria. 4. Watch video, 5. Videos. Nigeria.
Nationalism on Nigeria. Nigeria. 3. Organizes a documentaries ask 6. Books. 3. discuss the effects
4. mention some key 4. Key nationalist drama on questions and of nationalism on
nationalist leaders in leaders in Nigeria nationalist identify different Nigeria.
Nigeria and their and their struggle in leaders of 4. name key
contribution to contributions to Nigeria. nationalism. nationalist leaders in
nationalism. nationalism. 4. Shows Videos Nigeria and their
documentaries. contribution to
nationalism.
2 4. Constitutional Student should be able 1. Pre- 1. Leads students 1. List different 1. Copies of different Student to:
Development in to: independence to name different constitutions. constitution. 1. list the pre-
Nigeria. 1. mention the Clifford constitution constitutions. 2. Participate in the 2. Visit to National independence
constitution of 1922. (Clifford 2. Organizes a visit. Archives. constitutions and
Pre-Independence 2. outline the main constitution) and visit to the nearest 3. Identify common 3. Documentaries. their features.
Constitution. features of the Clifford their main features. office of national features of the 4. Resources persons. 2. identify the
(a). Clifford constitution of 1922. 2. Common archives. constitution. 5. Books. common features of
Constitution 1922. 3. identify the common features in past and 3. Guides students the different
features of the Clifford present to identify the constitutions.
constitution. constitutions in common features
Nigeria. of the
constitutions.
236
GOVERNMENT
SS II
THIRD TERM

WEEK

TEACHER STUDENTS
MATERIALS
3. Pre- Student should be able to: 1. Pre- independence 1. Leads students to 1. List different 1. Copies of different Student to:
Independence 1. mention the Richard constitution (Richard name different constitutions. constitution. 1. list the pre-
Constitution. constitution of 1946. constitution and their constitutions. 2. Participate in 2. Visit to National Independence
(b). Richard 2. outline the main features main features. 2. Organizes a visit to the visit. archives. constitutions and
Constitution of the Richard constitution 2. Common features the nearest office of 3. Identify 3. Documentaries. their features.
1946. of 1946. in past and present national archives. common features 4. Resource persons. 2. identify the
3. identify the common constitutions in 3. Guides students to of the 5. Books. common features of
features of the Richard Nigeria. identify the common constitution. the different
constitution. features of the constitutions.
constitutions.
4. Pre- Student should be able to: 1. Pre-Impendence 1. Leads students to 1. List Different 1. Copies of different Student to:
Independence 1. mention the Macpherson Constitution name different Constitutions. constitution. 1. list the pre-
Constitution. constitution 1951. (Macpherson constitutions. 2. Participate In 2. Visit to national independence
(c). Macpherson 2. outline the main features constitution and their 2. Organizes a visit to The Visit. archives. constitution and their
Constitution of the Macpherson main features.) the nearest office of 3. Identify 3. Documentaries. features.
1951 constitution of 1951. 2. Common features national archives. common features 4. Resource persons. 2. identify the
3. identify the common in past and present 3. Guides students to of the 5. Books. common features of
features of the Macpherson constitutions in identify the common constitutions. the different
constitution. Nigeria. features of the constitutions.
constitutions.
5. Pre- Student should be able to: 1. Pre-Independence 1. Leads students to 1. Lists different 1. Copies of different Students to:
Independence 1. mention the Lyttoleton constitution name different constitutions. constitutions. 1. list the pre-
constitution. constitution of 1954. (Lyttleton constitutions. 2. Participate in 2. Visit to National independences
(d). Lytteton 2. Outline the main constitution and their 2. Organizes a visit to the visit. archives. constitutions and
constitution features of the Lyttleton main features. the nearest office of 3. Identify 3. Documentaries. their features.
1954. Constitution of 1954. 2. Common features National archives. common features 4. Resource persons. 2. identify the
3. identify the common in past and present 3. Guides students to of the 5. Books. common features of
features of the Lyttleton constitutions in identify the common constitutions. the different
constitution. Nigeria. features of the constitutions.
constitutions.
237
GOVERNMENT
SS II
THIRD TERM

WEEK

TEACHER STUDENTS
MATERIALS
6. Independence Students should be able to: 1. Independence 1. Leads students to 1. List different 1. Copies of different Student to:
Constitution 1. mention the constitution of 1960 name different constitutions. constitutions. 1. list the
1960 Independence constitution and their main constitutions. 2. Participate in 2. Visit to National independence
of 1960, features. 2. Organizes a visit to the visit. archives. constitutions and
2. outline the main features 2. common features the nearest office of 3. Identify 3. Documentaries. their features.
of the Independence in past and present national archives. common features 4. Resources persons. 2. identify the
constitution of 1960. constitutions in 3. Guides students to of the 5. Books common features of
3. identify the common Nigeria. identify the common constitution. the different
features of the features of the constitutions.
Independence constitution. constitution.
7. Post- Students should be able to 1. Post-Independence 1. Leads student to 1. List Different 1. Copies of different Student to:
Independence mention: constitution name different Constitutions. constitution. 1. lists the post-
Constitution. 1. the republican (Republican constitutions. 2. Participate in 2. Visit to National independence
constitution of 1963. constitution) and 2. Organizes a visit to the visit. archives. constitutions and
Republican 2. outline the main features their main features. the nearest office of 3. Identify 3. Documentaries. their features.
Constitution of the republican 2. Common features National archives. common features 4. Resources persons. 2. identify the
1963. constitution of 1963. in past and present 3. Guides students to of the 5. Books. common features of
3. identify the common constitutions in identify the common constitution. the different
features of republican Nigeria. features of the constitution.
constitution. constitutions.
8. Post- Student should be able to 1. Post-independence 1. Leads students to 1. Lists different 1. Copies of different Students to:
Independence mention: constitution (The name different constitutions. constitution. 1. lists the post
constitution. The 1. the 1979 constitution. 1979 constitution) constitutions. 2. Participate in 2. Visit to National independence
1979 2. outline the main features and their main 2. Organizes a visit to the visit. Archives. constitution and their
Constitution. of the 1979 constitution. features. the nearest office of 3. Identify 3. Resources persons. features.
3. identify the common 2. Common features national archives. common features 4. Books. 2. identify the
features of the 1979 in past and present 3. Guides students to of the common features of
constitutions. constitution in identify the common constitutions. the different
Nigeria. features of the constitution.
constitution.
238
GOVERNMENT
SS II
THIRD TERM

WEEK

TEACHER STUDENTS
MATERIALS
9. The 1999 Students should be able to: 1. Origin and features 1. Invites resource 1. Listen, ask 1. Copies of the 1999 Students to:
Nigeria 1. highlight the origin and of the 1999 persons to give talks questions and take constitution. 1. explain the origin
Constitution. features of the 1999 constitution. on the 1999 notes. 2. Visit to state and features of the
Nigerian constitution. 2. Strengths and constitution. 2. Identify and National Assemblies. 1999 Nigerian
2. discuss the strengths and weakness of the 1999 2. Provides discuss weakness 3. Videos and turning constitution.
weakness of the 1999 constitution. materials and guides and strengths of news. 2. discuss the
constitution. 3. Procedure for the students to the constitution. 4. Newspaper and strengths and
3. discuss the process of constitution. identify and discuss magazine cuttings. weakness of the 1999
constitutional review in the the weakness and 5. Resources persons. constitution.
1999 constitution. strengths of the 3. list the parts of the
1999 constitution. 1999 constitution
requiring review.
4. discuss the process
of law making.
10 The 1999 Students should be able to: 1. Parts of the 1999 Organizes a visit to Participate in the 1. Copies of the 1999 Students to:
Nigerian 1. identify the parts of the constitution needing the state and /or visit. constitution. 1. list the parts of the
Constitution. 1999 constitution requiring reviews. National Assemblies 2. Visit to state and 1999 constitution
review. 2. Process of law to see the process of National Assemblies. requiring review.
2. describe the process of making in the states law making. 3. Videos and turning 2. describe the
law making by state and and National in news. process of law
National Assemblies. Assemblies. 4. Newspaper and making by state and
magazine cuttings. National Assemblies.
5. Resource persons.
11 REVISION
12 EXAMINATION
239
GEOGRAPHY
SS II
WEEK FIRST TERM
PERFORMANCE ACTIVITIES TEACHING AND EVALUATION

TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
1 Population Students should be able 1. World population: 1. Uses maps, diagrams, 1. Watch films on 1. Population maps Students to:
& to: - size picture, documentary films etc. population 2. Sketches and 1. use sketch maps to
1. describe world - distribution pattern to guide students to discuss distribution. diagrams. describe population
2 population in terms of - density world population with respect 2. Listen to 3. GLS maps on size, density,
size, density, structure - structure to size, density, structure, and teacher’s population structure,
and distribution patterns. 2. Factors affecting distribution patterns. explanations, ask distribution. distribution patterns.
2. account for the population distribution: 2. Guides class discussions on and answer 4. Graphs 2. identify factors
variation in world - climate the influence of climate, relief, questions. 5. Documentary accounting for world
population. - relief soil, water, mineral resources, 3. Participate in films etc. population
- soil etc, on population density and class discussion. distribution patterns.
- water distribution. 4. Draw sketch 3. explain the
- minerals etc. 3. Leads students to make maps showing influence of these
sketches of world population distribution of factors on population
distribution on a map. world’s population. distribution.
4. Writes notes on the board for 5. Copy the board
students to copy. summary.
3 Settlements Students should be able 1. Types of settlements: 1. Uses maps and sketches to 1. Read 1. Topographical Students to:
& to: - urban help students identify human topographical maps maps 1. describe human
4 1. identify types of - rural settlements. and identify human 2. Aerial settlements types.
settlements. 2. Characteristics of urban 2. Takes students on field work settlements on the photographs of 2. state the
2. describe each and rural settlements: to observe human settlement map. human settlements distinguishing
settlement type in terms - population patterns in the locality. 2. Participate in 3. Satellite images characteristics of
of population, economy, - economy 3. Guides students discussion field work and 4. Diagrams and rural and urban
administration etc. - administration etc. on: write reports sketches. settlements.
3. explain the influence 3. Factors of settlement -settlements types 3. Participate in 5. Drawing paper 3. describe the
of soil, weather, etc, on location (Soil, weather etc). - characteristics of urban and class discussions. 6. Tracing paper factors responsible
settlement location. 4. Settlement patterns: rural settlements 4. Draw sketch for settlement
4. identify and explain - nucleated - factors of settlement location. diagrams showing location.
the major settlement - dispersed (scallered) - settlements patterns and their settlement patterns 4. distinguish
patterns. - linear developmental factors. in their locality. between nulealed,
5. discuss the factors - isolated 5. Copy the board dispersed, linear,
responsible for the - conurbation summary. isolated and
development of each 4. Factors of development conurbation
pattern. of each pattern. settlement patterns.
240
GEOGRAPHY
SS II
WEEK FIRST TERM

TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
5 Settlement Students should be able 1. Type of interaction: 1. Takes students on field 1. Participate in 1. Maps Students to:
Interactions to: - commercial work to observe settlement field work and write 2. Flow charts 1. explain types of
1. discuss types of - cultural interaction patterns in the reports. 3. Diagrams and interaction in
settlement interactions. - administrative etc locality. 2. Participate in sketches human settlements.
2. explain settlement 2. Interaction patterns 2. Uses diagrams, sketches class discussions. 4. Drawing paper 2. identify and
interactions patterns with Urban – Rural and flow charts to guide 3. Draw sketch 5. Tracing paper describe migration
respect to migration. Urban – Urban student’s discussions on. diagrams showing patterns of
Rural – Rural etc. - types of interactions settlement patterns settlements.
- settlement migration in their locality.
- factors responsible for 4. Copy the board
migration of settlements summary.
3. Assesses the student’s
reports.
4. Writes notes on the board
for students to copy.
6 Transportatio Students should be able 1. Modes of transportation: 1. Uses maps, diagrams, 1. Sketches maps of 1. Maps Students to:
& n to: - road pictures etc, to guides their local environ, 2. Sketches and 1. list various
1. identify and describe - rail students to identify major local government diagrams modes/means of
7 different modes of - water transportation types. areas, states, country 3. Films transportation.
transportation. - air 2. Guides class discussion and show the major 4. Pictures of 2. state the merits
2. list transportation - pipeline on the merits and demerits transport routes. different means of and demerits of
means associated with - cable etc. of each type in terms of 2. Participate in transport each transportation
each mode. 2. Transportation means - accessibility class discussions. 5. Graphs mode/means.
3. highlight the merits and 3. Merits and demerits of - flexibility 3. Carryout field 3. describe the
demerits of each each type. - haulage capacity survey of influence of
transportation 4. Importance movement of - speed etc. transportation transportation on
mode/means. people and commodities. 3. Leads students to problems of their economic
4. explain the - National and international describe transpiration community. development.
contributions of trade. problems and proffer 4. Write reports on 4. explain
transportation to - Transfer of ideas and solutions to these problems. the field work. transpiration
economic development. technology. 4. Assesses student’s 5. Copy the board problems.
5. identify transportation - national integration reports. summary. 5. describe ways of
problems and suggest 5. Transportation problems. 5. Writes notes on the board overcoming the
ways of solving them. for students to copy. problems.
241
GEOGRAPHY
SS II
FIRST TERM
WEEK

TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
8 Industry Students should be 1. Classification of 1. Guides students to: 1. Pay visit to local 1. Samples of Students to:
& able to: industries: - locate major industrial industries. industrial products. 1. list and classify
9 1. identify and (a) – primary regions on a world map 2. Participate on class 2. World maps and major industries of
classify industries. - secondary - identify and describe discussions. sketches. the world.
2. discuss the major - tertiary major industries of the 3. Draw maps and locate 3. Local industries 2. describe major
industries in Nigeria - quaternary world. major industrial regions. in the community. industries in Nigeria
and other parts of the (b) – heavy - classify industries 4. Write reports of field 4. and locate them on
world. - light - discuss the factors that work. Films/documentarie the map.
3. locate major 2. Factors affecting encouraged spatial 5. Copy board summary. s on industries. 4. state the factors
industrial arrears in industrial location: differentiation in industrial 5. Pictures of affecting the location
Africa, Asia, Europe, - Raw materials location. industries. of industries.
America etc. - market 2. Takes students out to visit 5. explain the
4. describe the factors - capital etc. industries in their locality problems of
that encouraged these 3. Problems of and observe production industries location
locations. industrial location. processes and interviews and how it affects
5. identify and workers in the industry. industrial
discuss the problems 3. Assesses student’s report. development in
of industrial 4. Writes notes on the board Nigeria and the rest
development in for student to copy. of the world.
Nigeria and the rest
of the world.
242
GEOGRAPHY
SS II
FIRST TERM
WEEK

TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
10 Tourism Students should be 1. Meaning of 1. Takes students to visit 1. Visit recreation 1. Maps Students to:
able to: tourism recreational facilities in the facilities in the locality. 2. Documentary 1. explain the
1. define tourism. 2. Tourist centres locality. 2. Watch films on world films meaning of tourism.
2. identify and locate 3. Justification for 2. Uses documentaries, tourist centres. 3. Diagrams 2. insert tourist
tourist centres on a tourism: illustration pictures and 3. Listen to teacher’s 4. Pictures etc. centers in maps.
map. - leisure photographs, etc. explanations, ask and 3. mention four
3. discuss the - Recreation - explains the meaning of answer question. reasons for
importance of - Education tourism. 4. Participate in class encouraging
tourism. 4. Importance of - helps students locate world discussions. tourism.
4. identify problems tourism. tourist centers and identify 5. Locate tourist centers 4. state the
of tourism and 5. Problems of the attractions to the places. on maps. economic, social
suggest solutions to tourism. - Guides class discussions on 6. Copy the board and political
the problems. the economic, social and summary. importance of
political importance of tourism.
tourism.
- The problems and solutions.
3. Writes notes on the board
11 REVISION
12 EXAMINATION
243
GEOGRAPHY
SS II
SECOND TERM
WEEK
PERFORMANCE ACTIVITIES TEACHING AND EVALUATIO

TOPIC CONTENT
OBJECTIVES LEARNING N GUIDE
TEACHER STUDENTS
RESOURCES
1 Trade Students should be 1. Definition of trade 1. Takes students to 1. Watch films on world 1. Maps Students to:
& able to: 2. types of trade: visit place where trade. 2. Documentary films 1. explain the
2 1. define trade. - national trading of different 2. Listen to teacher’s 3. Diagrams meaning of
2. discuss the different - international types take place. explanation, ask and 4. Pictures etc. trade.
types of trade. 3. Reason for trade 2. Uses documentaries, answer questions. 2. describe the
3. explain why trade 4. Importance of trade: illustrations, pictures 3. Participate in class different types
occurs. - social and photographs to: discussions. of trades.
4. explain the - political - explain the meaning 4. Copy the board 3. mention four
importance of trade. - economic etc. of trade. summary. reasons for
- Leads students to trading
identify types of trades. activities.
- Guides class 4. state the
discussions on the economic,
economic, social and social and
political importance of political
trade. importance of
3. Writes notes on the trade.
board for students to
copy.
244
GEOGRAPHY
SS II
SECOND TERM
WEEK

TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
3 Weather and Students should be able to: 1. Meaning of weather 1. Uses questions and 1. Listens to the Illustrative diagram Students to:
Climate I 1. Explain the concept of 2. Weather elements probes to lead students to teacher’s, ask and and sketches 1. define weather
weather. 3. Weather records explain the concept of answer questions, take -Rain gauge 2. enumerate
2. identify weather 4. Temperature: weather down notes. -Wind vane weather
elements. - rainfall 2. Guides discussions on 2. Participate in class -Barometer elements.
3. list the instrument for -humidity - weather elements discussions. -Hygrometer 3. name some
measuring weather - wind direction and - attributes of weather 3. Take weather -Anemometer weather
elements. speed etc. - importance of weather measurements and keep -Thermometer etc. instrument.
4. describe the attributes of 4. Attributes on physical and human weather records. 4. explain
weather. - variability activities. 4. Draw and interpret attributes of
5. make accurate - aerial extent 3. Guides students to climatic graphs. weather.
measurement of weather - duration etc. make measurements and 5. Copy the board 5. measure
elements. 5. Importance of keep weather records. summary. weather elements
6. state the importance of weather. 4. Guides students to and keep
weather on physical and 6. Meaning of climates. explain the concept of records.
human activities. 7. Elements of climate. climate. 6. describe the
7. explain the meaning of 8. Attributes of climate. 5. Initiates and guides importance of
climate. - variability discussions on: weather on
8. list major elements of - aerial extent - climatic elements physical and
climate. - durability etc. - attributes of climate human activities.
9. describe the attributes of 9 Factors affecting - similarities and 7. define climate
climate. climate: differences between 8. list elements
10. distinguish between - altitude weather and climate of climate.
climate and weather. - latitude 6. Factors affecting 9. explain
11. locate the major - slope climate. attributes of
climatic regions on a map - ocean currents 7. Major climatic regions. climate
of the world. - cloud cover 8. Importance of climate 10. state two
12. explain the influence of - wind etc. on physical and human similarities and
altitude, latitude, ocean 10. climatic regions of activities. three difference
currents, etc. on climate. the world. 9. Summarizes the between weather
13. state the importance of 11. Importance of highlight of the lesson on and climate.
climate on physical and climate on physical and the board. 11. locate the
human activities. human activities. climatic regions
on a map.
245
GEOGRAPHY
SS II
SECOND TERM
WEEK

TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
4 Climatic Students should be 1. Greek 1. Uses maps, the 1. Listen to the teacher’s 1. Atlas Students to:
Classification able to: Classification: globe, sketches and ask and answer 2. Maps 1. describe with
1. describe the two - tropical (Torrid) diagrams to guide questions. 3. Slides/power appropriate
major classification - temperate (Mid- students to identify and 2. Participate in class 4. Point graphs and
system. latitude). classify climatic regions discussions. 5. Drawing paper illustrations of
2. identify and explain - polar (Frigid) using the Greek and 3. Draw map of the 6. Sketches and the Greek and
the major and sub- 2. Koppen’s Koppen’s classification world showing Greek diagrams. Koppen’s
categories of koppen’s classification. systems. climatic classification 7. Colour pencils climatic
classification system. A – Tropical 2. Guides discussions system. 8. Tracing paper classification
3. plot combined B – Dry climate on: 4. Plot graphs to 2. interpret the
temperature and C – Humid meso- - greek climatic illustrate each climatic codes of
rainfall graphs of the thermal classification system type. Koppen’s
classification systems. D – Humid micro- - interpretation and 5. Draw map of the climatic
4. group land locate thermal characteristics of world and insert the classification.
the major climatic of E – Polar climates Koppen’s classification climatic regions based 3. plot a graph of
the world using the sub- categories of categories. on Koppen’s given climatic
two classification A – Af, Am and Aw - geographic classification 6. Plot data and identify
system. B – Bs and Bw distribution of climatic temperature rainfall the climatic type.
5. state the advantages C – Cw, Cs and Cf regions in the grapsh to illustrate the 4. insert climatic
and disadvantages of D – Df and Dw classification series. climatic types of each regions on a
the two classification E – Et and Ef - advantages and category. world map based
systems. 3. Interpretation and disadvantages of each on the Greek and
characteristics of the classification system. Koppen’s
sub-categories. 3. Supervises the classification
4. Geographical students they plot system.
distribution. temperature/rainfall 5. list the
5. Advantages and graphs. advantages and
disadvantages of the - summarizes the disadvantages of
classification types. highlights of the lesson each
on the board. classification
system.
246
GEOGRAPHY
SS II
SECOND TERM
WEEK

TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
5 Climate II Students should be 1. Climatic factors 1. Uses the globe, 1. Visit a meteorological 1. Atlas Students to:
& able to: - Latitude maps, diagrams and station. 2. Maps 1. list climatic
6 1. identify climatic - Altitude and relief sketches to explain 2. Listen to teacher’s 3. Slides/power factors
factors. - Planetary wind and climatic factors and explanations, ask and point 2. use
2. explain the effects pressure their influence on answer questions. 4. Drawing paper appropriate
of these factors on - Distance from the weather and climate 3. Participate in class 5. Sketches and diagrams and
weather and climate. sea 2. Uses maps, diagrams discussions. diagram. sketches to
3. identify and explain - Ocean currents etc. and sketches to help 4. Draw diagrams and 6. Colour pencils illustrate and
the characteristics of 2. Climatic types students identify major sketches to show the 7. Tracing paper describe their
major climatic types. - Hot climatic types effects of latitude, influence on
4. locate and describe - Temperate 3. Guides class planetary winds, weather and
the distribution of - Cold discussions on: pressure ocean currents climate.
climatic types. - Desert etc. - characteristics of distance from the sea etc. 3. name the
3. Characteristics major climatic types on climate. major climatic
- Temperature - their geographic 5. Draw a map of the types
- Rainfall etc distribution and world showing the 4. describe the
4. Geographic - influence of climatic distribution of climate characteristics of
distribution. types on human types/regions. the climatic
activities 6. Copy the board types
4. Takes students on summary. 5. insert the
study trip to a major climatic
meteorological station. regions on a
5. Summarizes the blank world
highlights of the lesson map.
on the board.
247
GEOGRAPHY
SS II
SECOND TERM
WEEK

TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
7 Action of Students should be 1. Water as an energy 1. Takes students on 1. Listen attentively to 1. Illustrative Students to:
& Running Water able to: system: field work to observe teacher’s explanation, diagrams and 1. identify the
8 1. describe water as an - slope or gradient. effects of running ask and answer sketches. various ways
energy system - shape of valley. water. questions. 2. Models river energy is
2. explain erosional - volume of river 2. Uses diagrams and 2. Participate in class 3. Films used.
processes of running - size of materials sketch to explain discussions. 4. Pictures 2. explain the
water carried. corrosion, attrition 3. Draw diagrams or 5. Satellite imagery concepts of
3. explain 2. Processes of river hydraulic action of models showing: 6. Chart of hydraulic action,
transportational erosion: river. - Hydraulic action hydraulic cycle. attrition and
processes/effect of - corrosion 3. Guides class - Gorges corrosion with
running water in - attrition discussions on: - V-shaped valley respect to
landform development - hydraulic action - erosional and - River capture running water.
4. discuss the 3. Transportation transportation - Waterfall 3. identify and
erosional and processing: processes. - Cliff explain
depositional features - suspension - erosional and - Meanders transportational
of rivers - saltation depositional features of -Rapids and cataracts effects of rivers.
5. describe and - solution rivers. - Ox-bow lake 4. describe the
classify river basin 4. Erosional features 4. Supervises and - Food plans erosion and
into different types of river. assesses students work - Delta depositional
6. name major river - gorges 5. Summarizes the 4. Copy the board features of
basins in Nigeria - v-shaped valleys highlight of the lesson summary. rivers.
7. explain the - river capture on the board. 5. name the
importance to - waterfall major river
community and human - cliff basins in Nigeria
development. - meanders and explain their
- rapids and cataracts influence on
5. Depositional development.
feature:
- ox-bow lakes
- flood plans
- Delta.
248
GEOGRAPHY
SS II
SECOND TERM
WEEK

TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
9 Action of Wind Student should be able 1. Processes of wind 1. Uses picture, films, 1. Listen to teacher’s 1. Films Students to:
to: erosion models and sketches to explanations, ask and 2. Pictures 1. explain the
1. identify and - Abrasion explain the processes of answer questions. 3. Modes abrasion,
describe the processes - Attrition abrasion, attrition and 2. Participate in class 4. Power point attrition and
of wind erosion. - Deflation deflation. discussions. 5. Annotated deflation with
2. explain the features 2. Features and modes - Describes the features 3. Draw annotated 6. Diagrams and respect to wind
of and mode of of formation of: and formation of the diagrams to show the Sketches. erosion.
formation of - Isenberg following landforms. features of the various 2. describe the
landforms. - Rock pedestal - Isenberg landforms. features of the
- isenberg - Zeugen - Rock pedestal 4. Copy the board following
- rock pedestal - Yardang - Zengens summary. landforms
- zengen. - Messa and butto etc - Yardang - isenberg
- messa and butto, etc 3. Features and modes - Messa and butto, etc. - rock pedestal
3. describe the features of formation of: 2. Discusses the - zengen
of wind deposition. - Barchans sequential formation - yardang
- Loess and features of: - messa and
- Saf dunes etc. - barchans butto
- loess - barchans
- saf dunes etc. - loess
3. Summarizes the - saf dunes
highlights of the lesson 3. explain the
on the board. mode of
formation of the
landforms listed
in (2) above.
249
GEOGRAPHY
SS II
SECOND TERM
WEEK

TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
10 Glacial Action Students should be 1. glacial features in 1. Uses films, pictures 1. Listen to teacher’s 1. Films Students to:
able to: highland areas: and models to: explanation, ask and 2. Pictures 1. explain the
1. describe the - cirque - explains the answer questions. 3. Models actions and
characteristics features - aretes characteristics features 2. Participate in class 4. Power point characteristic
of glacial action in: - tarn etc. of landforms of glacial discussions. 5. Annotated features of
- highland and 2. Glacial features in regions. 3. Draw annotated diagrams and landforms in
- lowland areas lowland areas: - helps students locate diagrams to show sketches. glacial regions.
2. explain the modes - roche mountains the countries/regions features of the various 2. name three
of formation of these - crag and tail etc. where these landforms landforms. countries where
features and landform. 3. Economic are found. 4. Copy notes from the such landforms
3. locate the importance of Glacial - guides discussion on board. can be found.
countries/regions features. their modes of 3. describe the
where these features formation and benefits of these
are found. economic importance. landforms to
4. state the economic 2. Guides and people in the
importance of thee supervises students as region.
feature/landforms. they make annotated
diagrams of the
landform.
3. Writes notes on the
board.
11 REVISION
12 EXAMINATION
250
GEOGRAPHY
SS II
THIRD TERM
WEEK

TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
1 Action of Students should be able 1. Waves/tide/currents 1. Takes students of 1. Bring pictures of 1. Films Students to:
wares to: definition field work to observe coastal landforms 2. Pictures 1. define tides,
1. distinguish between 2. Erosional processes: features of were erosion to school. 3. Models waves, and
waves tides and - corrosion and deposition. 2. Participate in 4. Power point currents.
currents. - attrition 2. Uses pictures, films guided tour to 5. Slides 2. state the
2. explain the processes - solution and models to: observe coastal 6. Sketches differences
of wave erosion. - hydraulic action -explains the meaning landforms 7. Annotated diagram between tide,
3. describe the 3. Erosional features: and characteristics of 3. participate in waves and
characteristic - cape waves, tides and class discussions currents.
landforms/features of - bay currents guide 4. Draw annotated 3. describe the
coastal erosion and - cliff discussions of erosional diagrams of the processes of wave
deposition. - coves processes and coastal landforms erosion.
- stack etc. landforms help students 5. Copy notes 4. explain
4. Coastal deposition identify and describe characteristic
features of coastal features of coastal
erosion and deposition. erosion and
3. Guides and deposition.
supervises students as
they make annotated
diagrams of the
landform.
4. Writes notes on the
board.
251
GEOGRAPHY
SS II
THIRD TERM
WEEK

TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
2 Environmental Students should be 1. Meaning of 1. Uses pictures, charts and maps 1. Listen to the teacher’s, Illustration diagram Students to:
& Resources able to: environmental resources to explain the meaning of ask questions, and take and sketches 1. explain the
3 1. define 2. Types of environmental resources down notes. Documentaries concept of
environmental environmental resources: 2. Initiates and guides discussions 2. Participate in class Maps environmental
resources. - Atmospheric resources on: discussion Video clips/ tapes resources with
2. discuss the (e.g. Sun, wind, biomass, - Types of resources 3. Draw a table indicating examples.
different types of oxygen and other gases, - components of each type of the types of resources 2. group
environmental rain etc.) environmental resources quality components of the environmental
resources. - Water resources (e.g. - Quality of human resources in resources and their uses resources into
3. give examples of waterfalls, plants, fishes relation to size, skilled and different types:
each types. and other water animals unskilled human resources, 3. identify the
4. relate human etc. vegetation (e.g. education and health, etc uses and components of the
resources quality to Timber roots, leaves, importance of environmental different types of
size, education, barks, later fruits, fibres, resources environmental
health etc. etc.) 3. Summarizes the highlight of resources.
5. explain the - mineral resources the lesson on the board 4. describe the
importance of each - land resources factors that affect
types of 3. Importance of the quality of
environmental environmental resources. human resources.
resources. 5. state the
importance of
environmental
resources.
4 Renewable Students should be 1. Meaning and 1. Uses pictures, charts and 1. Listen to the teacher, ask 1. Illustrative Students to:
and Non- able to: examples of renewable documentaries to explain the meaning and answer question. diagrams and 1. define
renewable 1. explain the concept and non-renewable of renewable and non-renewable 2. Participate in field work. sketches. renewable and
Resources of renewable and resources. resources 3. Watch documentary 2. Documentaries non-renewable
2. Takes students on field tour to
non-renewable 2. Advantages and identify renewable and non-
films of renewable and Maps resources with
resources. disadvantages. renewable resources in their non-renewable resources. 3. Photographs examples.
2. give examples of community. 4. Participate in class 4. Video clips/tapes 2. state three
each type. 3. Initiates and guides discussions on discussions. advantages and
3. state the the advantages and disadvantages of 5. Tabulate resources as disadvantages of
advantages and each type. renewable and non- renewable and
disadvantages of each 4. Summarizes the highlight of the renewable resources. non-renewable
type. lesson on the board. resources.
252
GEOGRAPHY
SS II
THIRD TERM
WEEK

TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
5 Environmental Students should be 1. Types and 1. Takes students on field work 1. Observe 1. Documentaries Students to:
& Problems able to: causes of to observe environmental environmental 2. Maps 1. enumerate
6 1. describe environmental problems and their causes. problems in their 3. Photographs environmental
environmental problem problems. 2. Uses pictures and community. 4. Video/clips/tapes problems.
and their courses. 2. Effects of documentaries to guide 2. Watch 2. describe their
2. explain their effects environmental students’ discussions on documentary films effects on human
on human activities. problems on environmental problems and of environmental activities.
3. suggest solutions to human activities. their effects on human problems. 3. explain ways of
the problems. 3. Solutions to the activities, solutions to the 3. Participate in solving the
problems. problems. class discussion. problems.
3. Summarizes lesson 4. Copy notes
highlights on the board. from the board.
7 Environmental Students should be 1. Meaning of 1. Uses pictures charts and 1. Listen to the 1. Illustrative diagrams Students to:
Conservation able to: environmental maps to explain the meaning of teacher, ask and and sketches. 1. explain the
1. explain conservation. environmental conservation. answer questions, 2. Documentaries concepts of
environmental 2. Environmental 2. Initiates and guides take down notes. 3. Maps environmental
conservation. conservation discussions on: 2. Participate in 4. Video clips/tapes conservation with
2. discuss the different methods - type of environmental class discussion. examples.
methods of - Afforestation and conservation. 3. Copy note from 2. give examples of
environmental reforestation. - needs and importance of the chalkboard. environmental
conservation. - Cover cropping environmental conservation. conservation
3. give examples of - Improved 3. Summarizes the highlight of methods.
each types. forming the lesson on the board. 3. state the
4. explain the techniques. need/importance of
need/importance of - Environmental environmental
environmental education. conservation.
conservation. - Recycling
- Legislation on
waste disposal.
3. Importance of
environmental
conservation.
253
GEOGRAPHY
SS II
WEEK THIRD TERM
TOPIC CONTENT
TEACHER STUDENTS
RESOURCES
8 Geo-political Students should be 1. Meaning of land 1. Uses photographs of 1. Participate in 1. Photographs Students to:
issues – Land able to: reclamation reclamation sites to explain field work and 2. Documentation 1. define land
Reclamation 1. explain the 2. Reclamation the concept of land write reports. 3. Diagrams and reclamation.
concept of land methods: reclamation. 2. Listen to sketches 2. explains the
reclamation. - afforestation 2. Takes students on field teacher’s methods for land
2. describe the - construction of work to land reclamation explanations, ask reclamation.
various methods for barriers. sites. and answer 3. state the
land reclamation. - sand filling 3. Guides students questions. importance of
3. explain the - construction of discussions on: 3. Participate in land reclamation.
importance of land drainages. - methods of land class discussions.
reclamation. - control of erosion reclamation. 4. Carryout
heads etc. - importance of land community
3. Importance of land reclamation. development
reclamation. 4. Organizes and project on land
supervises students reclamation.
community development 5. Copy the board
projects on reclamation. summary.
5. Write notes on the board
9 GLS Data Students should be Data sources: 1. Explains GLS data 1. Listen to the 1. GPS Students to:
& able to: - land surveying sources. teacher, ask and 2. Satellite images 1. list sources of
10 1. identify sources - remote sensing 2. Takes students on field answer questions, 3. Maps GLS data.
of data in GL S - map digitizing work to geographic data take down notes. 2. describe these
environment. - map scanning using various methods. 2. Participate in sources in GLS
2. collect data for - field investigation 3. Supervises students on guided field work. environment.
GLS. - tabular data etc. fold world. 3. Writes report. 3. collect
4. Assesses students 4. Copy notes on geographic data
reports. the board. using different
5. Summarizes the methods/sources.
highlight of the lesson on
the board.
11 REVISION
12 EXAMINATION
254
ECONOMICS
SS II
FIRST TERM
SUB THEME: STRUCTURE OF THE NIGERIAN ECONOMY

WEEK
OBJECTIVES GUIDE
1 Tools of Students should be 1. Simple linear Calculates given Solve example on Relevant teaching Students to;
economic able to: equations data given data materials 1. solve problem on
analysis solve problems on 2. Measures of Range
(a) mean deviation dispersion (Range, 2. mean deviation
(b) range mean deviation, 3. variance
(c) variance variance, standard 4. standard deviation
(d) standard deviation)
deviation
2 Tools of Students should be Their application Calculates problems 1. Solve given Students to;
economic able to: on given data problems interpret data from
analysis (cont) interpret data from 2. Interpret data the measure of
the measures of from problems dispersion
dispersion solved
3. Concept demand Students should be 1.Factor affecting Guides students to: Plot demand curve Table and graphics Students to;
and supply able to; demand 1.Examine factor from demand 1. list 5 factor
1. identify factors 2.Types of demand affecting demand schedules. affecting the demand
affecting demand (composite, derive, 2. Discuss types of for a commodity
2. differentiate competitive joint) demand. 2.briefly explain
between the types 3.Change in demand (a) joint demand
of demand and change in quality (b) derived demand
3. explain change demand. (c) composite demand
in demand and (d) competitive
change quantity demand
demanded. (e) differentiate
between change in
demand and change in
quality demanded.
255
ECONOMICS
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
4. Concept Students should be 1. Factors affecting Emphasizes the role Plot supply curves Graphs and Students to;
demand and able to; supply of price in resource from supply schedules 1. list 5 factors
supply 1. list factors 2. Types of supply allocation in schedules. affecting the supply of a
affecting the supply 3. Change in supply economics. commodity
of a commodity and change in 2. briefly explain the
2. explain the types quantity supplied. types of supply
of supply 3. differentiate between
3. differentiate change in supply and
between change in change in quantity
supply and change supplied
quantity supplied 4. plot supply curves
4. plot supply curves from supply schedules.
from supply
schedules.
5. The production Students should be 1. Definition and 1. Gives 1.Plot the PPC on Graph sheets Students to;
possibility able to; meaning hypothetical graph sheets 1. define production
curves 1. distinguish 2. Concept of Total, production data and 2.Calculate the TP, possibility curve
between Total, Average and figure to plot PPC AP and MP 2. plot the PPC from
Average, Marginal, Marginal productivity 2. Calculates the given data
Fixed and variable 3Law of variable Total, Average and 3. calculate the TP,AP
costs proportions Marginal and MP of given data
2. plot the curve productivity
from given data
3.state the law of
variable proportions
4. differentiate
between Total,
Average and
Marginal
productivity
256
ECONOMICS
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
6 Costs concept Students should be 1. Basic cost Highlights the Plot cost curves Graph sheets and Students to;
able to; concepts (Total, differences between other relevant 1. differentiate
1. distinguish Average and cost concept teaching materials between Total cost,
between total, Marginal, Fixed, Average cost,
average and Variable, Marginal Marginal cost,
marginal costs costs Variable and fixed
2. draw the short- 2. Short-run and cost
run and long costs long-run costs 2. draw the short-
3. differentiate 3. Distinction run and long-run
between the between the curves
economists and economists and 3. distinguish
accountants view accountants view of between the
of costs costs accountants and
economists view of
costs.
7. Revenue concept Students should be 1. Definition and 1. Explains the Draw revenue Graph sheets Students to;
able to; meaning meaning of revenue schedule and 1. define revenue
1. define Revenue 2. Distinguish 2. Explains the curves from data 2. differentiate
2. distinguish between the different concept of total, provided between total,
between the revenue average and average and
different revenue concept.(total, marginal revenue marginal revenue
3. draw different average and marginal 3. Draws relevant 3. draw relevant
revenue curves revenue) revenue schedules revenue curves
3. Draw different and curves
revenue schedules
and curves.
257
ECONOMICS
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
THEME 2: ECONOMIC SYSTEM
8. Labour Students should be able 1. Definition and 1. Briefly reviews relation Students to:
to; meaning. between labour force and 1. define labour market.
1. define labour market. 2. Demand and supply population treated in SS1. 2. define labour force
2. define labour force. of labour. 2. Discusses factors that 3. list 5 factors that
3. list factors that affects 3. Factors affecting affect the supply of labour. determine the demand for
the demand for labour. demand and supply of 3.Examines factors that labour.
4. list factor that affects labour. determine wages. 4. list 4 factors that affect
the supply of labour. 4. Wages the supply of labour.
5. examine factor that determination. 5. list 5 factors that
determine wages. determine wages.
THEME 3: POPULATION, LABOUR MARKET AND HUMAN CAPITAL DEVELOPMENT
9 Labour Students should be able 1. Definition and 1. Briefly reviews relation Students to:
to; meaning. between labour force and 1. define labour Students
1. define labour market. 2. Demand and supply population treated in SS1. to:
2. define labour force of labour. 2. Discusses factors that market.
3. list factors that affects 3. Factors affecting affect the supply of labour 2. define labour force
the demand for labour. demand and supply of 3. Examines factors that 3. list 5 factors that
4. list factor that affects labour. determine wages. determine the demand for
the supply of labour. 4. Wages labour.
5. examine factor that determination. 4. list 4 factors that affect
determine wages. the supply of labour.
5. list 5 factors that
determine wages.
10 Labour Students should be able 1. Trade unions: Discusses activities of Students to:
market to: definition and some trade unions in 1. define trade unions.
1. define trade unions. meaning. Nigeria. 2. list five trade unions in
2. identify function of 2. Other related Nigeria.
trade unions. instruments. 3. list 4 function of trade
unions in Nigeria.
11 REVISION
12 EXAMINATION
258
ECONOMICS
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 Unemployment Students should be able to: 1. definition and 1. Guides Identify causes of Relevant teaching Students to:
1. define unemployment. meaning students to unemployment. and learning 1. define
2. identify the types of 2. Types of explain the materials. unemployment.
unemployment. unemployment concept 2. list 4 types of
3. list 4 causes of 3. cause of unemployment. unemployment.
unemployment. unemployment 2. Explains the 3. identify 3 affects
4. examine the affects of 4. Effects of concept self of unemployment.
unemployment. unemployment employment. 4. suggest 4 solution
5. Solution to the
5. list solution to the problems to the problem of
of unemployment. problem of unemployment.
6. explain the concept of self unemployment 5. explain self-
employment. 6. Concept of self employment.
employment, Job .
creation and dignity of
labour
THEME 4: CONSUMER BEHAVIOUR, PRICE DETERMINATION AND MARKET SRUCTURES
2. Elementary Students should be able to: 1. Definition and Explains with Calculate total, Graphs. Students to:
treatment of 1. define the concept of utility. meaning of utility( real life situation average and 1. define utility.
utility theory 2. differentiate between total, total, average and the concept of marginal utility. 2. define total utility.
average and marginal utility. marginal utility) . utility. 3. differentiate
3. explain why the utility curve 2. The law of between average and
slopes downward. diminishing marginal marginal utility.
utility. 4. plot the demand
3. Utility curve from the utility
maximization and schedule.
derivation of demand
curve from utility
theory.
259
ECONOMICS
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
3. Price determination Student should be able to: 1. Determination of Illustrates Use graph to show Graph and Students to:
1. define price equilibrium price and discussion with the effects of change diagram. determine
determination. quantity. relevant in demand and equilibrium price and
2. identify the effects of 2. Effects of change in example. quantity demanded quantity using
change in demand and demand and supply on on the price and demand and supply
supply on equilibrium the equilibrium price and quantity. curves.
price and quantity. quantity.
4. Demand and supply Students should be able 1. Types of demand Illustrates with Use graph to explain Graph and relevant Students to:
to: (joint , derived, local and the effect of change materials. 1. identify the types
1. list and explain the competitive, composite) relevant in demand and of demand.
types of demand. . examples. change in quantity 2. differentiate
2. differentiate between 2. Change in demand demanded on price between change in
change in demand and and change in quantity. and quantity. demand and change
change quantity in quantity
demanded. demanded.
5. Demand in supply Students should be able 1. Types of supply Illustrate with 1. Solve problems Graphs and Students to:
to: (joint, competitive, local and on elasticity of relevant materials. 1. list 3 types of
1. list and explain the composite) . relevant demand. supply.
types of supply. 2. Change in supply and examples. 2. Solve problems 2. define the concept
2. differentiate between change in quantity on elasticity of of elasticity of
change in supply and supplied. supply. demand.
change in quantity 3. Concept of elasticity 3. list 5 factors
supplied. and its application. affecting elasticity of
3. define the concept of supply.
elasticity of demand.
4. identify factors
affecting elasticity of
supply.
260
ECONOMICS
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
6. Market Students should be able 1. Concept and 1. Emphasizes the 1. Listen to the Text books and Students to:
structure to; types of market distinction between teacher explanation relevant materials. 1. define market.
1. explain the concept of 2. Features of a market and a market of the concept of 2. distinguish
market and distinguish it perfect market. place. market. between a perfect
from the market place. 3. Features of an 2. Takes note of the 2. Take note of the market and
2. distinguish between imperfect market difference between difference market imperfect
perfect and imperfect and monopoly market and a market and a market place. market.
market by being able to market. place. 3. state the
identify their features. features of a
perfect market.
7. Market Students should be able 1. Review of cost 1. Demonstrates the 1. Practice how to 1. Graph Students to:
structures II to: and revenue drawing cost and draw cost and 2. Relevant differentiate
draw graph to illustrate curves. revenue curves on revenue curves. textbooks. among perfect
price and quantity 2. Price and the chalkboard. 2. Follow the competition,
determination under quantity 2. Guides students teacher’s guide on monopoly,
(a) perfect competition determination to state the price and how to determine duopoly and
(b) monopoly market under- perfect quantity price and quantity oligopoly.
(c) oligopoly market competition, determination under under different
monopoly and different types of market structure.
oligopoly perfect market.
competition.
8. Industries in Students should be able 1. Definition of Arranges excursion 1.Think out reason Resources map of Students to:
Nigeria to: industrial to local factories, for siting certain Nigeria showing 1. define
1. distinguish among the concepts plant, construction factories in their industrial activities. industrial
following concept, plant, factory, firm, companies and neighborhood where concepts.
factory, firm, industry and industry and mining sites, they are sited. 2. state some
industrial estate. industrial estate. industrial estates 2. List some advantages of
2. explain the factors that 2. Location and where possible. advantage derived localization of
influence the location of localization of from having firms of industries.
industry. industry in the same industry
3. explain the advantages Nigeria. close to one another.
of localization of industry.
261
ECONOMICS
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
9. Agriculture Students should be able 1. Define 1. Guides students 1. Participate in 1.Display of Students to;
(I) to; agriculture to define agriculture farm activities at agricultural 1. identify and
1. identify the main 2. Identify the and mention the home and in the commodities. describe the main
components of features of various components. school. 2.Relevant textbooks components of
agriculture. systems of 2. Encourages 2. Suggest ways of . agriculture.
2. explain the main agriculture. students to solving agriculture 2. state the
features of various 3. State the participate in problems in Nigeria. problems of
systems of agriculture. problems of agriculture both in agriculture in
3. mention the problems agriculture. the school and at Nigeria.
of agriculture in 4. State the home. 3. mention
Nigeria. various different
4. state different agricultural agricultural
agriculture policies in policies in policies in
Nigeria. Nigeria. Nigeria.
10 Agriculture Students should be able 1. The 1. Guides students 1. State how 1. Visit large scale Students to:
to: contribution of to explain the agriculture has farms in their 1. discuss the
1. explain the importance agriculture to the importance of helped their localities. importance of
of agriculture products to economic agriculture to families. 2. Pie chart to show agriculture to the
economic development development of Nigeria economy. 2. Take notes on the the contributions development of
using Nigeria as an Nigeria. 2. Explains to the teacher explanation agriculture to Nigeria
example. 2. Marketing of students the on importance of Nigerian economy. economy.
2. explain the process agriculture different ways of agriculture 2. state the role
and challenges of commodities. distributing generally. of the marketing
marketing both livestock 3. Prospects of agriculture products. 3. Discuss the role board in Nigeria.
food and cash crops in agriculture in 3. Explains the role of marketing board.
Nigeria. Nigeria. of the marketing
board.
11 REVISION
12 EXAMINATION
262
ECONOMICS
SS II
THIRD TERM
SUB THEME: NATIONAL INCOME AND PUBLIC FINANCE

WEEK
OBJECTIVES GUIDE
1 Elementary Students should be able 1. Meaning of 1. Guides students 1. Listen attentively Budget statement of Student to:
treatment of to: fiscal policy. to understand what to teachers any year 1. define public
fiscal policy (i) 1. define public finance. 2. Objectives of fiscal policy is. explanation of fiscal finance.
2. explain the objectives public finance, 2. Uses demand policy. 2. state sources of
of public finance. revenue allocation and supply curves 2. Mention some government revenue.
3. discuss the structure of and resource to analysis the source of 2. use diagram to
government revenue and control. incidence of government show the burden
expenditure illustrating 3. Sources of taxation. revenue. taxation both to the
with Nigeria data. government seller and buyer.
revenue.
2 Elementary Students should be able 1. Direct and Guides students to 1. Give example of Relevant and text Students to:
treatment of to: indirect taxation; differentiate direct and indirect books 1. differentiate
fiscal policy (ii) 1. distinguish between effects and between direct and taxes haven listened between direct and
direct and indirect incidence of indirect tax. to the teacher. indirect taxes.
taxation with example of taxation. 2. Draw demand 2. use diagram to
each. 2. The structure and supply curves show burden of
2. recurrent and capital and affects of illustrating taxation both to the
expenditure and analyse public expenditure incidence of seller and buyer.
the effects and incidence on government taxation.
of taxes. budgets.
3 Balanced and Students should be able 1. Meaning of Guides students to To differentiate Relevant teaching Students to:
unbalanced to: balanced budget. define the between a deficit material. 1. define balanced
budget (i) 1. explain the concept of 2. Reasons for following budget and budget.
budgets deficit. balanced budget (a) Balanced balanced budget. 2. list two ways in
2. define budgets surplus. 3. Meaning of budget which a balanced is
3. explain balanced surplus budget. (b) Surplus budget important.
budgets. 4. Meaning of (c) Deficit budget
4. identify the deficit budgets.
components of national
debt.
263
ECONOMICS
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
4 Balanced and Students should be able 1. Define revenue Uses a budget List then one A publish copy Students to:
unbalanced to: 2. Ways of statement to sources of revenue government 1. define revenue.
budget (ii) 1. define revenue. financing deficit illustrate and the items they budget. 2. identify ways
2. criteria for revenue budget. government fiscal spend money. of financing
allocation e.g. (resource 3. Effects of operations. budget deficit.
control) . deficit budget 3. explain debt
3. identify problems of (e.g. Debt burden, burden.
revenue allocation in debt relief, debt
Nigeria. buy back) .
THEME 6: NATIONAL INCOME AND PUBLIC FINANCE
5 Elements of Students should be able 1. Definition and Guides students to Identify local Chart to illustrate Students to:
National income to: meaning of define national economic activities components of list and explain
accounting 1. define national income. national income. income. that contribute to national income. the components of
2. state the concepts used 2. Concepts and National income. national income.
in national accounting. their uses.
6 Elements of Students should be able 1. Ways of Guides students to Apply the concept Relevant textbooks. Student to:
National income to: measuring calculate national of income 1. state ways of
accounting 1. discuss different ways national income. income. determination to measuring the
of measuring national 2. Limitation of solve simple national income.
income. the approaches to economic problems. 2. list the
2. explain the national income. limitation of each
disadvantage of national 3. Uses of approach to
income. national income measuring
estimates. national income.
4. Trend and
structure of
national income.
264
ECONOMICS
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
THEME 7: FINANCIAL INSTITUTION AND REGULATORY AGENCIES
7 Types of Students should be able to: 1. Money market Emphasizes the Cheque books, pay Students to:
financial 1. define money market. institutions. importance of book and teller 1. define money
institutions and 2. define capital market. 2. Capital market. traditional saving books. market.
their functions 3. identify the types of financial 3. Other agencies method. 2. list other
institutions. that can access financial
4. identify their functions capital market. institutions.
5. explain the types in and 4. Functions of 3. mention the
feature of securities. money market importance of
institution. money market.
THEME: FINANCIAL INSTITUTION AND REGULATORY AGENCIES

8 Types of Students should be able to: 1. Functions of Explains the Go on excursion to Quarterly and partial Students to:
financial 1. explain the process of capital market problems of each any financial publication of the 1. list the
institutions and requirement for accessing the institutions. types of each of institution where central possible. function of
their functions capital market. 2. How the stock financial possible. capital market.
(ii) 2. list the benefits of the capital exchange institutions. 2. discuss how
market. operates. the stock
3. discuss how commodities are 3. Secondary and exchange
traded in the secondary market primary market. operates.
4. problems of trading the 3. differentiate
secondary market. between primary
and secondary
market.
265
ECONOMICS
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
THEME 6: MONEY AND INFLATION/DEFLATION
9 Money: demand Students should be able to: 1. Determinations of 1. Explains the Provide coins, Coins, paper Student to:
for and supply 1. identify the various demand for money. motives for paper money. money cheque etc. 1. define demand
money motives for holding money. 2. Determinants of holding wealth in cowries etc. for money.
2. explain elementary supply for money. the forum money. 2. list the motives
quantity theory of money. 3. Value of money and 2. Lets the form holding
3. identify the determinants price level. students money.
of the supply money. understand that 3. identify the
4. explain how changes in higher price will determinants for
the price level affect the reduce the value the supply of
purchasing power of of money. money.
money. 4. explain how
change in price
affects the value
of money.
10 Money: inflation Students should be able to: 1. Define and meaning Guides students to Discuss their Consumer price Students to:
and deflation 1. define inflation. of inflation. discuss the effects experiences of index information 1. differentiate
2. identify the types of 2. Types of inflation of rising prices on inflation in their published by the between inflation
inflation. 3. Causes and effects their allowances environment. central bank of and deflation.
3. identify the causes of of inflation. and they can buy. Nigeria. 2. list the types of
inflation. 4. The control of inflation.
4. explain ways of inflation 3. discuss the
controlling inflation. 5. Define deflation causes and effects
5. identify the effects of 6. State the causes of of inflation.
inflation. deflation.
6. define inflation.
11 REVISION
12 EXAMINATION
266
LITERATURE IN ENGLISH
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
1 Dramatic Students should be i. Uses of stage i. Guides class discussion i. Participate in class Excerpts from a Students to:
techniques. able to: directions. on dramatic techniques. discussion involving drama text. list two dramatic
i. list some dramatic ii. Suspense. ii. Leads students to dramatic techniques. techniques they
techniques. iii. Conflicts. discuss the various ii. Discusses the know, as well as
ii. describe the iv. Flash back dramatic techniques. dramatic techniques explaining them.
various dramatic v. Dramatic irony. listed on the
techniques. vi. Chorus. chalkboard.
vii. Dialogue
viii. Soliloquy.
2 Non- African Students should be i. Playwright i. Introduces the playwright i. Recount playwright Selected play. Students to:
drama. Oliver able to: background. and its background. background. i. adequately
gold-smith. i. discuss and ii. Setting. ii. Leads the students to ii. Discuss the setting describe the
She stoops to describe the iii. Plot. discuss the setting of the of the play. playwright
conquer. background of the play. iii. Read identify background.
playwright. iii. Guides students to portion of text aloud ii. lists major
ii. describe the discuss the sequences in the class. event of the play.
setting of the play. unfolding of event.
iii. lists major event
in the play.
3. Textual Students should be Emphasis on: i. Leads discussion on the i. Make a sketch of i. Recommended Students to:
analysis of able to: i. Theme(s). unfolding events that the play. text. i. write their
she stoops to i. states the theme(s) ii. Characterization. embodied the main ii. Discuss the ii. Costume and specific
congure. in the text; iii. Dramatic theme(s). theme(s) in groups. props may be theme(s).
ii. lists the major techniques. ii. Groups students to iii. Leads the major required. ii. discuss the
and minor dramatize the different and the minor plot of the play.
characters; scenes in which the characters. iii. analysis the
iii. bring out the theme(s) are found. iv. Dramatic different
dramatic techniques. iii. Uses character sketches techniques used in characters.
to help students understand the play. iv. pick out one
the characters better. dramatic
iv. Leads the students to techniques used
discover the dramatic in the play.
techniques used in the
play.
267
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
4 Textual analysis Students should be able to: Acts and scenes i. Guides students into reading the i. Read the play. Recommended Students to:
. of: i. read the acts and scenes summary of the play by assigning them different ii. Paying attention text. i. summarizes the
she stoop to of the play; play. characters. to the character they act and scene they
conquer. ii. summarize the scenes ii. Calls them out in front of the are assign to. have read in the
that they have read. class, to read their part. class.
iii. Listen to them as they take their
and correct them when necessary.
5 Textual analysis Students should be able to: i. Acts and scenes. Rotates the rules played by the i. Read the play. Recommended Students to:
. of: she stoops to i. read the acts and scenes ii. Summarize students by choosing new person ii. Paying attention text. i. summarize the Act
conquer. of the play; (cont. to play such roles. to the character they and scene they read
ii. summarize the scenes are assign to. in the class.
they have read.
6 African prose: Students should be able to: (a). Background of: i. Provides information on the i. Identify and The novel. Students to:
Bayo i. provide information on (i). The author author background. discuss the themes i. identify more
Adebowale. the background of the text. ii. The novel. ii. Leads students to read the in the text. theme(s)
Lonely days. ii. states the theme(s) used (b). Setting selected pages that embodied the ii. Identify and ii. describe
in the novel. (c). Diction. main theme(s). discuss the chapters adequately the
iii. describes the setting of (d). Theme(s) iii. Guides students to describe the that contains unique Authors
the text. (e). Narrative language element used in the text. language element. background.
iv. identify the unique techniques. iv. Leads students to bring out the iii. Bring out the iii. identify the
language element in the narrative techniques used in the narrative techniques settings of the text.
text. text. used in the text. iv. states the
v. pick out the narrative narrative techniques
techniques used in the text. use in the text.
7 Textual analysis Students should be able to: i. Chapter by i. Guides students into reading the i. Participate in the Recommended Students to:
. of lonely days. i. read the chapters of the chapter, novel by assigning different reading of the text, text i. summarizes
text. ii. Summarize of chapter to them. by reading it chapter chapter 1 to 3.
ii. summarizes the chapters the text. ii. Calls them out in-front of the by chapter.
they have read. class to read their part.
iii. Listen to them as they read and
correct where necessary.
268
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
8. Textual analysis Students should be able i. Chapter by i. Guides students into reading Participate in the Recommended text Students to:
of lonely days. to: chapter, the novel by assigning reading of the text, by i. read chapter four
i. read the chapters of ii. Summarize cont. different chapter to them. reading it chapter by to six (4-6) from
the text. ii. Call them out in-front of the chapter. text.
ii. summarizes the class to read their part. ii. summarize
chapters they have read. iii. Listen to them as they read chapter four to six
and correct where necessary. (4-6)
9 Non- African Students should be able i. Background of: i. Presents the biographical i. Do a written re-tell The poem. Students to:
poetry- to: (a). The poet. background of the poet. of the background of i. accurately restate
William: i. discuss and describe (b). The Poem. ii. Gives a brief background of the poet as well as the the title of the poem
shall i compare the background of the (c). Subject matter. the poem. poem. and write on the
thee to a poet and poem. iii. Leads discussion on what ii. Take active part in background of the
summer day? ii. states in their words, poem is all about. the class discussion. poet;
what the poem is all iv. Guides students to identify iii. Discuss the forms ii. discusses the
about. the divisions within the of the poem in form of the poem.
poems. groups.
10 Poetic analysis Students should be able Emphasis on: i. Guides students to identify i. Express their The poem. Students to:
of: to: i. Theme(s). the main theme of the poem. personal feelings and i. states three
shall i compare i. identify the main ii. Style (diction, ii. Leads a discussion on the ideas about the theme(s) found in
thee to a theme(s) in the poem; mood, tone, imagery appropriateness of the theme(s). the poem;
summer’s boy? ii. identify features of symbolism, poetic language used in the poem. ii. Responds to words ii. Lists at least two
language that devices). iii. Links the images with the of varying difficult instances of unique
characterize the poem; background of the poem. levels selected from language used;
iii. identify the the poem. iii. Explains in
dominant images in the iii. Work in groups to writing the
poem. write out the effectiveness of the
iv. pick out the symbols interpretations of poetic devices an
used in the poem. symbols used in the symbols used in the
poem. poem.
11 REVISION
12 EXAMINATION
269
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 Narrative Students should be i. First person i. Guides class i. Participates in class Excerpts from a Students to:
techniques able to: narration. discussion on discussion involving novel. i. list and explains the
i. lists some narrative ii. Third person narrative techniques. narrative techniques. two narrative
techniques. narration ii. Leads students to ii. Discuses the narrative techniques.
ii. describes the (omniscient discuss the various techniques listed on the
various narrative narration). narrative techniques. chalkboard.
techniques.
2. Non- African Students should be (a). Background of: i. Provides i. Identify and discuss The novel. Students to:
prose- patience able to: i. The author. information on the the chapters contain i. describes adequately
swift the last i. discuss and ii. The novel. author’s background. unique language the author’s
Goodman. describe the (b). Setting. ii. Leads students to elements. background;
background of the (c). Diction. read the selected ii. Describes the setting ii. identify the setting
novelist. (d). Plot. passages that expose of the text. of the text;
ii. describe the setting the setting of the text. iii. Discuss the iii. bring out one
of the novel; iii. Guides students to background of the element of languages
iii. lists major events describe the language author in groups. used in the novel.
in the novel; elements used in the
iv. identify the text.
unique elements of
language in the text.
3. Textual analysis Students should be i. Chapter by i. Guides students in i. Participates in the Recommended text. Students to:
of: able to: chapter. reading the novel by reading of the novel. i. reads chapters one to
the last Goodman i. read the chapters of ii. Summary of the assigning different ii. Chapters by chapter three from the text,.
the text. text. chapter to them to reading. ii. summarizes
ii. summarizes the read. chapters one to three.
chapters they have ii. Calls them out one
read. after the other in-
front of the class to
read their parts;
iii. Listens to them as
they read, and
corrects them where
necessary.
270
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
4. Textual analysis Students should be i. Reading and i. Guides students in i. Participates in the Recommended text. Students to:
of: able to: summary of the reading the novel by reading of the novel. i. read chapter
the last Goodman. i. read the chapters of chapter. assigning different ii. Chapters by four to seven
the text. chapter to them to read. chapter reading. from their text;
ii. summarizes the ii. Calls them out one ii. summarizes
chapters they have after the other in-front of chapters four to
read. the class to read their seven.
parts;
they read, and corrects
them where necessary.
5. Textual analysis Students should be Emphasis on: i. Draws students i. Discuss the Recommended text. Students to:
of: able to: i. Theme(s). attention to the chapter theme(s) in groups. i. writes their
the last Goodman. i. states the theme(s). ii. Characterization. where the theme(s) are ii. Lists the major specifics
used in the novel; iii. Narrative found. and minor theme(s).
ii. identify the major techniques. ii. Uses character characters. ii. discuss the
and minor characters sketches to make students iii. Pick out the narrative
in the novel; understand the characters narrative techniques techniques used
iii. pick out the better. used in the text. in the text;
narrative techniques iii. Leads students to iii. analysis the
used in the text. discover the narrative different
techniques used in the characters.
text.
6. Poetry. Students should be i. Types of poems i. Guides students to list i. States the types of i. Recommend text. Students to:
able to: based on number of the types of poems based poems based on the ii. Poem. i. states four
i. lists some types of lines – Couplet, on the number of lines. numbers of lines. types of poems
poems based on Triplet, Quatrain, ii. Explains the types of ii. Listens as the based on the
number of lines; Sestet, Octave, poems. teacher explains the number of lines;
ii. explains the types Sonnet etc. types of poems. ii. explains the
of poems listed. types of poems
based on the
number of lines
listed.
271
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
7. African poetry: Students should be i. Background of: i. Presents a i. Do a written re-tell The poem. Students to:
Kofi Awonor the able to: (a). The poet. biographical of the background of i. accurately restate
anvil and the i. discuss and (b). The poem. background of the the poet as well as the the title of the
hammer;. describe the ii. Subject matter. poet. poem? poem and write on
background of the ii. Gives a brief ii. Take active part in the background of
poet as well as the background of the the class discussion. the poet.
poem; poem. ii. write the poem
ii. states in their own iii. Leads a discussion in their own words.
words what the poem on what the poem is
is all about. all about.
8. Poetic analysis of: Students should be Emphasis on: i. Guides students to 1. Express their The poem. Students to:
the anvil and the able to: i. Theme. identify the main personal feelings and i. states two
hammer. i. identify the main ii. Structure. theme of the poem. ideas concerning the theme(s) found in
theme(s) of the iii. Style (diction, ii. Discuss the form theme(s). the poem;
poem;. mood, tone, of the poem. 2. Responds to words ii. list two
ii. identify the imagery iii. Leads discussion of varying difficult instances of unique
various parts of the symbolism, poetic on the levels selected from language used;
poem; devices). appropriateness of the the poem. iii. explains in
iii. identify features language used in the 3. Work in groups to writing the
of language that poem. write out effectiveness of the
characterize the iv. Links the interpretation of the poetic devices and
poem; languages with the symbols used in the symbols used in the
iv. bring out the background of the poem. poem.
dominant images in poem.
the poem;
v. pick out the
symbols used in the
poem and state their
meaning.
272
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
9 Non- African Students should be i. Background of: i. Gives a brief i. Speak briefly on The poem. Students to:
poetry- Alfred able to: (a). The poet. background of the the background of i. briefly write on
Tennyson i. discuss and (b). The poem. poet as well as the the poet and how it the background of
“crossing the bar”. describe the ii. Subject matters. poem. relates to his poem the poet;
background of the ii. Leads discussion ii. Participates ii. write in their
poet and poem; on what the poem is actively in class words what the
ii. states in their own all about. discussion. poem is all about.
words what the poem
is all about.
10 Poetic analysis of: Students should be Emphasis on: i. Gives a brief i. Speak briefly on The poem “Crossing Students to:
crossing the bar. able to: i. Theme(s). background of the the background of the bar” 1. states one major
i. state the theme(s), ii. Structure poet as well as the the poet and how it theme found in the
in the poem. iii. Style (diction, poem. relates to his poem poem;
ii. identify feature of mood, tone, ii. Leads discussion ii. Participates 2. list at least tow
languages used in the imagery on what the poem is actively in class instances of unique
poem; symbolism, poetic all about. discussion. language used n the
iii. discuss the devices). poem;
structure of the poem, 3. list two symbols
bringing out the used in the poem
rhyming scheme. bringing out their
iv. pick out the interpretation.
dominant images in
the poem;
v. bring out the
symbol used in the
poem.
11 REVISION
12 EXAMINATION
273
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
1 Literary terms Students should be i. Protagonist. i. Asks students to list some i. Participate in class Suitable examples Students to:
(drama) able to: ii. Antagonist literary terms. discussion. explaining the i. list three literary
i. list some literary iii. Hero. ii. Guides students in ii. Gives some literary terms. devices;
terms; iv. Heroine naming the major literary examples of literary ii. give the
ii. gives the meaning v. Stage. term. terms. meaning of the
of the literary terms vi. Comic-relief. iii. Leads students in class literary terms listed
listed. discussion on literary terms. using examples.
2 Characterization Students should be i. Major characters. i. Guides students to i. Identify and list Excerpts from a play Students to:
. able to: ii. Minor character. identify and list major and major and minor i. list major and
i. give the meaning iii. Round minor characters. character from their minor characters
of characterizations. characters. ii. Groups students into previous lesson. from the excerpt
ii. list the types of iv. Flat characters. different characters and ii. Work in groups to givens;
characters different groups for identify and discuss ii. write down two
identification and discussion characters attributes attributes of the
of the characters. using character major character(s);
iii. Guides students on their sketching. iii. present
group presentation. iii. Groups present character sketches
findings to the whole and justify their
class. claims.
3 African drama- Students should be Background of i. Introduces the playwright i. Recount the Selected play. Students to:
. dele charity- the able to: (a). The and his background. playwright i. adequately
blood of a i. discuss and playwright. ii. Leads the students to background. describe the
stranger. describe the (b). the play discuss the setting of the ii. Discuss the setting playwright’s
background of the 2. Setting. play. of the play. background.;
playwright; 3. Plot. iii. Guides students to iii. Read and identify, ii. list major events
ii. describe the 4. Dramatic discuss the sequential Portion of the text in the play;
setting of the play; techniques. unfolding of the events. aloud in class. iii. write their
iii. list major events 5. Theme(s). iv. Leads the students to iv. Discuss the terms specific theme (s).;
in the play; discover the dramatic in groups. iv. discuss the
iv. bring out the techniques used in the play. v. Pick out the setting of the play;
dramatic technique dramatic techniques vi. state one
used in the play. used in the play. examples of a
dramatic
274
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
4. Textual Students should be Emphasis on: i. Uses characters i. Lists the major Recommended Students to:
analysis of: able to: i. sketches to make and minor text. i. analysis the different
(the blood of a i. identify the major Characterization/ch students understand the characters. characters.
stranger). and minor characters aracter characters better. ii. Take active part ii. summarizes the acts
in the play; ii. Reading and ii. Assigns role to in the reading of and scene they have
ii. reads and summary of the students to read and the play. read.
summarizes the play. text. actively take part.
5. Textual Students should be Act and scenes i. Guides students in Read the play, Recommended Students to:
analysis: the able to: summary. reading the play by paying attention to text. i. summarize the acts
blood of a i. read the acts and giving them different the characters they and scenes they have
stranger. scenes of the play; characters to act like. are attached to. read in class.
ii. summarizes the ii. Calls them out in front
acts and scenes that of the class to read their
they have read. parts.
they take their roles and
give the necessary
corrections.
6. Textual Students should be i. Acts and scenes i. Guides students in Read the play, The play. Students to:
analysis of: able to: summary reading the play by paying attention to i. summarize the acts
(the blood of a i. read the acts and continues. giving them different the characters they and scene they have
stranger). scenes of the play; characters to act like. are attached to. read in class.
ii. summarizes the ii. Calls them out in front
acts and scenes that of the class to read their
they have read. parts.
they take their roles and
give the necessary
corrections.
275
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
7. African poetry- Students should be 1. Background of: i. Presents a i. Do a written re-tell of The poem. Students to:
lenrie peter “the able to: (a). The poet. biographical the background of the i. accurately restate
panic of i. discuss and (b). The poem. background of the poet as well as the the title of the poem
growing older”. describe the 2. Subject matter. poet. poem? and write on the
background of the ii. Gives a brief ii. Take active part in the background of the
poet and poem; background of the discussion. poetry.
ii. state in their own poem. iii. Discuss the form of ii. explains the poem
words what the iii. Leads a the poem in groups. in their own words.
poem is all about. discussion on what
the poem is all
about.
8. Poetic analysis Students should be Emphasis on; i. Guides students i. Express their personal The poem. Students to:
of: able to: i. Theme. to identify the main feelings and ideas i. states two themes
the panic of i. state the theme(s) ii. Structure. themes of the concerning the theme(s). found in the poem;
growing older!. in the poem; iii. Style (diction, poem. ii. Respond to words of ii. list at least two
ii. discusses the mood, tone, 2. Discusses the varying difficult levels instances of unique
structure of the imagery, poetic form of the poem. selected from the poem. language used
poem bringing out devices 3. Leads a iii. Work in groups to iii. explains in
the rhyming symbolism) discussion on the write out the writing the
scheme; appropriateness of interpretation of effectiveness of the
iii. identify features the language used symbols. poetic devices and
of language used in in the poem. symbols used in the
the poem; 4. Links s the poem.
iv. pick out the images with the
dominant images in background of the
the poem; poem.
v. bring out the
symbols used in the
poem.
276
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
9 Non- African Students should be able i. Background of: i. Guides students to i. Express their The poem. Students to:
poetry- George to: (a). The poet. identify the main themes personal feelings and i. accurately restate
Herbert i. state the theme(s) in (b). The poem. of the poem. ideas concerning the the title of the poem
“pulley the poem; ii. Subject matter. 2. Discusses the form of theme(s). and write on the
ii. discusses the structure the poem. ii. Respond to words background of the
of the poem bringing out 3. Leads a discussion on of varying difficult poet;
the rhyming scheme; the appropriateness of levels selected from ii. write what the
iii. identify features of the language used in the the poem. poem is all about.
language used in the poem. iii. Work in groups to
poem; 4. Links s the images write out the
iv. pick out the dominant with the background of interpretation of
images in the poem; the poem. symbols.
v. bring out the symbols
used in the poem.
10 Poetic analysis Students should be able i. Background of: i. Guides students to i. Express their The poem. Students to:
of: pulley. to: (a). The poet. identify the main themes personal feelings and i. lists one major
i. state the theme(s) in (b). The poem. of the poem. ideas concerning the theme;
the poem; ii. Subject matter. 2. Discusses the form of theme(s). ii. give at least two
ii. discusses the structure the poem. ii. Respond to words instances of unique
of the poem bringing out 3. Leads discussion on of varying difficult language used in the
the rhyming scheme; the appropriateness of levels selected from poem,.
iii. identify features of the language used in the the poem. iii. list two symbols
language used in the poem. iii. Work in groups to used in the poem,
poem; 4. Links the images with write out the bringing out their
iv. pick out the dominant the background of the interpretation of interpretation.
images in the poem; poem. symbols.
v. bring out the symbols
used in the poetic
devices, symbolism.
11 REVISION
12 EXAMINATION
277
FRENCH
SS II
FIRST TERM
SEMAINE
SUJET OBJECTIFS CONTENU ACTIVITES RESOURCES GUIDE

COMMUNICATIFS SPEDAGOGIQUES D’
ENSEIGNANT ETUDIANT EVALUATION
1 Situer une Les étudiants serait Vocabulaire/ 1. Le professeur demande 1. Les étudiants 1. Texte de lecture : Par groupe de trois,
& action capable de dire : structures qui aux étudiants, ce qu’ils ont participent activement on y va bk 1 & 3. les étudiants à ....
2 passée mais 1. raconter le passé permettent de parler fait pendant les vacances. dans la classe.. 2. Production orale 1. faire un petit
récente 2. Situer un fait dans le des faits récents ; 2. Le professeur interroge les 2. Chaque étudiant 3. Le tableau poème sur le sujet
temps en précisant les En + (participe étudiants sur la fréquence et raconte à l’autre ce « Quand j’étais un
Préciser les dates, les durées, les présent) le passé la durée de leurs activités et qu’il a fait pendant les enfant »
dates, les fréquences composé pendant habitudes. vacances depuis deux 2. Qu’est-ce que vos
durées, les que + (présent), 3. Ensuite, le professeur mois. parents faisaient
fréquences l’imparfait demande aux étudiants ce 3. Chaque étudiant dit quand ils étaient
quand/depuis quand. qu’ils faisaient quand ils à l’autre ce qu’il avait jeunes ?
Ex : Quand j‘étais étaient jeunes. l’habitude de faire (s’ils continuent
jeune, je rêvais de quand il était plus toujours de le faire ou
devenir un médecin. petit. bien s’ils ont cessé de
le faire)
3 Situer Etre capable de : Vocabulaires/ 1. Le professeur demande 1. Les étudiants font 1. Textes de Les étudiants ....
& quelque 1. Situer un événement structures/ aux étudiants de situer des des énoncés logiques à production orale.
4 chose/quel dans le temps. expressions actions/faits par rapport au l’aide des expressions 2. Document 1. Situer depuis
qu’un dans permettant de : temps présent. telles : c’était hier que. authentique quand il/elle
le temps à 2. Raconter des 1. Situer la situation Ex : Hier, j’irai chez ma tante C’est demain que... 3. On y va Bk 2. pratique le foot ou la
partir d’une habitudes passées. dans le temps. et dans deux jours, C’est avat hier que... 4. Le tableau. guitar.
date. 2. Les verbes dans j’accompagnerai ma sœur 2. Les étudiants
divers temps : chez le mécanicien. situent des action/faits 2. dire depuis quand
Exprimer imparfait, passé 2. Puis, le professeur leur par rapport au temps ils étudiant français.
un état/ une composé, la date, la demande de transposer toutes nécessaire.
action durée, la fréquence ces actions dans le future ou 3. Les étudiants en
répétée bien aux termes nécessaires. paires se posent des
dans le Le passé questions sur leurs
passé. - Avant souvenirs d’enfance en
- Souvent montrant une
3. Le professeur demande action/un état dans
aux élèves ce qu’ils faisaient chaque fois ......
quand ils étaient à l’école Tous les samedis ....
primaire.
278
FRENCH
SS II
FIRST TERM
SUJET GUIDE
SEMAINE
OBJECTIFS CONTENU ACTIVITES RESOURCES D’

COMMUNICATIFS PEDAGOGIQUES EVALUATION
ENSEIGNANT ETUDIANT
5 Exprimer la Les étudiants seront Vocabulaires/ 1. Le professeur demande 1. Les étudiants 1. Document Les étudiants à ....
& simultanéité capable de : structures/ expressions aux étudiants ce qu’ils écrivent des phrases authentique 1. Ecrire quelques
6 1. Parler d’actions qui renvoient à la faisaient quand ils étaient où il s’agit 2. Texte de verbes à l’infinitif
L’antériorité d’états qui se passent en simultanéité : En même dans l’école primaire. d’action/états qui production orale. au tableau et faites
La même temps. temps, à la fois, au 2. Le professeur propose arrivent au même 3. Le tableau. des conjugaisons
postériorité. 2. Mettre en rapport le même moment ou, juste des actions que les moment. au passé composé,
temps de deux actions au moment ou, à la étudiants emploient pour 2. Ils emploient des l’imparfait.
/états passés. même heure que etc. montrer la simultanéité. expressions comme :
3. Exprimer la 2. Conjugaison des 3. Le professeur demande juste au moment 2. C’est possible
simultanéité de deux verbes au présent, au aux étudiants ce que où.... de faire la
actions. passé composé, au plus chaque membre de la 3. Les étudiants gymnastique en
que parfait etc. famille fait le matin à une dressent par ordre mangeant ?
3. Vocabulaires heure précise. logique la liste des
/structures associait à 4. Il demande aux choses à faire avant
l’antériorité. Avant, étudiants de préciser d’aller à l’école.
des que, Après, Avant laquelle des deux actions,
de + infinitif : Quand + qu’il fait précède l’autre.
passé 5. Il montre une des actions
et demande si c’est
possible de la faire en
même temps qu’une autre
par exemple : C’est
possible de faire de la
gymnastique en écoutant
de la musique, mais ce
n’est pas possible de boire
en chantant.
279
FRENCH
SS II
FIRST TERM
SEMAINE

COMMUNICATIFS PEDAGOGIQUES D’
EVALUATION
ENSEIGNANT ETUDIANT
7 Rapporter : Etre capable de : Vocabulaire/ 1. Professeur aide les 1. Les étudiants 1. Textes de Les étudiants a ....
- Une 1. Rapporter les structures/ étudiants à faire des participent activement production orale. 1. Jouer le rôle d’un
conversation paroles de quel qu’un. expressions : phrases pour rapporter en classe. 2. Extraite de textes présentateur et
- des ordres 2. Faire un rapport 1. Concernant le des discours simple. 2. Ils utilisent des d’un journal annoncent à leur
- Annoncer des faits. rapport indirect etc. Ex : Il a dit que ... expressions permettant a 3. On y va Bk 3 camarades les
quelque Ex : Il a dit que.. Il m’a demandé ....... rapporter des discours. 4. Le tableau. informations les
chose Il m’a demandé de 2. Le professeur fait 3. Les étudiants plus surprenantes.
... transformer par les répètent les phrases et
Ce jour-là, la veille, élèves des phrases les copient dans leurs
etc. simple du discours cahiers.
2. Les termes direct au discours
verbaux et leurs rapporté/ indirect.
transformations
concordance des
temps :
Il a dit qu’il ferait
.....
L’ordre des mots :
sors !
a-t-il dit !
Il a dit : sors !
Qu’est-ce qu’
Il / elle demande ?
Il / elle lui a
demandé si / qui /
pourquoi/ où / quand
/ comment / depuis/
combien de temps.
280
FRENCH
SS II
FIRST TERM
SEMAINE

8 Accepter/ Etre capable d’ : Vocabulaire/ 1. Le Professeur fait oralement 1. Les étudiants 1. Textes de Les étudiants à ....
refuser une 1. Adapter la réponse expression de : des propositions aux étudiants. participent lecture : 1. offrir une
invitation. à la question 1. Accepter ou Ceux – ci peuvent accepter/ activement en On y va. invitation à
- Exprimer (situation/ contexte). refuser une approuver ou refuser/ objecter. classe. 2. Production orale. quelqu’un.
des 2. d’opposer certains invitation : vous 2. Il groupe des étudiants un 2. Ils engagent une 3. Le tableau. 2. Accepter ou
oppositions. faits ou situations à viendrez à la fête groupe émet un certain nombre de conversation deux refuser
l’autre. avec moi ? jugements par deux, ou l’un L’invitation.
Oui, avec plaisir/ (favorables ou défavorables) très propose et l’autre
mais certainement marqués sur des faits ou accepte/
d’accord etc. personnes. refuse/approuve/
2. Les négations L’autre groupe reprend les objecte.
particulières : Non, énonces en y ajoutant une
je n’en ai pas envie opposition ou un paradoxe.
/ non, ce n’est pas
possible.
9 Rechercher Les étudiants seront Vocabulaire/ 1. Le Professeur prépare un texte 1. Les étudiants 1. Textes de Les étudiants à ....
& information capable de : expression, en qu’il écrit au tableau. Par petits par groupes lecture : On y va Bk. Jeu de rôles :
10 et l’utiliser 1. Raconter une petite fonction du texte groupes, les étudiants recherchent remplissent le 2. Document En- Fonction de
pour un récit. histoire choisi. les informations en posant les tableau au gré de authentique différentes
Ex : Par 2. Demander un questions : leur imagination. 3. Textes de demandes de
téléphone. renseignement au Qui ? Ou ? Quand ? Qu’est – ce 2. A partir du production orale. renseignement, les
téléphone. qu’il a fait pourquoi ? tableau-ci dessus, apprenants à tour
3. Effectuer une 2. Le professeur fait un tableau a les étudiants créent de rôle, doivent
explication de texte deux colonnes, l’une contenant une petite histoire. contacter par
simple. ces questions, l’autre les Le professeur téléphone la
propositions des étudiants. Il fournit le bonne personne et
montre comment on pourrait le vocabulaire à la formuler leur
remplir. demande des demande avec
Ex : Qui ? un chef. Où ? Dans la étudiants. Les toutes les
Foret. étudiants écrivent formules de
Quand...... leur histoire. politesse d’usage.
11
REVISION AND EXAMINASSIONS
12
281
FRENCH
SS II
SECOND TERM
SEMAINE

1 Demander une Etre capable de : Vocabulaires/ 1. Le Professeur à 1. Les étudiants On y va Bk. 3 Les étudiants à ....
& opinion. 1. Recevoir des structures / l’aide de faits divers trouvent les Texte de production
2 - Donner une informations sur un expressions assez simples lance de réponses orale 1. Faire un petit débat
opinion sujet. permettant de : courts débats correspondant aux sur un sujet qui vous
- Demander une 2. Formuler une 1. Se d’opinion et demande questions a + b = intéresse (votre métier,
confirmation. opinion.. renseigner : aux étudiants ce qu’ils Qui ? le chef. un style de musique, un
Qu’est-ce que en pensent. 2. A partir d’un sport).
vous en pensez ? 2. Il fait un tableau texte, les étudiants
comment est-ce de deux colonnes l’une recherchent les
que vous trouvez contenant des informations en
ça ? vous avez réponses. posant des
une idée sur .... ? (a) Qui......(a) Demain quéstions :
Est-ce que je/ tu (b) Ou.....(b) par Qui ? /Quand ? /
peux ... ? fatigue. Qu’est – ce qu’il a
C’est loin d’ici ? (c) Pourquoi....(c) là- fait ? / Pourquoi ?
2. J’ bas 3. Deux étudiants
l’impression que (d) Quand.....(d) le se téléphonent, l’un
... chef. recherche des
je pense / crois / informations,
sais que... l’autre répond.
ce qui compte
c’est....
282
FRENCH
SS II
SECOND TERM
SEMAINE

3 Exprimer un Etre capable de : Vocabulaire/ 1. Le Professeur met 1. Les étudiants 1. Textes de lecture Les étudiants à ....
& besoin. expression de : les étudiants en participent facile.
4 - Demander la 1. Exprimer un besoin 1. Exprimer un situation de activement en 2. Extraits de textes 1. Faire une lettre
permission. besoin. « donneur » ou de classe. de littérature. de réponse a une
- Exprimer la 2. Demander la Je veux.... « demandeur ». 2. Ils trouvent des 3. Textes de offre d’emploie
confiance permission Je voudrais .... 2. Il propose mimes production orale affichée dans un
J’ai besoin de..... quelques expressions correspondant aux magasin.
3. Exprimer la Tu peux me qui marquent la expressions
confiance prêter ? confiance (e.g je parle proposées par le
Est-ce que je avec confiance () et professeur.
peux.... ? demande aux étudiants 3. Ils répètent ces
Je pourrais.... de mimer les expressions tout de
On peut ...... ? expressions. suite.
2. Expression - Je suis sûr(e) que
capable de mon fils réussira.
transmettre un
message
exprimant la
confiance.
- Il est clair
que.......
- Je suis
persuadé que....
- Il est hors de
doute que,
283
FRENCH
SS II
SECOND TERM
SEMAINE

5 Exprimer Etre capable de : Vocabulaire/ 1. Le Professeur mime 1. Les étudiants 1. Textes de lecture Les étudiants a ....
& l’inquiétude. structures / quelques moments expriment quelques facile.
6 - Se plaindre (ex : 1. Se plaindre pour expression d’in quiétude/de peur moments 1. Rearfir à une
ennui, irritation exprimer l’ennui. capable de : et demande aux élèves d’inquiétude / de 2. Coupures de situation d’irritation.
etc). de les exprimer. peur, que le journaux.
2. Faire la différence 1. Mettre 2. Il note les professeur a noté
entre l’ennui et l’accent sur la expressions au tableau. au tableau. 3. Textes de
l’irritation. plainte : 3. Il demande aux 2. Les étudiants production orale.
3. d’exprimer J’en ai assez ! / étudiants d’imaginer copient les
l’inquiétude. Ça suffit ! / Ça des situations ou l’en expressions au 4. Le tableau.
va, non ? / Ah, nui doit être exprimer tableau dans leurs
non, / Toujours / et d’autres situations cahiers.
pareil / Encore! ou c’est plus fort que 3. Ils réagissent
etc. l’ennui, l’irritation. aux situations
d’irritations.
Ex : la coupure do
l’électricité, Ah
non, NEPA.
7 Exprimer la Etre capable de : Vocabulaires/ A l’aide d’ un 1. A l’aide d ‘ un 1. Textes de Les étudiants à ....
& hésitation / le 1. Produire des structures / dialogue extrait d’une dialogue, les dialogues adaptés.. 1. Faire des phrases
8 doute. énonces marquant expressions œuvre le professeur : étudiants expriment 2. Documents pour exprimer
- Gagner du temps l’incertitude. permettant de : 1. Introduire la l ‘hésitation le authentiques. i) L’hésitation
2. Faire la différence 1. Marquer nuance entre le fait doute (avant un 3. Textes de lectures
entre hésiter pour l’incertitude/ d’hésiter et celui de événement) facile. ii) le doute.
quelque chose et l’hésitation/ le chercher à gagner du
chercher à gagner du doute : Atter temps.
temps. dez ! / j’arrive ! /
une minute / je
ne suis pas sure /
enfin, je veux
dire......
284
FRENCH
SS II
SECOND TERM
SEMAINE

9 - Venir au Les étudiants seront Vocabulaire/ 1. Le Professeur Jeu de rôles : 1. Textes de jeu de
& secours de .... capable de : structures / impose un certain Un incendie a eu rôles. 1. Ecrire une lettre
10 - Promettre 1. Demander/ proposer aidant à nombre de situations lieu dans votre 2. Production orale a votre ami qui vous
quelque – chose. de l’aide. 1. S’exprimer en de la vie courante. quartier hier soir, 3. Textes de lecture. a invite pour les
2. Promettre quelque utilisant des - L’accident un journaliste était facile. vacances mais vous
chose expressions de - L’incendie présent sur les 4. Le tableau. n’avez pas pu aller.
« venir au - L’inondation lieux. Ecrivez son
secours de » : - La tempête etc. article. Vous lui écrivez de
Donner un coup t’excuser et
de main à .... 2. Deux personnages, expliquer pourquoi ;
Porter secours à l’un devant vient en et vous lui
.... aide a l’autre! promettez que cela
ne se reproduira
Je te promets Je plus.
t’assure que....
11
12
285
FRENCH
SS II
THIRD TERM
SEMAINE

1 Exprimer Etre capable de : 1. Vocabulaires/ 1. Le professeur 1. Les étudiants 1. Textes de lecture Les étudiants à ....
& l’appréciation 1. exprimer expressions permettant introduit diverses participent facile.
2 - la déception. l’appréciation d’apprécier un fait / une situations qui activement en 1. Ecrire une lettre de
situation c’est : impliquent la classe. 2. Production orale félicitation a un ami
2. Parler de la Sympa/ excellent/ beau/ déception. qui vient de réussir à
déception. agréable super / Bravo.. 2. Les étudiants un examen
2. d’exprimer la 2. Il propose une choisissent les
déception : dictée sur les expressions
Zut !: Bof !: comme ci expressions de appropriées aux
comme ça. Quelle confiance de situations
déception ! solidarité et proposées par le
d’encouragement. professeur e.g.
quel malheur!
quel dommage!
3 - Remercier Etre capable de : Vocabulaires/ expressions Le professeur 1. Chaque 1. Textes de jeu de Les étudiants a ….
& - Féliciter 1. adapter à la relatifs à : demande a tous les étudiant lit devant rôles. 1. Votre menuisier
4 - reprocher situation de 1. remercier/ féliciter/ étudiants le groupe ce qu’il vous fait livrer une
remerciement. reprocher, merci d’imaginer. propose. 2. Production orale superbe table en bois.
2. Reprocher envers beaucoup 2 ou 3 occasions 2. La classe réagit Vous lui téléphonez
une personne en (i) Je ne sais vraiment pas de la vie courante en utilisant la immédiatement pour
fonction d’une comment vous remercier. qui soient formule, la plus 3. Textes de lecture le remercier et le
situation. (ii) Bravo ! positivent (bonnes convenable a la facile. féliciter pour son
(iii) C’est très bien. nouvelles) et situation proposée. remarquable travail.
(iv) Je vous félicite. autant de 3. Jeu de rôles. 2. Vous êtes dans un
Mes félicitations. négatives Un étudiant a des bus. Le chauffeur
(mauvaises mauvaises notes. roule trop vite. Vous
2. Ah non ! Je ne suis pas nouvelles). Il se fait reproché lui faites des
d’accord. par ses parents. reproches.
- Qu’est – ce que tu
racontes ?
- Mais qu’ est-ce que tu as
fait ?
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SEMAINE

5 Exprimer sa Etre capable de : Vocabulaires/ 1. Le professeur aura Les étudiants 1. Textes de Les étudiants à…….
& solidarité 1. Reconnaître aux expressions permettant préalablement mis au choisissent l’un production orale. 1. Discuter sur les
6 - confirmer employés si c’est de la de montrer sa solitude tableau un grand des grands droits de l’enfant.
-complémenté solidarité, de la Je suis bien d’ accord nombre de phrases. nombres des 2. Document 2. Solidarités/
compassion ou de la avec vous. Une expression de phrases authentique. compassion ou
lassitude. Bien sur c’est très bien solidarité la plus appropriées aux lassitude. Trouver le
2. reconnaître si la Quel joli ….. adéquate possible à la situations 3. Textes de lectures ton qui convient et
réaction est du cynisme Bravo ! situation. proposées par le facile. exprimer de la manière
ou non. Allons – y ! 2. Il demande a professeur et demandée.
chaque élève de bien réagissent en 4. Le tableau
vouloir annoncer une utilisant le jeu de
bonne ou une chiffon.
mauvaise nouvelle à
la classe qui réagit.
7 Exprimer les Etre capable / expression qui Le professeur 1. Les étudiants 1. Textes de Les étudiants a…
& émotions sa d’exprimer permettent d’exprimer demande à chaque participent lectures facile. 1. Nommez deux
8 satisfaction/ ses 1. une émotion sans les émotions : étudiant de mimer activement dans la 2. Production orale expressions qui
insatisfaction avoir à parler. Satisfaction et une émotion (tire au classe. peuvent exprimer les
insatisfaction ; sort). La classe doit 2. Ils observent et émotions.
J’ai peur, elle est dire de quelle après chaque 2. Vous êtes invité a
fâchée. II est irrité. émotion il s’agit. étudiant vient une petite fête
C’est formidable. ça Ex : Irriter :- mimer une organisée par votre
me convient/ ça ne me Il est irrité émotion sans avoir ami, Il y avait
convient pas (du - Fâcher : Elle est parler. beaucoup à manger et
tout !) fâchée 3. Par groupe les à boire.
- Peur : J’ai peur étudiants écrivent Exprimer votre
la suite d’une satisfaction/
scène mimée et insatisfaction.
puis jouent cette
scène.
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ACTIVITES
SEMAINE
SUJET OBJECTIFS CONTENU RESOURCES GUIDE

9 Nuancer Etre capable de : Vocabulaires/ 1. Le professeur 1. Les étudiants 1. Activité orale Jeu de rôles.
& l’expression 1. parler de son attitude structures/ expressions fournit quelques participent Vous êtes témoin,
10 d’une opinion. envers un fait avec destinées à nuancer situations activement dans la 2. Activité écrite. l’avocat vous
prudence. l’opinion et l’attitude : (personnages/ classe. interroge, mais vous
Je dirais que…… contextes qui vont 2. Les étudiants 3. Jeu de rôles ne voulez pas répondre
Il parait que ….. permettre un travail écrivent quelques directement.
Je ne dirais pas non : d’écriture.) situations qui vont 4. Textes du Exployez les
Pas exactement : si (Ex : au restaurant, permettre un dialogue etc. expressions
vous insistez etc. chez des amis, en travail d’écriture. appropriées.
voyage.) 3. A tour de rôles,
2. Puis il met en Ils analysent des
scène des courtes différentes
situations qui opinions en les
expriment des nuançant.
opinions par des
apprenants en
groupes de 3 ou 4.
11
12
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SS II
TAAM NKE MBU
NGALABA OMUMU: UTOASUSU
IHE OMUME NGWA NNWALE
UKA
IZU
ISIOKWU MBUNUCHE NDINISOKWU NKUZI

ONYE NKUZI UMUAKWUKWO
1 Ekwumekwu Umu akwukwo ga-enwe Ikpochapu ubiam na 1. Ikowa ihe bu ubiam 1. Ikwuputa ihe bu - Akwukwo Umuakwukwo:
ikpochapu ike: aguu n’ala anyi: na aguu ubiam na aguu oguhu 1. ikowa ihe bu ubiam
ubiam na aguu. 1. ikowa ihe bu ubia na 1. Nkowa ubiam na 2. Iduzi umuakwukwo 2. Irutugasi aka n’ihe ndi - Vidio teepu na aguu.
aguu aguu. Ikparitauka banyere ihe na-ebute ubiam na aguu. - Eserese 2. ikwuputa ihe anon
2. ikwuputa ihe na-ebute 2. Ihe na- ebute ndi na- ebute ubiam na 3. Ikowa uzo e si - Redio a-ebate ubiam na
ubiam a aguu. ubiam na aguu. aguu ekpochapu ubiam na aguu.
3. ideputa uzo di iche iche 3. uzo di iche iche e 3. Ikwu uzo di iche iche aguu 3. ikwuputa uzo ato e
e nwere ike isi kpochapu si ekpochapu ubiam e si egbochi ubiam na 4. Iji ejije banyere ubiam si ekpochapu ubiam na
ubiam na aguu. na aguu aguu, na aguu aguu.
4. Uzo a ga- esi 4. ikwuputa uzo ato e
gbochie ubiam na si ekpochapu ubiam na
aguu aguu.
2 Agumagu Umu akwukwo ga-enwe 1. Ihe bu agumagu 1. Ikowaputa ihe 1. Ikwuputa ihe bu - Eserese Umuakwukwo:
odinala: ike: odinala. agumagu odinala bu, agumagu odinala, uru o - Ihe okpu 1. ikowa ihe bu
mmughari 1. ikwu ihe bu agumagu 2. uru o bara uru ya na nkenudi bara na nkenudi ya - Redio agumagu odinala
odinala. 3. Nkenudi ya 2. Ikowara ndi klosi 2. Iguputa agumagu - Tepurekoda 2. ikwu nknudi
2. ichoputa nkenudi ya. - akuko di iche iche njirimara udi o bula odinala di iche iche. - Vidio agumagu abuo
3. ikwu wru o bara. - ejije di iche iche n’ime ha. 3. Iza na iju ajuju - Ngwa egwu 3. ikwu uru abuo o
4. Igu agumagu. odinala - abu di iche iche. 3. Igu agumagu banyere agumagu - Ngwa ehike. bara.
da iche iche 4. Njirimara nke o agumagu odinala di odinala ndi a guru. 4. LGUTALI agumagu
5. itule njirimara nke o bula. iche iche. 4. Ije ejije. odinala di iche iche
bula. 4. Idu ndi klasi iju na 5. itule njirimara nke o
iza ajuju banyere bula,
agumagu odinala.
3 Udaasusu Umu akwukwo ga-enwe 1. olilo udaume 1. Ikowaputa: 1. Ikowaputa ihe bu: - Chaati Umuakwukwo:
ike: 2. Ndapu udaume - olilo udaume - olilo udaume - Akwukwo 1. ikwuputa ihe bu:
1. iziputa ihe bu: 3. Ndapu mgbo - ndapu udaume - ndopu udaume utoasusu - olilo udaume
- olilo udaume chiume. - ndapu mgbochiume - ndapu mgbochiume - ndapu udaume
- ndapu udaume 2. Igosi omumaatu nke 2. Inye omumaatu ihe - ndapu mgbochiume
- ndapu mgbochiume o bala n’ime ha. ndi a 2. iji omumaatu abuo
2. irye omumaatu ihe ndi 3. Igu akwukwo uto 3. Igu ihe ogugu banyore abuo gosiputa nke o
a. asusu. ha. bula.
4. Ide mkpuruokwu ndi
na-egosiputa ihe ndi a.
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IHE OMUME NGWA NKUZI NNWALE
UKA
IZU
ISIOKWU MBUNUCHE NDINISOKWU

4 Mofim na Umu akwukwo ga- 1. Nkowa mofim 1. Ikowaputa mofim 1. Ikowaputa mofim - Akwukwo ogugu Umu akwukwo:
mkpuruokwu enwe ike: 2. Udi mofim di iche na mkpuruokwu na mkpuruokwu klasi 1. ikowa ihe bu
1. ikowaputa ihe iche dika 2. Inye omumaatu 2. Inye omumaatu - chaati mofim.
mofim. - mofim nnoroonwe 3. Igu ihe ogugu 3. Ikewaputa mofim di 2. inye omumaatu.
2. Igosiputa nkcnudi - mofim ndabe. 4. Igosiputa chaati na mkpuruokwu 3. ikewaputa mofim
mofim 3 Nkowa ihe bu mofim na 4. Irugosi udi mofim na mkpuruokwu.
3. Ikowaputa ihe bu mkpuruokwu mkpuruokwu na mkpuruokwu 4. ideputa mofim
mkpuruokwu 4. Ndi iche din a 5. Ideputa udi mofim nnoroonwe ato na
4. Igosiputa mofim na na mkpuruokwu di mofim ndabe ato.
mkpuruokwu ndi mkpuruokwu. iche iche
nwere naani out
mofim na ndi nwere
karia otu mofim
5 Otu Nzuzo Umu akwukwo ga- 1. Ihe bu otu nzuzo 1. Ikpouta ihe otu 1. Ikwu ihe bu otu - Eserese Umuakwukwo:
enwe ike: 2. Ihe di iche n’ktiti nzuzo bu nzuzo. - Ngwa ekike otu 1. ikwuputa ihe bu
1. ikwu ihe bu otu otu nzuzo na otu 2. Ikowa ndiiche di 2. Icheputa oru otu nzuzo ufodu otu nzuzo.
nzuzo. nktiti n’otu nzuzo di iche nzuzo. - Vidio. 2. ikwu ndiiche
2. ikpoputa otu nzuzo 3. Oru otu nzuzo. iche. 3. Ikpoputa otu nzuzo abuo di n’otu nzuzo
di iche iche 4. uru na oghom din 3. Ikpouta oru otu di iche iche na otu nkiti.
3. igosi etu e si aba a ha. nzuzo, uru na oghom 4. Ikpouta, ndi iche, 3. ideputa udi otu
ufodu n’ime ha 5. udi otu nzuzo di din a ha. uru na oghom di n’otu nzuzo ano ha maara.
4. igosi uru na oghom iche iche dika; ekpe, 4. Ikpoputa otu nzuzo nzuzo 4. ideputa atiriokwu
di n’out nzuzo. mmonwu, odo, digasi dika: ekpe, 5. Ime njem ato banyere njem
5. Ikwuputa mgbanwe okonko, omabe. mmonwu, odo, nlegharianya nleghariauja ha
din a ha. 6. mgbanwe din a ha okonko omabe dg. mere.
ugbu a. 5. Ikoputa mgbanwe
din a ha ugbu a
6. Ihazi njem
nliegharianya.
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NGALABA OMUMU: OMENALA

IHE OMUME
UKA
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ISIOKWU MBUNUCHE NDINISOKWU NGWA NKUZI NNWALE

6 Dibia odinala Umu akwukwo ga- 1. Udi dibia odinala di Ikowa: 1. Ikoputa udi dibia e - Eserese Umuakwukwo:
enwe ike: iche iche: 1. Udi dibia di di nwere. - Ngwaoru ndi dibia 1. ikwuputa ihe bu
1. ikowalie udi, dibia - dibia mkpaakwukwo iche iche e nwere: 2. Ikwuputa oru dibia ufodu, dibia odinala di iche
odinala di iche iche. na mgborogwu. - dibia ndi ana-oru - Tepu rekoda na iche nakwa oru abuo
2. ikowa oru ha. - dibia ata. mkpaakwukwo na 3. Ikpoputa uru na video. ha na-aru.
3. Ikwu uru na oghom - dibia ogwu mgborogwu. oghom di n’oru ha. 2. ijije ndi odinaala.
di na ha. - dibia aja - dibia ata. 4. Ikwuputa etu e si 3. ideputa uru abuo
4. itulekota dibia 2. Uru ndi dibia bara. - dibia ogwu abu dibia. ndi dibia odinala
odinala na nke bekee. 3. Oghom din a ndi - dibia aja 5. Igu akwukwo a bara na oghom atu
dibia. 2. Oru nke o bula houtara na-esi n’aka ndi
4. Etu e si abu dibia n’ime ha na-aru. 6. Ijije ndi dibia dibia.
odinala. 3. Uru ndi dibia odinala.
bara
4. Oghom di n’oru
ha na-aru
5. Etu e si abu
dibia odinala.
7 Nkebiokwu Umu akwukwo ga- 1. Ihe bu nkebiokwu. 1. Ikowaputa ihe 1. Ikwu ihe bu - Eserese Umuakwukwo:
enwe ike: 2. Nkebiokwu di iche bu nkebiokwu. nkebiokwu - Flashi kadaadi 1. ikwu ihe bu
1. ikowa na-inye iche. 2. Inye omumaatu 2. Ikewapu Akwukwo ogugu nkebiokwo
omumaatu nkebiokwu. 3. Nrugosi nkebiokwu nkenudi nkebiokwu klasi 2. inye omumaatu
2. ikwu udi nkebioku di di n’alnirokwu. nkebiokwu n’ahiriokwu - chaati nkebiokwu abuo
iche iche. 4. mmebe atiriokwu 3. Igu ihe ogugu. 3. Irugosi nkebiowu n’ahiriokwu.
3. irugosi nkiebiokwu nwere nkebiokwu 4. Ime di iche iche 3. ikewaputa
di iche iche. akuakuzinwo 4. Imebe ahiriokwu nkebiokwu abuo
4. ime ahiriakwu nwere 5. Asompi. di iche iche nwere n’ahiriokwu.
nkebiokwu nkebiokwu 4. ideputa ahiriokwu
5. ikowa na inye 5. Ime asompi. abuo nwere
omumaatu nkebiokwu nkebiokwu.
6. ikwu udi nkebiokwu
e nwere.
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NGALABA OMUMU: AGUMAGU

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IZU

8 Agumagu Umu akwukwo ga-enwe 1. Igu akwukwo a 1. Iduzi 1. Igu akwukwo a - Akwukwo Umuakwukwo:
Ederede ike: hoputara umuakwukwo n’igu hoputara. agumagu 1. iza ajuju ise
1. igu akwukwo agumagu 2. nnyocha na ntule akwukwo a 2. Ikwu n’uzo di - Chaati banyere ndina nke
a hoputara. agumagu ederede: hoputara. nkenke ndina akwukwo - Eserese akwukwo agumagu
2. iko waputa ma nyochaa - ntoala agumagu 2. Iduzi ha a guru. - Vidio a hoputara
ihe ha guru - usoro/nhazi n’ikowaputa ndina 3. Itule na inyocha - Tepu rekoda 2. iza ajuju abuo
3. ichikota na nkenke ihe - Isiokwu ihe e dere. akwukwo a guru. ndina na njirimara banyere njirimara
ha guru. - nkenudi 3. Iduzi ha akwukwo a guru - Iduuazi
- nkaasusu n’inyocha na Ilule 4. Ije ejije - Abu
- nkwenye na njirimara akwukwo 5. Ide n’uzo di nkenke - Ejije
omenala Igbo putara a guru. ndina ihe ha guru. - Ichikota ihe a
ihe. gutara n’akwukwo
a hoputara.

9 Nkebiahiri Umu akwukwo ga-enwe 1. Ihe bu nkebiahirj 1. Ikowaputa ihe bu 1. Ikwa ihe bu - Eserese Umuakwukwo:
ike: 2. Nkebiahiri nkebiahiri nkebiahiri. - Flashi 1. ikwu ihe bu nkebiahiri
1. ikowa na inje 3. Nrugosi 2. Iny omumaaty 2. Ikewaputa nkebiahiri kaadi 2. inye omumaatu
omumaatu nkebiahiri. nkebiahirj di nkenudi nkebiahiri n’ahiriokwu - Akwukwo nkebiahiri abuo
2. ikwu udi nkwu udi n’ahiriokwu. 3. Ime akuakuz 3. Irugosi nkebiahiri ogugu klasi 3. ikewaputa nkebiahiri
nkebi ahiri di iche iche. 4. Mmebe ahiriokwu 4. Igu ihe ogugu n’ahiriokwu - Chaati abuo n’ahiriokwu
3. irugosi nkebiahin di nwere nkebiahiri 5. Asompi. 4. Imebe ahiriokwu 4. ideputa ahiriokwu
iche iche nwere nkebiahiri. abuo nwere nkebiahiri.
4. ime ahiriokwu nwere 5. Asompi.
nkebiahiahiri
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NGALABA OMUMU: AGUMAGU

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IZU

10 Agma oma Umu akwukwo ga- 1. Nkowa agwa oma 1. Ikoputam ihe bu 1. Ikpoputa ihe bu - Akwukwo ogugu Umuakwukwo:
na Agwa enwe ike: na agwa ojoo agwa oma na agwa agwa oma na agwa - Eserese 1. ikowaputa ihe bu
ojoo na ndu 1. ikowa ihe bu agwa 2. Nkowa ahuhu ojoo ojoo. - Chaati agwa oma na agwa ojoo.
ndi Igbo. oma na agwa ojoo. diiri agwa ojoo 2. Ikowa ahuhu 2. Ikwu uru diiri - Tiivii 2. ikwu uru diiri agwa
2. ikwuputa ugwo 3. Nkowa ugwo diiri diiri agwa ojoo. agwa oma na ahuhu - Redio oma na ntaramahuhu
diiri onye kpara agwa agwa oma 3. Ikowa ugwo diiri diiri onye agwa ojoo diiri agwa ojoo.
oma. 4. Uzo di iche iche agwa oma. 3. Ikpoputa otu ndi 3. ime mkparitauka
3. ikwuputa ahuhu ohaneze si achikwa 4. Igosi uzo di iche na-enye aka banyere ika agwa oma na
diiri onye kpara agwa agwa onye o bula. iche ohaneze si n’ichekwa agwa oma agwa ojoo.
ojoo. 5. otu di iche iche ao echekwa agwa n’obodo. 4. ideputa uru abuo di
4. ikwu uzo di iche achikwa agwa onye o bula. 4. Ikpoputa uzo di n’agwa oma na
iche ohaneze si eleba oharieze dika otu 5. ikpoputa otu di iche iche otu o bula si ntaramahuhu abuo diiri
anya n’agwa o bula. ogbo, otu nzuzo, otu iche iche kwa ndi echekwa agwa oma. agwa ojoo.
5. ikpoputa otu di umuokou, mmonwu, mmadu dika, otu
iche iche na-enye aka ezinowlo dg. Qgbo, otu nzuzo,
n’igbazi agwa mmonwu otu
ohaneze. umuokpu,
6. Igosi mmasi n’ikpa ezinawlo.
agwa oma ma zere
agwa ojoo.
11 MMUGHARI
12 ULE
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1 Nkejiasusu Umu akwukwo 1. Mputara, 1. Ikowaputa mputara 1. Igu ihe ogugu. - Akwukwo ogugu Umuakwukwo:
ga-enwe ike: njirimara na oru: na oru nkejiasusu ndi 2. Ikowaputa nkejiasusu - Chaati 1. iguputa ahiriokwu
1. ikowaputa - Nkwuwa a. ndi a. - Flashi kaadi abuo abuo nwere:
mputara na oru - Mbuuzo 2. Inye omumaatu 3. Inye omumaatu - nkwuwa
nkejiasusu - Njiko 3. Igu ihe ogugu. 4. Ime ahiriokwu nwere - mbuuzo
2. igosiputa ha 4. Ime akuakuzinwo. nkejiasusu ndi a. - njiko
n’ahiriokwu 5. Iduzi umuakwukwo 5. Ide ihe odide 2. irugosi asusu a
3. iji ha mee n’ajuaza. 6. Ime ajuaza. n’ime ahiriokwu.
ahiriokwu. 3. imebe ahiriokwu ato
nwere nkejiasusu ndi
a.
2 Enwemenwe Umuakwukwo ga- 1. Nkowa ihe 1. Ikowa ihe bu 1. Iko ihe bu enwemenwe. - Eserese Umuakwukwo:
Akunuba enwe ike: enwemenwebu enwemenwe na udi 2. Ikwuputa udi - Chaati 1. ikoputa ihe bu
1. iziputa udi 2. Enwemenwe di enwemenwe di iche enwemenwe digasi. - Tiivii enwemenwe na
enwemenwe di iche iche. iche 3. Ikwuputa uzo e si - Posta akunauba
iche iche 3. Usoro erimekpe 2. Iko usoro erimekpe emeputa enwemenwe 2. ikwuputa
2. iko maka ha na nnochiokwa. na nnochi akunauba n’uzo ziri ezi. enwemenwe digasi.
n’otu n’otu. 4. Ntulekota 3. Ikpoputa uru di 4. Ikwu uru di n’ikpa 3. ideputa uru ato di
3. igosi ndiiche. enwemenwe obodo n’ikpa akuudo na akunauba akunauba. n’ikpa aku udo.
4. ikpoputa uru na obodo. oghom di n’ikpako 5. Ikpoputa oghom di 4. ideputa oghom di
n’ikpa akuudo na 5. Enwemenwe oge akunauba n’uzo ezighi n’ikpa akunauba n’uzo n’ikpa aku n’uzo
oghom di n’ikpa ugbu a. ezi. ezighi ezi. ezighi ezi.
aku n’uzo ezighi 6. Ndiiche di niiri 4. Ihazi ime njem 6. Ime njem nlereanya ebe 5. ejije ikpako
ezi. ekpe na ike ekpe. nlereanya a akunauba n’uzo ziri
7. Ndiiche di ezi.
n’erimekpe
nnochiokwa na
enwemenwe
akamkpa.
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3 Enwemenwe 8. uru di n’ikpa Na-emeputa ngwa ahia - Eserese
Akunuba akuudo: di iche iche ma o bu ebe - Chaati
9. Oghom di n’ikpa a na-aeu oru ugbo. - Tiivii
aku n’uzo ezighi ezi - Posta
4 Tensi na Umu akwukwo ga- 1. Mputara tensi 1. Kewaputa tensi na 1. Ikowaputa tensi na - Akwukwo Umuakwukwo:
Aspekti enwe ike: 2. udi tensi dika: aspekti aspekti. ogugu klasi 1. ikowaputa udi
1. ikowa ihe bu tenei - Tensi ndinazu 2. Inye omumaatu 2. Ngwaa nwere aspekti - Chaati aspekti na tensi e
2. ikwu udi tensi e - Tensi ndiugbua. 3. Igu ihe ogugu - Ndieme - Flashi kaadi nwere.
nwere 3. Mputara aspekti 4. Mputara aspekti. - Ndinihu 2. ide mkpuruokwu
3. ime usorookwu na 4. udi aspekti dika: - Ndimecha abuo abuo nwere
ahiriokwu metutara ha. - Aspekti ndieme 3. Inye omumaaty tensi na aspekti.
- Aspekti ndimecha 4. Igu ihe ogugu.
5 Tensi na 4. ikowa ih bu aspekti 5. Ikewaputa ngwaa 5. Ihazighari Flashi - Akwukwo 3. ika akara iji
Aspekti 5. ikwu udi aspekti e din a aspekti. kaadi ogugu klasi gosiputa aspekti na
nwere. 6. Ide ahiriokwu ndi - Chaati tensi di iche iche
6. ideputa ahiriokwu nwere ngwaa gosiputara - Flashi kaadi
nwere aspekti tensi naaspekti
6 Atumauokwu Umu akwukwo ga- 1. Mmughari 1. IKowaputa 1. Ikowaputa ihe bu atu - Akwukwo Umuakwukwo:
asusu Nka. enwe ike: atumatuokwu ufodu atumatuokwu/asusu matuokwu asusu nka no agumagu a 1. ikowaputa ihe bu
1. ikowaputa - Ndika/myiri nka na inye inye omumaatu. hoputara chaati atumatuokwu/asusu
atimatuokwu na nye - Mburu omumaatu. 2. Igu ihe ogugu nwere nka.
omumaatu ha - Mmemmadu 2. Iduzi umuakwukwo atumatuokwu/asusu 2. ikpoputa udi
2. ichoputa - Nsinuda igu ihe ogugu nwere nka. atumatuokwu abuo
atumatuokwu - Ogbaraokwu atumatuokwu asusu 3. Ichoputa ufodu ma nye omumaatu
n’agumagu ederede. 2. Asusu nka ufodu nka. atumatuokwu/asusu nka 3. ikpoputa udi asusu
3. itnye ha na dika: 3. Iduzi umuakwukwo n’agumagu ndi a nka abuo ma nye
mkpuruokwu n’ime - Ilu ichoputa ufodu hoputara. omumaatu
ederede. atumatuokwu/asusu 4. Itinye ha n’okwu ma 4. itinye
4. ikowaputa asusu nka n’ederede nakwa jiri ha dee edemede atumatuokwu abuo
nka na inye ha itinye ha na nka. n’edemede nke ha.
omumaatu. mkpuruokwu 5. itinye asusu nka
5. ichoputa asusu nka n’ederede. abuo n’edemede nka
n’agumagu ederede. ha.
295
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TAAM NKE MBU

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IZU

7 Atumauokwu 6. itnye ha - Ukabuilu - Akwukwo ogugu
asusu Nka. mkpuruokwu nakwa - Akpaalaokwu klasi
n’ederede. - Chaati
- Flashi kaadi
8 nsoroedide Umu akwukwo ga- Iwu nsupe di iche 1. Ikowaputa iwu 1. Ikowaputa iwu - Akwukwo ogugu Umuakwukwo:
enwe ike: iche dika: nsupe di iche iche. nsupe ufodu. klasi 1. ikwa iwu nsupe abuo.
1. isupelitali ma deta 1. Etu e si ede na iji 2. Inye omumaatu 2. Ime nsupe onu - Akwukwo 2. ide iwu nsupe abuo.
Igbo site n’igbakwasi gosiputa oru di iche 3. Igosi chaati na 3. Ide nsupe odide. Kaadi na chaati. 3. ikanye akara udaolu na
ukwu n’iwu nsupe iche o na-oru. flash kaadi. 4. Ikanye Akwukwo ogugu mkpuruokwu ise.
Igbo dika ‘na’ na oru 2. Ndezi 4. Idu ha akaraudaolu na klasi. Akwukwo
di iche iche o na-aru. mgbakwunye n’egwuregwu e ji mkpuruokwu kaadi na chaati
2. idezi mgbakwunye nansokwunye amu nsupe, 5. Ime egwuregwu.
na nsokwunye. 3. Okwu ndi a na-
edeko onu na ndi a
na-edesa edesa.
9 Tensi na 3. igosiputa okwu ndi 4. Ndakorita udaume 5. Ime akpoede.
Aspekti a na-edeko onu na 5. Okwu mbite 6. Igu ihe ogugu.
ndi a na-edesa edesa. 6. Ikanye
akaraudaolu ede o
kwesiri.
10 nkejiasusu Umu akwukwo ga- 1. Mputara, njirimara 1. Ikowaputa 1. Igu ihe ogugu. - Akwukwo ogugu Umuakwukwo
enwe ike : na oru: mputara na oru 2. Ikowaputa klasi 1. Iguputa ahiriokwu abuo
1. Ikowa mputara na - Aha nkejiasusu ndi a. nkejiasusu ndi a. - Chaati abuo nwere:
oru nkejiasusu - Ngwaa 2. Inye omumaatu 3. Inje omumaatu - Flashi kaadi - Aha
2. Igosi ha - Nnochiaha. 3. Igu ihe ogugu 4. Ime ahiriokwu - Ngwaa
n’ahiriokwu. 4. Ime nwere nkejiasusu - Nnochiaha
3. Iji ha mee akuakuzinwo. ndi 2. Irugosusu a n’ime
ahiriokwu 5. Ide ihe odide. ahiriokwu
3. Imebe ahiriokwu ato
nwere nkejiasusu ndi a.
11 MMUGHARI
12 ULE
296
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TAAM NKE MBU

UKA
IZU

1 Echichi na Umu akwukwo ga- 1. Echichi ndi Igbo 1. Ikowaputa 1. Ikowaputa udi echichi di - Eserese Umuakwukwo:
Echimechi enwe ike : di iche iche dk: echichi di iche iche iche iche dk: - Chaati 1. ikoputa echichi di
odinala 1. ikwuputa udi - Iche Nzelozo ndi Igbo na-echi - Ichi Ezelozo - Posta iche iche ndi Igbo na-
echichi odinala di iche - Iba Amanwulu dk: - Iba Amanwulu - Vidio echi.
iche - Ichi Eze - Ichi Ezelozo - Iche Eze 2. ikwu otu esi
2. ikowa mmalite - Ichi Iyom - Iba Amanwulu - Ichi lyom amalite ha
ufodu n’ime ha. - Ichi Lolo - Iche Eze - Ich Lolo 3. ikowa etu esi echi
3. iziputa etu esi echi - Ichi lyom 2. Ikoputa mmalite ha.
echichi ndi a. - Ich Lolo echimechi sa uzo esi echi 4. ideputa oru ato ndi
4. ikwu oru di iche echichi chiri echici na-aru.
iche ndi chiri echichi 3. Ikpoputa oru di iche iche 5. ideputa uzo echichi
na-aru. ndi chiri echi chi no-oru ato ndi Igbo na-echi.
4. Ime nyem nleta
nkwanye ugwu
2 Echichi na Umu akwukwo ga- 2. Mmalite ufodu 1. Ikowaputa 1. Ikowaputa udi echichi di - Eserese Umuakwukwo:
Echimechi enwe ike : n’ime ha. echichi di iche iche iche iche dk: - Chaati 1. ikoputa echichi di
odinala 1. ikwuputa udi 3. Etu e si echi ndi Igbo na-echi - Ichi Ezelozo - Posta iche iche ndi Igbo na-
echichi odinala di iche echichi ndi a. dk: - Iba Amanwulu - Vidio echi.
iche 4. oru di iche iche - Ichi Ezelozo - Iche Eze 2. ikwu otu esi
2. ikowa mmalite ndi chiri echichi na- - Iba Amanwulu - Ichi lyom amalite ha.
ufodu n’ime ha. aru. - Iche Eze - Ich Lolo 3. ikowa etu esi echi
3. iziputa etu esi echi - Ichi lyom 2. Ikoputa mmalite ha.
echichi ndi a. - Ich Lolo echimechi sa uzo esi echi 4. ideputa oru ato ndi
4. ikwu oru di iche echichi chiri echici na-aru.
iche ndi chiri echichi 3. Ikpoputa oru di iche iche 5. ideputa uzo echichi
na-aru ndi chiri echi chi no-oru ato ndi Igbo na-echi.
4. Ime nyem nleta
nkwanye ugwu
297
IGBO
SS II
TAAM NKE MBU

UKA
IZU

3 Ogugu na Umu akwukwo ga-enwe 1. Ogugu banyere 1. Iduzi 1. Igu ihe ogugu - Akwukwo ogugu Umuakwukwo:
Aghotaazaa. ike: nlekota umuakwukwo 2. Iju na iza ajuju - Eserese 1. iguputa ihe
Nlekoto 1. igutali Igbo werewere gburugburu n’ogugu banyere 3. Ikowa mkpuruokwu - Posta ogugu nke oma
gburugburu na osooso - Nkowa gburu nekota gburu ohuru na ndi siri ike. - Vidio 2. iza ajuju ise
2. ikowaputa ihe ha gburu gburu. 4. Iji mkpuru okwu ohuru banyere ihe a guru
guru banyere nlekota - Nzogbu a na- 2. Ikowa ohuru na 5. Ikwu uche ha banyere 3. ikwu ma o bu
gburugburu. nwegasi na gburu okwu ndi siri ike ihe a guru ide uche ha
3. ikowa mkpuru okwu gburu dika: ide 3. Inye omumaatu 6. Ikiri eserese na banyere ihe a guru.
ndi siri ike n’ihe ha mmiri,igbutu 4. Iduzi onyoonyoo
guru osisi aghara mkpariatuka 7. Ije ejije
4. iji mkpuruokwu aghara dg banyere ihe a guru 8. Iga njem leta
ohuru mebe ahiriokwu. - Uzo esi elekota 5. Igosi eserese na
5. ikwu uche ha banyere gburu gburu. onyonyoo
ihe ha guru. - Uru di n’llekota 6. Idu
gburu gburu. umuakwukwo gaa
njem nleruanya
4 Ogugu na Umu akwukwo ga-enwe - Oghom di 1. Iduzi Umuakwukwo - Akwukwo ogugu Umuakwukwo:
Aghotaazaa. ike : n’elekotaghi umuakwuko 1. Igu ihe ogugu - Eserese 1. iguputa ihe
Nlekoto 1. igutali Igbo werewere gburu gburu. n’ogugu banyere 2. Iji na iza ajuju. - Posta ogugu nke oma
gburugburu na osooso 2. Igu na iza ajuju nlekota 3. Ikowa mkpuru okwu - Vidio 2. iza ajuju ise
2. ikowaputa ihe ha banyere nlekota gburugburu ohuru na ndi siri ike banyere ihe a guru
guru banyere nlekota gburugburu 2. Ikowa okwu 4. Iji mkpuru okwu ohuru 3. ikwu ma o bu
gburugburu. 3. Uche umuaka ohuru na okwu 5. Ikwu uche ha banyere ide uche ha
3. ikowa mkpuru okwu banyere ihe ha ndi siri ike. ihe a guru banyere ihe a guru.
ndi siri ike n’ihe ha guru 3. Inye omumaatu 6. Ikiri eserese na
guru. 4. Iduzi onyoonyoo
4. iji mkpuruokwu mkpariatuka 7. Ije ejije
ohuru mebeahiriokwu banyere ihe a guru 8. Iga njem neta.
5. ikwu uche ha banyere 5. Igosi eserese na
ihe ha guru. onyoonyoo
6. Idu umu
akwukwo gaa
njem nleruanya
298
IGBO
SS II
TAAM NKE MBU

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IZU

5 Edemede Umu akwukwo ga-enwe 1. Usoro edemede, 1. Ikowaputa 1. Ikwuputa ihe bu - Kad bo odu Umuakwukwo:
ike: iko akuko edemede akomako edemede akomako. - Chaati 1. ikowa edemede
1. ikara ilu ewep utara. kowaputara ilu dika iko akuko 2. Ihazi na-ide - Akwukwo akomako.
2. ide otu ogologo akuko ma - mmalite dika: Ihe kowaputara ilu. edemede akomako ogugu 2. ihazi na-ide otu
o bu nkenke akuko abuo Ilu ahu putara 2. Igosiputa na inye 3. Ihazi na-ide edemede na-
kowaputara ilu ahu - ahu edemede dika; omumaatu edemede edemede akomako akowaputa ilu.
3. ihazi ma deputa echiche Iko out ogologo akomako. nke metutara otu Ilu 3. ikowaputa
adaba. akuko gosiputara ihe 3. Iduzi ndi klasi 4. Ikowaputa ihe bu edemede
4. Imechi edemede etu o ahu. n’ideputa omuma atu edemede nkowami nkowami
kwesiri - Mmechi edemede Edemede akomako 5. Ihazi na-ide 4. ihazi na-ide otu
5. ikowa ihe bu menwoanya 4. Ikowaputa ihe bu edemede nkowami edemede
n’ihe gbasara mbamum edemede nkowami nkowami.
6. ide edemede a haziri 5. Iduzi ndi klasi
ahazi dika inwe okwu n’ide edemede
mmalite, ahu edemede na nkowami.
okwu mmechi
6 Edemede Umu akwukwo ga-enwe 2. Usoro edemede: 1. Ikowaputa 1. Ikwuputa ihe bu - Kad bo odu Umuakwukwo:
ike: nkowami dika edemede akomako edemede akomako. - Chaati 1. ikowa edemede
1. ikara ilu ewep utara. nlenwo anya n’ihe dika iko akuko 2. Ihazi na-ide - Akwukwo akomako.
2. ide otu ogologo akuko ma gbasara mbamuru kowaputara ilu. edemede akomako ogugu 2. ihazi na-ide otu
o bu nkenke akuko abuo (Value 2. Igosiputa na inye 3. Ihazi na-ide edemede na-
kowaputara ilu ahu reovientation) omumaatu edemede edemede akomako akowaputa ilu.
3. ihazi ma deputa echiche - Okwu mmalite akomako. nke metutara otu Ilu 3. ikowaputa
adaba. mputara isiokwu 3. Iduzi ndi klasi 4. Ikowaputa ihe bu edemede
4. Imechi edemede etu o - Ahuedemede uche n’ideputa omuma atu edemede nkowami nkowami.
kwesiri ode banyere isiokwu Edemede akomako 5. Ihazi na-ide 4. ihazi na-ide otu
5. ikowa ihe bu menwoanya Okwu mmechi 4. Ikowaputa ihe bu edemede nkowami edemede
n’ihe gbasara mbamum nchikota echiche edemede nkowami nkowami.
6. ide edemede a haziri odee 5. Iduzi ndi klasi
ahazi dika inwe okwu n’ide edemede
mmalite, ahu edemede na nkowami.
okwu mmechi.
299
IGBO
SS II
TAAM NKE MBU

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IZU

7 Edemede nka Umu akwukwo ga-enwe 1. Nkowaputa edemede nka 1. Ikowaputa 1. Ikwuputa - Akwukwo ogugu Umuakwukwo:
ike: naudi ya. edemede nka na edemede nka na udi - Eserese 1. ikowaputa ihe bu
1. ikowaputa edemede - Akuko udi ya ya edemede nka.
nka na udi ya. - Ejije 2. Ikowa uru 2. Ikwu uru 2. ikwu udi edemede
2. ikwu uru edemede - Abu edemede nka edemede nka. nka abuo n’ime ndi e
nka - Akako na eserese ntoochi3. Ikowa 3. Ikwuputa nwere.
3. ikwuputa njirimara 2. Uru edemede nka njirimara njirimara edemede 3. ikwuputa uru abuo
edemede nka. 3. Njirimara edemede nka: edemede nka nka. edemede nka bara
4. ide edemede nka. - Echiche onye 4. Iduzi ndi klasi 4. Ide edemede nka 4. ikwuputa njirimara
- Edemede dabara n’usoro. ndi klasi ije njem 5. Ise eserese abuo edemede abuo
- Asusu nka nleruanya na 6. Ije njem 5. ide otu nkenke
4. Odide edemede nka njem nleruanya na njem edemede nka.
nkwanyeugwu nkwanye ugwu.
8 Ntughari Umu akwukwo ga-enwe 1. Nkowa ihe bu ntughari 1. Ikowaputa ihe 1. Ikwu ihe bu . Akwukwo ogugu Umuakwukwo:
ike: 2. Usoro esi eme ntughari bu ntughari. ntughari. klasi 1. ikwu ihe bu
1. ikowa ihe bu - Iji Igbo Izugbe 2. Ikowaputa 2. Ikwu usoro eji . Chaati ntughari.
ntughari. - Igbakwasa ukwu n’echice usoro eji eme eme ntughari . Kadboo du. 2. ikwu usoro ntugari.
2. ikwu usoro eji eme karia na mkpuruokwu. ntughari 3. Inye omumaatu 3. itughari ahiriokwu
ntughari. 3. Okwu ndi tara akpu: 3. Inye 4. Ime ntughari ise.
3. itughari ahirokwu. - Okwu mbite omumaatu
- akpaala okwu 4. Iduzi ndi klasi
- ntughari kpomkwem. n’ime ntughari
9 Ntughari Umu akwukwo ga-enwe 1. Ikowaputa ihe 1. Ikwu ihe bu
ike : bu ntughari. ntughari.
1. Ikowa ihe bu ntughari 2. Ikowaputa 2. Ikwu usoro eji
2. Ikwu usoro eji eme usoro eji eme eme ntughari
ntughari ntughari 3. Inye omumaatu
3. Itughari ahirokwu 3. Inye 4. Ime ntughari
omumaatu
4. Iduzi ndi klasi
n’ime ntughari
10&11 MMUGHARI IHE A MURU NA TAAM
12 ULE
300
BASIC ELECTRICITY
SS II
FIRST TERM
THEME: GENERATORS
WEEK

TEACHER STUDENTS
MATERIALS
1 A.C Students should be able to: 1. Concept of the 1. Defines the 1. Listen to the teacher 1. Chalk board. Students to:
Generator 1. state the principles of principles of A.C principles of explains. 2. Chart showing 1. describe
A.C generator. generator. operation of A.C 2. Participate by answering the A.C wave from principles of
2. Explain the 2. Description of the generator. question as may be A.C generator. operation of A.C
characteristics of A.C constructional features 2. Draws and labels directed by the teacher. generator.
generator. of A.C generator. the diagram of A.C 2. name 3
3. describe the main 3. Explanation with generator. functional parts of
features of A.C generator. the diagram of 3. Draws and an A.C generator.
4. state applications of A.C characteristic of A.C explains the wave 3. list the area of
generator. generator. generated by A.C application of A.C
4. Explanation of the generator showing generator.
use or application of the characteristics.
A.C generator. 4. Explains the
application of A.C
generator.
2 D.C Students should be able to: 1. Concept of the 1. Defines the 1. Listen to the teacher 1. Chalk board. Students to:
Generator 1. state the principles of principles of D.C principles of explains. 2. Chart showing 1. describe
D.C generator. generator. operation of D.C 2. Participate in answering the D.C wave from principles of
2. explain the main 2. Description of the generator. questions from the teacher. D.C generator. operation of D.C
features of D.C. generator. constructional features 2. Draws and generator.
of D.C generator. explains the wave 2. name 3
generation by D.C functional parts of
generator. a D.C generator.
3 Impedance Students should be able to: 1. Definition of 1. Explains 1. Examine the displayed 1. Chalkboard. Students to:
1. define impedance. impedance. impedance. samples of capacitors or 2. Text books. 1. define
2. describe the opposition 2. Describing or 2. Displays samples inductors and which 3. Sample of impedance.
of mixed circuit containing drawing circuit of inductors or resistors which makes up inductors and 2. carry out the
a resistor and inductor. diagram of impedance. capacitors or resistor impedance. capacitors or pattern of problem
3. mention the unit in 3. Stating composition that makes ups 2. Observe the teacher inductors. solving on
which it is measured. of impedance such as impedance. solving some problem 4. Chart. impedance
4. solve problems associate resistor and inductor 3. Writes down the associated with impedance. formula.
with impedance. etc formula on the chalk 3. Participate in the
board. discussion.
301
BASIC ELECTRICITY
SS II
FIRST TERM
THEME: GENERATORS
WEEK

TEACHER STUDENTS
MATERIALS
4 Measuring Students should be Electrical measuring 1. Describes 1. Examine the 1. Chalkboard. Students to:
instrument able to: instrument. electrical electrical measuring 2. Text books. 1. state five applications
1. identify electrical measuring instrument. 3.Electrical measuring of measuring instrument.
instrument. instrument. 2. Use the electrical instrument e.g. 2. increase operational
2. state the 2. Lists the instrument to voltmeter, Ammeter range of an ammeter.
operational range of operational range measure some
electrical measuring of the electrical parameters
instrument. measuring example
3. use electrical instrument. i. ammeter
measuring ii. voltmeter
instrument.
4. covert moving
coil galvo. into
ammeter and volt
meter.
5 E.M.F and Students should be 1. Concept of electric 1. Explains the 1. State the formular 1. Chalk board. Students to:
interval able to: power. meaning of E.M.F of the E.M.F 2. Text book. 1. explain the meaning
resistance. define E.M.F of a 2. Relationship and states the 2. Calculate E.M.F 3. Charts. of
cell and internal between E.M.F and formular for of a cell. i. E.M.F.
resistance. internal resistances of finding E.M.F 3. Calculate the ( r) ii. the interval resistance
a coil. 2. Calculates the interval resistance of of cell.
E.M.F of a cell and a cell 2. calculate E.M.F of a
interval resistance E= Ir + IR cell.
of a cell. Pd = V=E - Ir
3. Write the
formular for
finding the E.M.F
of a cell.
302
BASIC ELECTRICITY
SS II
FIRST TERM
THEME: GENERATORS
WEEK

TEACHER STUDENTS
MATERIALS
6 Electrical energy Students should be 1. Concept of 1. Explains the 1. State the formular 1. Chalk board. Students to:
and power. able to: electric, power and meaning and states for electric energy 2. Text book. 1. explain the meaning
1. state the unit and energy. the formular for and power. of electric energy with
instrument for 2. Relationship finding electric 2. Calculate the the unit.
measuring power between them energy and power power dissipated in 2. calculate the power
and energy. including current. dissipated e.g. a given circuit. dissipated by 5 Ohm
2. define energy and 3. Calculation of P = ---- 1 3. Participate in the resistor.
power. electric energy. experiment
3. explain the 2. Performs an performed by the
relationship between experiment to teacher.
electric, power and verify joules law.
energy
Energy = W=Q
Joules
4. calculate joules
per coulomb per
volts
W=I2RT.
7 Resistivity Students should be 1. Concept of 1. Explains the 1. Participate in 1. Charts. Students to:
conductivity. able to: resistivity. meaning of stating the formular 2. Chalk board. 1. explain the meaning
1. define resistivity 2. Relationship resistivity of a of resistivity of a 3. Text books. of resistivity of a
of a material. between resistivity material and states material. material.
2. state its unit of and conductivity and the formular for 2. Solve problem on 2. state the formular of
measurement. length of a material finding it. their own based on resistivity.
3. state the relation e.g. 2. Uses the the formular of 3. solve problems based
between resistivity R=el/𝜋𝑟 2 formular for resistivity of a wire on resistivity.
and conductivity. el/A calculating the e.g.
resistivity of a R=
material e.g. wire.
303
BASIC ELECTRICITY
SS II
FIRST TERM
THEME: GENERATORS
WEEK

TEACHER STUDENTS
MATERIALS
8 Conductivity Students should be 1. Concept of 1. Explains the 1. State the formular 1. Chalk board. Students to:
able to: conductivity. meaning of for finding 2. Tex book. 1. define conductivity.
1. define 2. Other formulae for conductivity of a conductivity of a 3. Charts. 2. mention or list three
conductivity of a finding conductivity. material. material. materials that have the
material. 3. Calculation 2. States the 2. Calculate highest conductivity.
2. state its unit of involving formular for conductivity of a 3. calculate the
measurement. conductivity and finding material. conductivity of a
3. compare the resistivity. conductivity. 3. Participate in the material.
E.M.F of a material 1 𝑐𝑜𝑛𝑑𝑢𝑐𝑡𝑖𝑣𝑖𝑡𝑦 3. Uses the discussion of the
and conductivity. 𝛿= formular to class with the
9 𝛿
calculate the teacher.
conductivity of a
material.
9 Electrical Students should be 1. Electrolysis of 1. Explains the 1. Identify the 1. A full cell Students to:
conduction able to: silver nitrates composition of composition of decomposition of 1. define electrolysis.
through liquids 1. define example. electrolysis. electrolysis. electrolysis of silver 2. mention
electrolysis. 2. Identification of 2. Defines 2. Draw the Nitrate using silver plate composition of
2. state different anode +, cathode – electrolysis. structure and as electrode electrolysis.
kinds of electrolysis. 3. Electrolyte and 3. Explains various composition of 3. calculate the current
3. State faraday’s non electrolyte types of electrolysis. passing through
law of electrolysis. contains and anions, electrolysis. 3. Participate I + + electrolysis.
4. calculate electrodes. 4. Writes down the classroom 4. find the
i. the current passing 4. Application of formula for discussion with the electrochemical
through an electrolysis. electrolysis. teacher. equivalent.
electrolysis M = ΖIt 4. Calculate the
AgNO3
ii. the electrol M = ΖIt release of E.C.E and
chemical equivalent 5. Calculates the current in a given
M = ΖIt M = ΖIt M current ad problem.
= ΖIt --------- (1) electrochemical 2. Chalk board.
M = ΖIt ---------(2) equivalent. 3. Text books.
304
BASIC ELECTRICITY
SS II
FIRST TERM
THEME: GENERATORS
WEEK

TEACHER STUDENTS
MATERIALS
10 A.C motors Students should be 1. Description the 1. Describes the 1. Listen as the 1. Electrical motor e.g. Students to:
able to: working principle of working principles teacher describes the fan, 3 phase motor, 1. define motor.
1. define A.C A.C motors of A.C motors. working principle of electrical tools. 2. describe the working
motors. 2. Diagram 2. States with A.C motor. 2. A dismantle motor principle of an A.C
2. state the types of description of A.C examples the types 2. Participate by showing their parts to motor.
A.C motors. motors. of A.C motors (3 giving examples of students. 3. name the types of
3. state the working 3. Stating types of phase). domestic motors in motor in your homes etc.
principle of A.C A.C motors e.g. 3. Squirrel, wound their homes.
motor. simple and split rotor motor, cage
4. state application phase. motor,
and phase motor. synchronous motor
etc
4. States examples
application of A.C
11 REVISION
12 EXAMINATION
305
BASIC ELECTRICITY
SS II
SECOND TERM
THEME: DISTRIBUTION OF ELECTRICITY

WEEK

TEACHER STUDENTS
MATERIALS
1 Electricity Students should be able 1. Concept of 1. Explains the 1. Mention the 1. Solar cells. Students to:
generation to: electricity meaning of types of electricity 2. Charts of various 1. explain the meaning
1. explain the meaning generation. electricity plants. electricity generation of electricity generation.
of electricity 2. Components of generation. 2. Draw simple system. 2. state the advantages of
generation. generating plants. 2. Discusses these diagrams of power 3. Samples of A.C hydro power over stream
2. name the different 3. Generating types of generating station. alternators. power plant.
kinds of electricity station example generating station. 3. Examine and ask 4. Charts and diagrams
generation. - Hydro power 3. Using diagrams questions on of electricity generating
3. explain the principles - Gas power to demonstrate equipment and stations.
of operation of various - Steam power generating operation of station.
generating stations. - Thermal stations and
4. Advantages and power plant.
disadvantages of 4. Takes the
generation station. students on field
to generating
station.
2 Transmission of Students should be able 1. Concept of 1. Defines 1. Sketch and label Samples of available Students to:
electricity. to: transmission of transmission of simple component equipment and material 1. List main components
1. define transmission electricity. electricity. of a transmission relating to transmission used for transmission of
and describe methods of 2. Describe method 2. Describes system. of electricity. electric power.
transmission of electric of transmission of methods of 2. Observe and 2. Explain the uses of
power. electricity. transmission and examine various component.
2. distinguish between 3. Functions of the operating transmission lies
short and medium main components voltages. voltages and
transmission line. of transmission 3. Lists and accessories.
3. identify the main system. explains the
components of 4. Layout for functions of the
transmission system. transmission of main components
electricity power. of a transmission
system.
4. Layouts for
transmission of
electricity power.
306
BASIC ELECTRICITY
SS II
SECOND TERM

WEEK

TEACHER STUDENTS
MATERIALS
3 Distribution of Students should be able 1. Basic concept of 1. Explains the 1. Observe and ask 1. Charts Students to:
electricity. to: electricity meaning of questions. 2. Pictures of 1. list components used
1. definition of distribution. distribution. 2. Sketch the distribution system in over head distribution.
electricity distribution 2. Functions of 2. Draws the layout distribution loads 3. Cables and scrap 2. write down your
layout and main substation and main according to phase accessories etc observation from the
components. - transformers components of system field trip on distribution
2. draw the main - distributors and electricity 3. Participate in the of electricity.
components of feeders distribution over field trip.
electricity distribution 3. Field trip. head. 4. Participate in
and state the functions 3. Uses of class discussion.
of distribution, underground cables
transformers and etc.
substation. 4. States functions
of distribution,
transformers,
substation control
plants etc
4 Wiring Students should be able 1. Use of I.E.E 1. States the need 1. Observe the 1. Tool box. Students to:
regulation. to: regulations as for I.E.E I.E.E regulations 2. Text books. 1. define the term I.E.E
1. state some applied to electrical regulations to be while working in 3. Current and up to 2. list the I.E.E.
regulations guiding wiring. observed when the electrical work date I.E.E regulation regulations governing
wiring methods [i.e. 2. Application of working with shop. booklet. the choice of cables for
I.E.E]. I.E.E regulations. electricity. 2. Ensure that I.E.E installation.
2. observe I.E.E 2. Produces the regulations are
regulations governing current I.E.E strictly followed.
electrical wiring. regulations for
explanation.
307
BASIC ELECTRICITY
SS II
SECOND TERM

WEEK

TEACHER STUDENTS
MATERIALS
5 Had tools and Students should be able 1. Tools and 1. Lists various 1. Identify tools 1. Tool box containing Students to:
testing to: testing instrument. tools and and testing all hand tools and 1. state the uses of the
instruments. 1. identify various tools 2. Uses of tools measuring instruments as testing instrument. following tools and
and testing instruments. and testing instrument such as teacher explains. 2. Practical workshop testing instrument
2. state the uses of hand instrument. screw drivers, 2. Identify the uses text books. i. pliers
tools and measuring pliers, hammer, of tools and ii. megger
instrument. scrappers etc measuring iii. flat screw driver.
2. Explains the instruments.
uses of various 3. Examine the
tools and testing various tools and
instrument in testing instruments.
wiring of houses.
3. Demonstrates
how to use them.
6 Magnets Students should be able 1. Origin of 1. Describes 1. Observe 1. Chalk board. Students to:
to: magnets. magnet. teacher’s 2. Text book. 1. state the uses of the
1. describe magnet. 2. Properties of 2. Illustrates the demonstration of 3. Magnet. following tools on a
2. identify magnets. magnets. drawing of drawing of 4. Charts. magnet.
3. draw magnets flux 3. Application of magnetic flux magnetic flux 2. list four properties of a
lines. magnets. lines. lines. magnet.
4. utilize magnets in 3. Demonstrates 2. Carryout the 3. state five application
generating e.m.f the drawing of a generation of of magnet.
5. calculate the distance magnets flux lines. electro motive
between poles. 4. Uses a magnet to force e.m.f
generate electro 3. Compute the
motive force e.m.f distance between
the poles of a
magnet.
308
BASIC ELECTRICITY
SS II
SECOND TERM
WEEK

TEACHER STUDENTS
MATERIALS
Magnetic field Students should be able 1. Concept of 1. Describes the 1. Observe the teacher’s 1. Chalk board. Students to:
to: magnetic field. process of demonstration of the 2. Text book. 1. plot the
1. describe the magnetic 2. Magnetic line of demagnetization. drawing of magnet filed. 3. Solenoid. magnetic field
field. force. 2. Illustrates with 2. Carryout the drawing 4. Magnets. around a bar
2. identify the magnetic 3. Pattern of diagram the lines of of a magnetic field by magnet.
field. magnetic field. force in a magnet. themselves. 2. make a magnet
3. draw magnetic field. 4. Magnetic field 3. Demonstrates from a soft iron
4. explain the magnetic around a solenoid. magnetic field around core.
lines of force. a solenoid.
8 Demagnetization Students should be able 1. Concept of 1. Describes the 1. Observe the teacher’s 1. Chalk board. Students to:
to: demagnetization. process of demonstration of 2. Bar magnet. 1. demagnetize a
1. explain the meaning 2. Methods of demagnetization. demagnetization. 3. Hammer. magnet using the
of demagnetization. demagnetization. 2. Illustrates with 2. Participate in class 4. Solenoid. methods.
2. identify the method 3. Process of diagram of a solenoid room discussion o 2. list the three
of demagnetization demagnetization with a magnet and demagnetization. methods of
- electrical - Electrical connected to electric 3. Observe the teacher demagnetization.
- mechanical - Mechanical current. using hammer in
- heating - Heating 3. Uses hammer to demagnetizing process.
3. describe the ways in hammer the magnets
which each of these when they are
methods is use to pointing to East-West
demagnetizes a magnet. direction.
309
BASIC ELECTRICITY
SS II
SECOND TERM
WEEK

MATERIALS
9 Types of wiring Students should be 1. Types of wiring 1. Describes the wiring 1. Listen attentively, 1. P.V.C cables cutting Students to:
able to: system. methods using ask and answer tools. 1. list the two
1. describe the - Surface illustrations and questions. 2. Switch boards. common wiring
various types of - Conduit switches. 2. Observe and 3. Nails etc methods.
wiring method. - Trucking 2. Identifies switch gang examine the switches. 2. wire one or two
2. identify the - Ducting using point e.g. one, two and three 3. Observe and points of light
lighting points and and switches. gang switches. identify techniques controlled by one
the switches that 3. Carries out series and used in connection. gang switches and
control it. parallel wiring lighting socket outlets.
points controlled by a
switch on the wiring
board.
10 Wiring Students should be 1. Preparation of 1. Demonstrates the 1. Watch and observe 1. Tools box. Students to:
regulation able to: cable ends for method of preparing the use of cutting 2. Connector box and join two ends of
state one regulation connection as cables end for tools and joining soldering iron etc cables with
guiding wiring stipulated e.g. even connection. tools. connector block.
methods [i.e. I.E.E] cut of insulator back. 2. Carries out the cable 2. Carry out the
regulation. 2. Method of jointing method himself practical wiring.
terminating cables at in the class room.
joints.
11 REVISION
12 EXAMINATION
310
BASIC ELECTRICITY
SS II
THIRD TERM
THEME: MEASREMENT ERRORS

WEEK

MATERIALS
1 Instrumentation Students should be Electrical 1. Describes the 1. Examine the 1. Chalk board. Students to:
errors. able to: measurement sources of error displayed 2. Text book. 1. list two sources of
1. identify sources of instruments errors in electrical electrical 3. Electrical measuring instrument errors during
errors in electrical e.g. Random and instruments. measuring instrument e.g. voltmeter, measurement.
measuring systematic, static 2. Demonstrates instruments. Ammeter, Mugger etc. 2. list two methods of
instruments. errors. how instruments 2. Observe the minimizing instrument
2. reduce electrical errors are teacher errors.
instrument errors. minimized demonstration of
during instrument errors
measurement. during
measurement.
2 Converters Students should be 1. Power supply 1. Explains the 1. State the 1. Dc power supply unit. Students to:
able to: converters and meaning of meaning of power 2. Chalk board 1. define power supply.
1. define a converter, inverters. power supply, supply inverters 2. list the types of
power supply, 2. Types of inverters and and converters. converters and inverters.
converter and converter. converters. 2. List the types
inverters. 2. Explains of converters.
2. state the various various types of
types of converter. converters
3. state the - DC to DC
applications of a - AC to DC
converter. - DC to AC
3 D.C generator field Students should be 1. Types of direct 1. Explains types 1. Observe and 1. The D.C generator. Students to:
system. able to: current generators. of d.c generator. draws the 2. The chalk board. 1. list three types of d.c.
1. identify types of 2. Method of 2. Sketches the connecting generator.
D.C generators. connection field connecting diagram of the 2. state four differences
2. differentiate circuit [shut series diagram of the field circuit. between A.C and D.C
between series and and compound]. field circuit 2. Listen generator.
shut, compound D.C 3. State the uses of (series, shunt and attentively, ask
generators. d.c generators. compound). and answer
questions.
311
BASIC ELECTRICITY
SS II
THIRD TERM

WEEK

TEACHER STUDENTS
MATERIALS
4 Conduit runs Students should be able 1. Types of Takes a field trip to building Observe and 1. Tools box materials. Students to:
and fitting to: conductive site and observes wiring practice on the 2. Tape for measuring list conduit
identify conduit materials materials installation in progress. job. length of job. materials used in the
and fittings accessories site.
metallic and non
metallic
classification and
application.\
2. Conduct fitting
junction boxes,
elbow band male
and female.
4 Install circuit Students should be able 1. Demonstration 1. Takes a field trip to Observe what Cables, switches, Students to:
using conduit to: of processes in a building site. the teacher does junction boxes, chip state the different
system conduct practical work building suite. 2. Demonstrates the and participate etc methods used in
i. marking out e.g. 2. Drawing cables processes. in the process. electrical wiring.
position of switches into conduit using
ii. prepare the conduit fishing wire and
walls and boxes draw wire.
iii. fixing and drawing
cables.
5 Trucking and Students should be able 1. Types of Describes where trucking Listen Picture/charts of Students to:
ducting. to: trucking and and ducting are used. attentively, ask trucking and ducting list three each of
differences between ducting area of questions and installation. tracking and
trucking and ducting. application. answer ducting.
2. Trucking and questions,
ducting fittings.
6 Power sockets Students should be able Layout diagram of 1. Sketches layout diagram Observe and Samples of already Students to:
outlets to: radical circuit, ring of radical final sub circuit carry out completed works 1. draw a radical sub
1. wire running mains for circuit, final sub and spur. perfect displayed. circuit.
domestic use or premises. circuit and spur 2. Carries out the practical connections. 2. draw spur types
2. identify ring and radical with detail on a wiring board. of socket.
circuit. explanation.
312
BASIC ELECTRICITY
SS II
THIRD TERM
WEEK

TEACHER STUDENTS
MATERIALS
7 Maintenance and Students should be 1. General Demonstrates basic Learn to correctly Correct tools and Students to:
repair of various able to: preventive maintenance practice dismantle and assemble appliances. undertake simple
electrical 1. carry out basic maintenance of using electrical appliances. maintenance project
appliances. maintenance of electrical appliances. on electrical
electrical appliances. appliances. appliances.
2. identify and 2. Determining
replace of damaged faults and
parts etc. remedies
8 Battery Students should be Battery. 1. Provides suitable Construct a battery of at Components of cells Students to:
able to: electrolyte for use in the least 3 cells and uses them i. Different metal construct a battery
construct a battery. construction of a to light a bulb. plates. of at least three
battery of at least 3 cell. 2. Suitable electrolyte. cells.
2. Show film/ charts of
a battery and its parts.
9 Electroplating Students should be Electroplating. 1. Provides suitable 1. Prepare a suitable Suitable electrolyte Students to:
able to: electrolyte for use in electrolyte and use it to - electrodes electroplate a metal
electroplate a suitable electroplating a suitable electroplate a suitable 2. D.C sources spoon and use it.
electrode. electrodes. electrode. 3. Connecting wires
2. Shows film/chart on 2. Discuss the application 4. Key
industrial electroplating of electroplating in 5. Rheostat
industries. industries. 6. Ammeter
10 Application of Students should be 1. Galvanometer. 1. Shows film/chart 1. Construct a 1. Horse core magnet. Students to:
electromagnetic able to: 2. Electric motor. galvanometer, Electric galvanometer and use it. 2. D.C source. construct
field. construct 3. Generator motor. 2. Construct an electric 3. Soft iron core. 1. galvanometer
1. galvanometer. 2. Generators and their motor. 4. Hair spring 2. d.c motor
2. electric motor. various parts. 3. Construct D.C and A.C 5. Pointer 3. a.c motor
3. generator 3. Arranges a visit to an generators. 6. Model transformer. 4. dc/ac.
electrical workshop for 7. Pole. 5. explain their
display of various parts. functions.
11
- REVISION AND EXAMINATION
12
313
BASIC ELECTRONICS
SS II
FIRST TERM
SUB THEME: ELECTRONICS COMPONENTS AND CIRCUITS
WEEK
OBJECTIVES GUIDE
1, Alternating Students should be able 1. Concept of 1. Explains the concept 1. Participate in class Calculator resistors Students to:
2, Current to: capacitive of – capacitive reactance. discussion. inductors capacitors 1. define the
3 Circuit 1. define the terms reactance, - Inductive reactance and 2. Calculate AC source following terms:
& - capacitive reactance inductive and impedance capacitive and - capacitive
4 - inductive reactance impedance. 2. Explains RL and RC inductive reactance reactance.
- impedance 2. RL and RC circuits. (XC) and (XL) as - inductive reactance
2. explain RL and RC circuits 3. Demonstrates the directed by the and
3. explain RLC circuit. 3. Calculation of operation of RL and RC teacher. - impedance
4. calculate inductive and capacitive circuits. 3. Calculates series 2. explains rl and rc
capacitive reactance (XL reactance (XC) 4. Calculates capacitive and parallel circuits.
& XC). and inductive reactance and inductive resonance. 3. calculate xl in a
5. explain series and reactance (XL). reactance. circuit of frequency
parallel resonance. 4. Resonance 5. Explains resonance of 50 HZ and
6. Calculate series and frequency. frequency. inductance of 20h.
parallel resonance 6. Calculates series and 4. calculate XC in a
parallel resonance. circuit of frequency
10Hz and
capacitance of 100
NF
THEME: ELECTRONIC COMPONENTS AND CIRCUITS
5 Power in AC Students should be able 1. Power and 1. Explains power and 1. Participate in class Calculator Students to:
& circuits to: power triangle. power triangle. discussion Chart on power triangle 1. explain power in
6 1. explain power and 2. Power factor 2. Explains power factor 2. Calculate power ac circuits
power triangle. and its correction and power factor factor in a give AC 2. explain power
2. explain power factor 3. Advantages and correction circuit. factor in ac circuits.
and power factor disadvantages of 3. Calculates power 3. calculate power
correction. power factor factor. factor in a given ac
3. state advantages of correction 4. Explains Q-factor and circuit
power factor correction. 4. Calculation of bandwidth (FH and FL) 4. explain Q-factor
4. calculate power factor power factor and bandwidth
in a given AC circuit. 5. Q-factor and
5. explain Q-factor and band width
band width
314
BASIC ELECTRONICS
SS II
FIRST TERM
SUB THEME: ELECTRONICS COMPONENTS AND CIRCUITS

WEEK
OBJECTIVES GUIDE
THEME: SEMICONDUCTOR DEVICES
7, Transistors Students should be able 1. Concept of 1. Explains the concept 1. Draw transistor 1. Transistors e.g. Students to:
8, to: transistors of transistors. symbols. bipolar, FET, JFET, 1. explain the concept
9 1. explain the concept of 2. Biasing of 2. Leads discussion on 2. Draw transistor MOSFET etc. of transistor
& a transistor. transistors. biasing of a transistor. biasing 2. Charts on types of 2. explain biasing
10 2. explain the concept of 3. Bipolar transistor 3. Discusses basic arrangements. transistors, biasing arrangement
a transistor circuit. bipolar transistor 3. Draw common arrangements and 3. draw and explain
3. explain bipolar 4. Types of transistors circuits. emitter, collector, bipolar transistor common emitter,
transistor circuits (e.g.) bipolar, FET, 4. Explains the types of and base circuits. circuits collector and base
4. explain types of JFET, MOSFET, etc) transistors and symbols circuits
transistors and symbols. and symbols 5. States the 4. state types of
5. explain applications of 5. Applications of applications of transistors and
transistors. transistors. transistors symbols.
5. state 3 applications
of transistors.
11 REVISION
12 EXAMINATION
315
BASIC ELECTRONICS
SS II
SECOND TERM
SUB THEME: SEMICONDUCTOR DEVICES

WEEK
OBJECTIVES GUIDE
1, Integrated Students should be able to: 1. Concept of integrated 1. Explains the concept of 1. Participate in 1. ICS Students to:
2, circuits 1. explain the concept of circuit (IC) integrated circuit (IC). class discussion Microprocessors 1. define IC
& integrated circuit. 2. Advantages and 2. Discusses the 2. Ask and answer 2. Software on ICS 2. state the active and
3 2. state advantages and disadvantages IC. advantages and question and microprocessors passive components
disadvantages of integrated 3. Applications of IC. disadvantages of IC. 3. Copy notes. 3. Charts on ICS and of IC
circuit (IC) 4. Concept of 3. Leads discussion on the microprocessors 3. mention three
3. state the applications of microprocessor. applications of IC. applications IC.
IC. 5. Explanation of the 4. Explains the concept of 4. explain the concept
4. explain the concept of following terms in microprocessor. microprocessor.
microprocessor. microprocessor: RAM, 5. Explains the following 5. define: RAM,
5. explain the following ROM, and EPROM. terms as related to ROM, and EPROM.
terms as related to 6. Applications of microprocessor: RAM, As relate to
microprocessor: RAM, microprocessor. ROM, and EPROM. microprocessor.
ROM and EPROM 6. States applications of 6. state three
6. mention applications of microprocessor applications of
microprocessor. microprocessor.
THEME: POWER SUPPLY
4, Power Students should be able to: 1. Rectification. 1. Explain rectification. 1. Listen attentively Diodes Students to:
5 supply unit 1. explain rectification 2. Regulation 2. Guides discussion on the 2. Draw circuit Resistors 1. define rectification
& 2. explain the differences 3. Types of voltage principles of operation of diagrams of half Transistors 2. explain the use of
6 between half wave and full regulators series voltage rectifier. wave rectifiers Pictures of rectifiers rectifier in power
were rectification. regulator. 3. Guides students to state and voltage supply unit.
3. explain how A.C is Transistorized the differences between regulators 3. state the
converted to D.C. by the - Electronics voltage half wave and full wave differences between
use of rectifiers regulator. rectification. half wave and full
4. state the meaning of 4. Explains the principles wave rectifiers
voltage regulation. of operations of voltage 4. state the functions
5. explain the operation of regulator of voltage of voltage regulator
voltage regulators regulator. in a power supply
5. Lists and differentiates unit.
types of voltage regulators.
316
BASIC ELECTRONICS
SS II
SECOND TERM
SUB THEME: SEMICONDUCTOR DEVICES

WEEK
OBJECTIVES GUIDE
THEME: INTRODUCTION TO COMMUNICATION SYSTEM
7, Radio Students should be 1. Principle of radio 1. Explains the 1. Listen and participate Charts showing block Students to:
& transmission able to: transmission and concept of radio in class discussion. diagram of radio 1. describe the
8 and 1. describe the reception. transmission and 2. Carry out systematic transmission system. concept of radio
reception principle of radio 2. Stages of radio reception. fault detection in a Charts showing transmission and
transmission and receiver (AM and FM) 2. Describes the typical radio receiver. stages of a typical reception system.
reception (AM and e.g. function of each stage 3. Go on field trip radio receiver multi 2. state the functions
FM) - Tuner of AM and FM radio meters oscilloscope of each stage of AM
2. explain each stage - AF amplifier receivers. and FM radio
of radio receiver (FM - IF amplifier 3. Demonstrates how receivers.
and AM). - Detector to detect faults in a 3. state the
3. state the relative - Power supply radio receiver. advantages of FM
advantage of FM 3. Comparism of AM 4. Takes students on a receiver over AM.
over AM. and FM receivers field trip 4. use a faulty radio
4. Fault detection in detect the fault
radio receiver
9 Television Students should be Block diagram of stages Explains the stages a 1. Listen and participate Charts showing Students to:
& receiver able to: of a TV receiver TV receiver using a in the lesson stages of a typical 1. describe each stage
10 1. explain stages of a block TV receiver of a TV receiver
television receiver using block diagram
using block diagram
11 REVISION
12 EXAMINATION
317
BASIC ELECTRONICS
SS II
THIRD TERM
THEME: MEASURING INSTRUMENTS AND TOOLS

WEEK
OBJECTIVES GUIDE
1 Hand tools Students should be
1. Meaning of hand 1. Defines hand tools 1. Participate in class Various hand tools Students to:
able to: tools. 2. Explains different discussion. charts showing hand 1. define hand tools.
1. explain the
2. Types and uses hand tools and their 2. Ask and answer tools 2. list and state the
meaning of hand
offhand tools e.g. uses. questions. uses of any ten hand
tools soldering iron 3. Copy notes tools.
2. state types and
combination pliers, long
uses of hand tools
nose pliers, side cutter,
electrician knife,
brushes, serew-drivers
etc.
2& Students should be 1. Concept of measuring 1. Explains the 1. Listen to teacher’s 1. Various measuring Students to:
3 able to: instrument. concept of measuring explanations. instruments both 1. define measuring
1. explain the 2. Classification of instrument. 2. Participate in analog and digital instruments.
meaning of measuring instrument 2. Explain the terms: discussion. 2. Charts showing 2. differentiate
measuring analogue and digital. analogue and digital 3. Use measuring measuring between analog and
instrument. 3. Types and uses of measuring instruments to measure instruments digital measuring
2. differentiate measuring instruments, instrument. electrical quantities: 3. circuit boards instruments.
between analogue e.g. multimeter, 3. Lists and explains multi meter, voltmeter, 3. state any five
and digital measuring voltmeter, ohmmeter, the uses of measuring ammeters, ohmmeter measuring
instruments. etc. instruments. etc. instruments and their
3. state different 4. Demonstrates the uses.
types of measuring use of each of the
instrument and their instrument in
respective uses measuring electronics
quantities.
318
BASIC ELECTRONICS
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
THEME: TRANSDUCERS AND SENSORS
5,6 Transducers Students should be 1. Explanation of terms: 1. Explains the 1. Participate in class Charts showing Students to:
&7 and sensors able to: - Transducer meaning of: discussion different types of 1. define transducers
1. explain the - sensor - Transducer 2. Observe teacher’s transducers and and sensors.
meaning of the 2. Principles of operation - Sensor demonstration. sensors. 2. mentions
following: of transducer 2. Describes the 3. Practice the use of accurately the
i. transducer 3. Principles of operation operation of a sensor as demonstrated operation of
ii. sensor of sensor transducers by the teacher. transducers.
2. discuss the 4. Types and uses of 3. Describes the 3. mention types of
principle of operation (e.g. acoustic, dynamic, operation of a sensor. transducers.
of transducer. electrostatic, 4. Explains types and 4. mention types of
3. explain the electromagnetic, etc) uses of transducers. sensors.
principles of 5. Types and uses of 5. Explains types and 5. explain the uses of
operation of a sensor. sensors (e.g. capacitive uses of sensors. transducers.
4. state types of pressure sensor, photo 6. Demonstrates the 6. explain the uses of
transducers and electric proximity use of sensors sensors
sensors sensor, etc)
8, 9 Acoustic Students should be 1. Types of acoustic 1. Explains the 1. Participate in class Loudspeakers Students to:
& transducers able to: transducers e.g. different types of discussion. Microphones 1. list different types
10 1. explain types of Loudspeakers, acoustic transducers. 2. Ask questions. Earphones of acoustic
acoustic transducers. microphone earphone, 2. Explains the 3. Copy notes Charts showing transducers.
2. state the etc. applications of acoustic transducers 2. mention typical
applications of 2. Applications of acoustic transducers. applications of
acoustic transducers acoustic transducers E.g. tweeter, acoustic transducers.
microphone,
underwater speaker,
etc.
11 REVISION
12 EXAMINATION
319
AUTO MECHANICS
SS II
FIRST TERM
THEME: SAFETY AND MAINTENANCE
WEEK

1 Preventive Students should be able 1. Purpose of 1. Defines preventive 1. Observe and 1. Poster Students to:
Maintenance to: preventive maintenance. participate in class, 2. Chart 1. state the importance of
I 1. explain the importance maintenance. 2. Explains its discussion. 3. Software maintenance.
of preventive 2. Maintenance importance. 2. carry out routine
maintenance. schedule on time 3. Demonstrates maintenance.
2. carry out routine and mileage basis. routine maintenance.
maintenance.
2 Preventive Students should be able Lubrication points. Points out the 1. List out the procedure 1. Real object Students to:
Maintenance to: lubrication points and and lubrication points for 2. Chalkboard identify lubrication
II 1. identify lubrication explain the intervals. a typical vehicle. 3. Software. points and state the
points and intervals. 2. Check oil level, drain intervals.
2. determine when to top and refill.
up or replace oil and 3. Record the procedure
water in the system. and observation.
3 Fault Students should be able 1. Systematic fault Demonstrates the uses 1. Use various fault 1. Chalkboard Student to:
diagnosis to: diagnosis. of diagnostic diagnostic equipment. 2. Real object Demonstrate the use of
diagnose faults using 2. Use of diagnostic equipment to trace 2. Describe the 3. Chart. diagnostic equipment to
appropriate equipment. equipment such as fault. procedure and result. trace fault.
meters and testers.
4 Lighting Students should be able 1. Simple fault 1. Demonstrates on 1. Align head lamps and 1. Chalkboard Students to:
system to: diagnosis. how to locate faults in record the procedure. 2. Software 1. demonstrate how to
1. locate faults in the 2. Lamp and fuse the lighting system. 2. Remove and replace 3. Real object. trace faults in lighting
lighting system. replacement. 2. Removes and parking lamps, head system and record the
2. replace bulbs and fuses. 3. Head lamp replace bulb and fuse. lamps and fuses. procedure.
3. align head lamp. alignment. 3. Aligns head lamps. 2. remove and replace
parking lamps and fuses.
5 Starting Students should be able Stating problems, 1. Describes the 1. State the procedure for 1. Real object Students to:
system to: causes and procedure on how to locating and rectifying 2. demonstration 1. state the procedure for
locate and rectify simple rectification e.g. locate and rectify starting faults. board locating and rectifying
starting faults. starter, motor and starting faults. 2. locate and rectify 3. Software. starting faults.
ignition problems. 2. Demonstrates on starting faults. 2. demonstrate on how to
how to locate and locate and rectify
rectify starting faults. starting fault.
320
AUTO MECHANICS
SS II
FIRST TERM
THEME: SAFETY AND MAINTENANCE

WEEK

6 Fuel system Students should be 1. Functions of the 1. Sketches the 1. State the functions 1. Chalkboard Students to:
able to: fuel system. layout of a fuel of the main 2. Real object 1. sketch the layout of
1. sketch the layout 2. Main system. components of fuel 3. Software a fuel system and label
of the system and components and 2. Explains the system. 4. Demonstration the components.
label the components. their operation e.g. functions of the 2. Remove clean and board. 2. state the functions
2. explain the fuel tank, fuel components. replace fuel filter and of at least four
functions of the main pumps. 3. Demonstrates pump. components
components. 3. Simple fuel removal, cleaning, 3. Adjust idling mentioned above.
3. locate and examine system fault and location of speed. 3. locate faults and
faults in the fuel diagnosis e.g. fuel fault. rectify it.
system. pump testing and 4. Demonstrates
filter cleaning. on, how to adjust
idling speed.
THEME: ENGINE SYSTEM
7 Cooling system Students should be 1. Conduction, 1. Demonstrates 1. Observe simple 1. Chalkboard Students to:
and its able to: convection, and the process of heat heat transfer. 2. Real object 1. explain heat transfer
requirement 1. describe on how radiation. transfer. 2. State the effect of 3. Chart processes.
heat is transferred 2. Low, normal 2. Sketches and temperature on 4. Software. 2. state the effect of
away from the high requirements. explains the effect engine performance. low, normal, and high
combustion chamber. 3. Effect of engine of temperature on 3. State on how air temperature.
2. explain the effect temperature on the engine and water cooling
of low, normal and engine performance. system operate.
high temperature on performance and 3. Explains the 4. Feel the upper and
engine performance. failures e.g. engine principles of air lower radiation, hose,
3. explain the uses of knock. and water cooling after running it for
air and water in 4. The operation of system operation. fire minutes and state
engine cooling an air-cooling what happen.
system. system.
5. The operation of
water cooling
system.
321
AUTO MECHANICS
SS II
FIRST TERM
WEEK THEME: ENGINE SYSTEM

8 Air cooling Students should be able 1. Layout of air 1. Sketches and explain 1. State the function 1. Chalkboard Students to:
system to: cooling system. the functions of the of air cooling 2. Real object 1. explain the
1. list the components 2. Advantages and components (air cooling system components. 3. Chart functions of air
of air cooling system. disadvantages of system). 2. State the 4. Software. cooling system.
2. describe the the air cooled 2. Explains the advantages of air 2. state the
functions of the system. advantages and cooling over water advantages of air
components. disadvantages of air cooling. cooling over water
3. state the advantages cooled system. 3. Remove and cooling system.
and disadvantages of 3. Demonstrates the replace air hoses. 3. remove and
air cooled system. removal and 4. Remove test and replace components
4. remove and replace replacement of cooling replace thermostat. of cooling system.
the components. system components.
9 Water cooling Students should be 1. Layout of water 1. Sketches and explain 1. State the 1. Chalkboard Students to:
system able to: cooling system. the functions of the functions of water 2. Real object 1. explain the
1. list the components 2. Advantages and components. cooling system 3. Chart functions of water
of water cooling disadvantages of 2. Explains the components. 4. Software. cooling system.
system. the water cooled advantages and 2. State the 2. state advantages
2. describe the function system. disadvantages of water advantages and and disadvantages
of the components. cooled system. disadvantages of of water over air
3. state the advantages 3. Demonstrates the water over air. cooling system.
and disadvantages. removal and 3. Remove and 3. remove and
4. remove and replace replacement of cooling replace water hoses. replace components.
the components. system components.
10 Crank Students should be Crank shaft of a 4 Sketches and explain Observe and 1. Chalkboard Students to:
arrangement able to: and 6 cylinder in the characteristic of a 4 practicalize the 2. Real object sketch line diagram
(crank shaft sketch the line diagram line engine. and 6 cylinder in line activities of the 4 3. Chart of a 6 cylinder and
configuration) I of the 4 and 6 cylinder engine configuration. and 6 cylinder in 4. Projector. label it.
in line engine. line engine
configuration.
11 REVISION
12 EXAMINATION
322
AUTO MECHANICS
SS II
SECOND TERM
WEEK

1 REVISION ON FIRST TERM WORKS
2 Crank Students should be able to: 1. Crank shaft of 1. Sketches and Compare various 1. Chalkboard Students to:
arrangement I sketch the line diagram of V-6 and V-8 explain the types of 2. Real object 1. sketch the line
the crank arrangement of V- cylinder characteristics of a V- crankshaft in 3. Chart diagram of a V-6
6 and V-8 cylinder horizontally 6 and V-8 horizontally relation to the 4. Projector. horizontal opposed
horizontally opposed opposed engine. opposed engine cylinder block engine and label.
engine. 2. Crank shaft configuration. arrangement. 2. list the main parts of
layout. 2. States and explain the crankshaft
the main parts of the
crankshaft.
3 Fuel Students should be able to: 1. Petrol and diesel 1. Describes on how to 1. Distinguish 1. Chalkboard Students to:
describe the characteristics engines. determine petrol and between petrol 2. 1 litre of petrol. state the
of gasoline and diesel fuels. 2. The properties of diesel fuel and diesel in 3. 1 litre of diesel characteristics of
petrol and diesel characteristic. terms of fuel. petrol and diesel fuel.
fuel. 2. Explains the characteristics
properties of petrol and properties.
and diesel fuel.
4 Exhaust Students should be able to: 1. Functions of the 1. Explains the 1. Examine the 1. Chalkboard. Students to:
system 1. identify and describe exhaust system. functions of the modern exhaust 2. Real object. list six exhaust
modern exhaust system 2. The main exhaust system. system and 3. Chart components and state
parts and functions. components of the 2. Sketches and sketch it. 4. Tools. the device used to
2. explain the operation of exhaust system e.g. explains the exhaust 2. Replace reduce the effect of
an exhaust system. manifold pipes. system components exhaust gasket. harmful gas.
3. remove and replace the 3. Effect of leak on and how to reduce
exhaust gasket. the system e.g. noise.
noise, pollution. 3. Demonstrates
standard procedure of
removing and
replacing the exhaust
system components.
323
AUTO MECHANICS
SS II
SECOND TERM
WEEK

5 Firing order
Students should be able 1. Functions and 1. Sketches and 1. State the 1. Chalkboard Students to:
(ignition timing)
to: operation of explain ignition function of ignition 2. Real object 1. state four factors
1. explain on how an ignition system. system operation. system. 3. Engine analyzer, influencing correct
ignition system operates. 2. Factors that 2. Explains 2. State four factors timing light, vacuum timing.
2. what factors influence influence correct factors that that influence pump. 2. state the firing order
correct ignition timing? timing (spark plug influence correct correct timing. of 4 and 8 cylinder
3. use instrument to gap, dwell, engine firing order. 3. Remove, clean, engine.
defect running problems. room and load). 3. Sketches an adjust and replace
4. state firing order of 4, 3. Firing orders. explain firing spark plug.
6, 8 cylinders. order of 4, 6, 8
5. remove, clean, adjust cylinder engine.
and replace spark plug.
THEME: TRANSMISSION AND BRAKING SYSTEM
6 Clutch assembly Students should be able 1. Main types of 1. Lists and 1. List different 1. Posters Students to:
to: clutches:- single explains different types of clutches 2. Software 1. explain the
1. list different types of plate, multi-plate types of clutches. and their 3. Clutch pedal. operation of a single
clutches. and fluid fly-wheel. 2. Describes their operations. clutch.
2. describe their 2. Mechanical and principles of 2. Solve simple 2. calculate the torque
operating principles. hydraulic operation. problems on torque transmitted by the
3. calculate the torque operation. 3. Carries out and power. clutch.
transmitted by the clutch. 3. Simple simple calculation 3. Adjust clutch 3. adjust clutch pedal
calculations of of torque and pedal. and record the
friction, torque and power. procedure.
power. 4. Adjusts clutch
pedal and bleed
the clutch.
324
AUTO MECHANICS
SS II
SECOND TERM
WEEK

7 Gear box Students should be able to: 1. Different types of 1. Sketches and explain the 1. List types of 1. Chalkboard. Students to:
1. sketch and describe the gear box e.g. constant operation of different types gear box and their 2. Posters 1. explain the
operation of different kinds mesh, and of gear box. operation. 3. Software and real operation of
of gear box. synchromesh. 2. Sketches and describe 2. Sketch gear objects. synchromesh gear
2. carryout simple calculation 2. Gear selector the operation of gear linkages and state box.
involving engine speed, gear linkages, locking and linkages, locking and its operation. 2. state two
ratio, and road speed. inter locking devices. interlocking devices. 3. Calculate speed functions of gear
3. sketch and describe the 3. Gear ratio 3. Solves simple problems and gear ratio. linkages.
operation of different gear relationship between on gear ratio and state the 3. solve problems
linkages. engine speed, gear relationship between on gear ratio.
ratio and road speed. engine speed and gear
ratio.
8 Road Students should be able to: Functions of road States the functions of 1. Examine and 1. Chalkboard. Students to:
wheels identify different types and wheels. road wheels. sizes of road 2. Software. 1. state five
sizes of wheels. wheels. 3. Real object. functions of road
wheels.
9 Tyres Students should be able to: 1. Functions of tyres. 1. States the functions of 1. Examine tyres 1. Chalkboard Students to:
1. identify different types and 2. Tyre inflation tyres. sizes. 2. Software 1. state four
sizes of tyres. (pressure). 2. Lists and explains tyre 2. State the 3. Real object. functions of tyres.
2. state causes of tyre wear 3. Advantages and size, types and coding. advantages and 2. identify types,
and explain the effects of car disadvantages of 3. States the advantages disadvantages of and sizes of tyres.
pressure on tyre behaviour. radial and cross-ply and disadvantages of radial cross-ply and 3. carry out
3. sketch and differentiate tyres. and cross-ply tyres. radial. simple tyre
between radial and cross ply 4. Effect of air 4. Carries out simple tyre 3. Remove and inflation.
tyres. pressure on tyre. inflation. replace tyres.
4. check and adjust tyre 5. Combination of 5. Removes and refit tyres.
pressure to the manufacturers radial and cross-ply
specification. tyres.
325
AUTO MECHANICS
SS II
SECOND TERM
WEEK

10 Brake system Students should be able 1. Functions of 1. Sketches and 1. Examine 1. Chalkboard Students to:
to: brake system. explains the main different types of 2. Software. 1. state five functions
1. sketch the line 2. Principles of components of brake brakes. 3. Real objects. of brake system.
diagram of brake system operation of system. 2. Adjust and bleed 2. explain the
and label the main parts. mechanical, 2. Explains brake brakes. principles of
2. describe brake hydraulic and servo operation. 3. Solve problems operation of
operation and state assisted braking 3. Carries out brake on braking force mechanical,
reasons for adjustment system. adjustment and power and torque. hydraulic and servo
and bleeding. 3. Adjustment and bleeding. assisted brake
3. adjust and bleed bleeding. 4. Solves simple system.
brakes. 4. Simple braking problems on braking 3. state three factors
4. calculate braking torque and power force, power and affecting braking
force, power and torque calculation. torque. efficiency.
and state the major 5. Factors affecting
factors that affect braking efficiency
braking efficiency. e.g. water and
grease.
11 REVISION OF TEAM WORK
12 EXAMINATION
326
AUTO MECHANICS
SS II
THIRD TERM
THEME: ELECTRICAL SYSTEM

WEEK

1 REVISION ON SECOND TERM WORKS
2 Lighting system Students should be 1. Main 1. Sketches and 1. List the main 1. Chalkboard Students to:
able to: components of explains simple components of 2. Posters 1. draw a lighting
1. identify the main exterior lighting circuit of exterior exterior and interior 3. Software. circuit showing the
components of system and their and interior lighting lighting and their 4. Real objects. main components.
lighting system. functions. system. functions. 2. state four functions
2. state their functions. 2. Main 2. Shows the 2. Sketch lighting of lighting
3. read and interpret components of position of various circuit diagram and components.
simple auto lighting interior lighting lighting points on indicate the main 3. interpret auto
circuit diagram. system and their the vehicle. components. lighting circuit.
4. sketch simple auto functions.
lighting circuits. 3. Simple circuit
diagram of
exterior and
interior lighting
system.
3 Ignition system Students should be Main components 1. Sketches and 1. List the main 1. Chalkboard. Students to:
able to: of computerized explain the components of a 2. Scanner 1. state and explain
1. identify the main ignition system functions of the fully computerized 3. Computers four functions of the
compound of a fully e.g. battery and main components of ignition system and 4. Software components.
computerized ignition module. a fully computerized their functions. 5. Posters 2. carry out simple
system. ignition system. 2. Note the 6. Charts. fault defection process
2. state the functions 2. Demonstrates and procedures involved on the connecting
of the components. explain the four in detecting wiring and input
3. defect common possible areas common problems sensors.
problems associated associated with associated.
with computerized computerized
ignition system. ignition system
(ECU, input sensors,
output sensors
connecting wire).
327
AUTO MECHANICS
SS II
THIRD TERM

WEEK

4 Auxiliary circuit Students should be 1. Auxiliary 1. Sketches and 1. Inspect the 1. Chalkboard Students to:
able to: circuits e.g. explain the functions components of 2. Charts 1. state at least 3
1. identify the main instrument panel of the main auxiliary circuit. 3. Real object. function of auxiliary
components of each and horn circuits. components of 2. Sketch and label circuit.
auxiliary circuit. 2. Layout of auxiliary circuits. the main 2. defect the missing
2. state their functions. various auxiliary 2. Mentions other components. components of
3. read and interpret circuits. auxiliary circuits such interior lighting.
various auxiliary as AC, Radio, cigar
circuits. lighter.
3. Demonstrates on
how to teach and
interpret the circuit.
5 Charging system I Students should be Main components Sketches and explains 1. Sketch and label 1. Chalkboard. Students to:
able to: of the charging basic operation of a the main 2. Charts. list the main
1. sketch and label system and their charging system. components of a 3. Real objects. components of a
simple charging functions. charging system. charging system and
system. 2. States the state four functions.
2. identify the main functions of a
components and their charging system.
functions.
6 Charging system Students should be 1. Simple battery 1. Demonstrates 1. Conduct basic 1. Chalkboard. Students to:
II able to: test using battery test to battery test. 2. Charts. 1. state the basic
1. explain the basic voltmeter, and determine its state of 2. Remove and 3. Real objects. operation of a
operation of a hydrometer. charge. replace the battery. 4. Posters. charging system.
charging system. 2. Battery rating. 2. Uses standard 2. test and replace
2. perform simple tests procedure to remove battery.
on battery. and replace a battery
3. remove and replace and alternator.
the battery.
328
AUTO MECHANICS
SS II
THIRD TERM

WEEK

7 Heating system
Students should be Heating system. Sketches and State the functions 1. Chalkboard. Students to:
able to: explain heating of heating and air 2. Charts. explain the operation
describe the functions system. conditioners. 3. Software. of heating system.
and operation of
heating system.
THEME: AUTO-AIR CONDITIONING SYSTEM
8 Ventilating Students should be 1. Ventilating system. 1. Sketches and State the function of 1. Chalkboard. Students to:
system able to: 2. Function of an air explain ventilating system to 2. Charts. 1. state the functions
1. describe the conditioner. ventilating the air conditioner. 3. Software. and operation of air
functions and system. condition in a motor
operation of a 2. Explains the car.
ventilating system. function of air 2. explain the
2. state the function of conditioner. operation of
an air conditioner. ventilating system.
ELECTRICAL SYSTEM
9 Mechanical Students should be Main components of Sketches and List the mechanical 1. Chalkboard. Students to:
components able to: these system e.g. explain the components and 2. Charts. draw and label the
identify the main condenser pipes etc. functions of state their functions. 3. Real objects. mechanical
components of the air mechanical 4. Software. components and state
conditioning system. components. their functions.
10 Electrical Students should be 1. Main components 1. Explains the Inspect the auto air 1. Chalkboard. Students to:
components able to: e.g. battery and main electrical conditioning unit 2. Charts. 1. draw and label
1. identify the main compressor. components and and list the electrical 3. Real objects. electrical
electrical components 2. Functions of the their functions. components. 4. Software. components.
of an air conditioner. main components. 2. Explains 2. state the methods
2. state the functions. 3. Simple electrical battery choosing. of choosing battery.
3. choose battery with circuit diagram of air
adequate rating. conditioning system.
11 REVISION
12 EXAMINATION
329
BUILDING CONSTRUCTION
SS II
FIRST TERM
WEEK

1 Elevation I Students should be able to: Building plans. (1) Interprets building Observed the Building plan paper, Students to:
read and interpret building plans. elevations and video clips projector, building to interpret
plans. (2) Identifies the front interpret the drawing paper, pencils, building plans.
side and rear drawing.. eraser etc.
elevations of
bungalow.
2 Elevation II Student should be able to: Elevations and Guides students to Draw the Building plan, paper, Students to:
draw elevations from a views of a produce the elevations/view of video clips, projector, draw front, side and
given plan of a bungalow. bungalow. elevations/view of a a building plan. drawing paper, eraser, rear elevations of a
bungalow. pencils etc. given building plan.
3 Sections I Students should be able to: Sectioning (cross Explains cross section (1) Explain Building plan paper, Students to:
draw types of sections and longitudinal and longitudinal sectioning. rider clip, projector, draw longitudinal and
through a building plan. sections). section to students. (2) Observe drawing paper pencil cross sections of a
sections and etc. given plan.
interpret drawings
4 Sections II Students should be able to: (1) Interpretation (1) Shows and Draw the sections Building plan paper, Students to:
(1) interpret sectioning of sectioning explains the position (cross and video clip, projector, draw longitudinal and
through a given plan (2) Production of of sectioned part. longitudinal drawing paper, pencils, cross sections of a
(2) produce sectioned part. sections (2) Guides students to eraser etc. given plan.
produce sections.
5 Special Student should be able to: Detailing drawings (1) Explains specials (1) Observe and Building plan paper, Students to:
details I produce details of detailed drawing interpret detailed video clips projector, produce door and
windows, doors, and other (Lintel, foundation). drawings drawing paper, pencils window schedule of a
special details from the (2) Explains doors and (2) Produce detail eraser etc. given building.
sectioning. window schedules. drawing
6 Special Students should be able to: Doors and Guides students to Prepare doors and Building plan paper, Students to:
Detail II (1) label the parts in the windows schedule. produce detail windows schedule. video clips, projector, produce door and
details drawings. drawing paper, pencils, window schedule of a
(2) prepare doors and eraser, drawing given building.
window schedule instruments etc.
330
SS II
FIRST TERM
WEEK

7 Excavation Students should be Plants and Identifies and explain List and explain the Plants, chart, video Students to:
and able to: equipment for various plants and function of plants and clips, projectors and list five excavating plants
earthwork I identify different excavation and their uses e.g. shovel equipments. films etc. and state the uses.
plans and earthwork. buildozer, dragline,
equipments. bucketed etc.
8 Excavation Students should be Functions of plants Takes students to (1) Visit construction Plants, charts, video Students to:
and able to: and equipments. construction site to site to observe plants clips, projectors and sketch two of the plants.
earthwork II state functions of observe plant in use. in use films etc.
plenty equipments. (2) Listen and take
notes.
9 Excavation Students should be (1) Excavation of Explains problems Visit construction site Construction of Students to:
Problems able to: problems associated with where excavation is sites, plants, charts, (1) state three causes of
(1) state excavation (2) Solution to excavation in wet being carried out video clips, pictures, excavation problems.
problems. excavation problems ground loose soil safety posters. (2) state two solutions to
(2) proffer solutions water logged site each of the problems.
to excavation confined areas.
problems .
10 Excavation Students should be Safety rules during (1) Explains solutions
(1) Write the Construction sites, Students to:
problems II able to: excavation. to the problems. problems of plants, charts, video state four safety rules to
state safety rules (2) Explains safety
excavation on the clips, pictures safety be observed during
during excavation rules in excavation
site. posters. excavation.
operations. operations. (2) Write the
solutions explained.
12 EXAMINATION
331
SS II
SECOND TERM
WEEK

1 Foundation I Students should be able Types of Lists and explains (1) Observe different Posters, charts, video Students to:
to: foundation different types of types of foundation. clips, drawing list and draw four
list different types of foundation E.g. strip, (2) Sketch different construction site etc. types of foundation.
foundation. raft, pad and piles etc. types of foundation.
2 Foundation Students should be able Types of Takes students on study Visit construction Posters, charts, video Students to:
II to: foundation trip to construction site. sites. clips, drawing list and draw four
explain different types of construction site etc. types of foundation.
foundation.
3 Ground Students should be able (1) Definition of (1) Explains the (1) Listen and take Charts, video clips, Students to:
Floor I to: basement. definition of basement. notes pictures, visit to sites define basement.
(1) define basement. (2) Differences (2) Explains differences (2) Define basement etc.
(2) differentiate between between basement between building with
building with basement and solid ground basement and without
and solid ground floor . floor basement.
4 Ground Students should be able Problems related to Enumerates and State problems with Charts, video clips, Students to:
Floor II to: basement explains problems basement pictures, visit to sites state two problems of
explain problems related associated with construction. etc. basement.
to basement in a basement in a building.
building.
5 Wall Students should be able (1) Definition of (1) Defines opening in (1) Define openings Charts, pictures, Students to:
Opening I to: openings in walls. in walls. posters, physical state two functions of
(1) define openings in walls(doors and (2) Explains methods (2) Listen and ask observation etc. openings in wall.
walls. windows). used in constructing questions.
(2) explain methods of (2) Methods of openings in walls.
constructing openings in constructing wall
walls. openings.
6 Wall Students should be able (1) Functions of (1) States the basic State functions of Charts, pictures, Students to:
Opening II to: walls openings functions of opening openings in walls. posters etc. sketch windows
(1) states the functions of walls. openings.
openings in walls.
332
SS II
SECOND TERM
WEEK

7 Wall Opening III (2) state the role of (2) Explain the roles (2) Explains the roles State the function of Physical observation, Students to:
lintels. of lintels. of lintels. opening in walls. charts, pictures, sketch door
posters etc. openings.
8 Suspended Students should be (1) Definition of (1) Defines and Define concrete and Video clips, charts, Students to:
Upper Floor I able to: concrete upper floor. explain upper floor. timber upper floors. pictures etc. state two functions
(1) define concrete (2) Methods of (2) States the functions of concrete upper
upper floor. concrete floor of upper floor in a floor.
(2) describe construction. building.
methods of
construction of
concrete floor.
9 Suspended Students should be Functions of upper Explains the methods State the functions Video clips, charts, Students to:
Upper Floor II able to: floors of concrete floor of concrete floors. pictures etc. draw cross of a
explain the suspended concrete.
functions of upper
floors.
10 Suspended Students should be Suspended timber Explains method of Explain the function Video clips, charts, Students to:
Upper Floor III able to: upper floor constructing timber of upper floors. pictures etc. draw cross section
describe the upper floor. of a timber upper
methods used in floor.
constructing timber
upper floor.
11 REVISION
12 EXAMINATION
333
SS II
THIRD TERM
WEEK

1 Concrete I Students should be able to: (1) Definition of (1) Defines concrete (1) Define concrete. Chart, pictures, Students to:
(1) define concrete. concrete (2) Explains the (2) States the video clips, head list four properties of
(2) explain the properties (2) Properties and properties and properties of pans etc. concrete.
and characteristics of characteristics of characteristics of concrete.
concrete. concrete. concrete.
2 Concrete II Students should be able to: (1) Process of (1) Describes the (1) Explain the Charts, pictures, Students to:
(1) describe the process of concrete process involved in process of concrete video clips, head (1) state the process
concrete production. production concrete production. production pan, dumpers, of concrete
(2) explain different types (2) Types of (2) Explains different (2) State different wheel barrows etc. production.
of concrete list. concrete test. types of concrete test. types of concrete (2) list three methods
tests of testing concrete.
3 Roofs I Students should be able to: (1) Definition and (1) Defines roof and Define and state the Charts, pictures, Students to:
(1) define roof and explain purpose of roof explains its purposes purpose of roof construction sites, define roof.
its purposes. (2) Roof (2) States the video clip, wood
(2) identify various components components of roof. models of various
components of roofs. types of roofs
4 Roofs II Students should be able to: (1) Functional (1) Identifies the (1) Identifies the Charts, pictures, Students to:
(1) discuss functional requirements of material for roof materials for roofs constructions sites, (1) state three
requirement of roof. roof. construction (2) Explain the types video clip, wood materials for roofs
(2) identify and describe (2) Materials used (2) Describes the of roofs models of various construction.
the material use for roof for roof types of roof with (3) Draw diagram of types of roofs etc. (2) list four
construction. construction. sketches types of roofs. components of roofs.
(3) Enumerate and discuss (3) Types of roof.
types of roof.
5 Drainage Students should be able to: Setting out and Explains the setting (1) Follow teacher Shovel digger, Students to:
Installation I (1) set out and excavate excavation of out before instructions to set out head pan, line and (1) draw two tools for
trenches for installations. trenches excavation. small piece of work video clip, chart, dragging trenches
(2) determine the gradient (2) Excavate the set pictures etc. (2) explain the
of fall of the trench. out portion. procedure of
obtaining gradient.
334
SS II
THIRD TERM
WEEK

6 Drainage Students should be able (1) Types of (1) Describes the Set out the gradient Shovel digger, head Students to:
Installation II to: drainage pipes procedure involved in to fall to trench pan, line and video (1) list three types of
(1) select types of (2) Laying of obtaining gradient in clip, chart, pictures drainages pipes.
drainage pipes for drainage pipes the trench and laying etc. (2) state three
different jobs. (3) Methods of of drainage pipes. methods of testing
(2) lay drainage pipes testing drainage. (2) Explains the types drainage.
correctly. of drainage pipes and
(3) state method of methods of testing.
testing drainage.
7 Sanitary Students should be able (1) Soil and waste (1) Defines and (1) Define soil and Charts, picture, Students to:
Appliances and to: appliances explain soil and waste appliances video clips, define soil and waste
Installations I (1) define and explain (2) Materials for waste appliances. (2) State the drainages of appliances.
soil and waste sanitary appliances. (2) States the material materials for sanitary fittings and
appliances for sanitary sanitary appliances. appliances etc.
(2) explain the appliance.
materials for sanitary
appliances.
8 Sanitary Students should be able (1) Types of sanitary (1) Explains the Explain with sketch Charts, pictures, Students to:
Appliances and to: appliances. installation process of the various sanitary video clips, (1) list four materials
Installations II (1) state the types of (2) Installation of various appliances. appliances. drawings etc. used for sanitary
sanitary sanitary appliances. (2) Sketches the appliances.
fittings/appliances. various sanitary (2) state four sanitary
(2) describe the appliances. appliances.
installation of sanitary
appliances.
335
SS II
THIRD TERM
WEEK

9 Types of electrical Students should be (1) Explanation of (1) States the IEE (1) State the IEE Video clips, Students to:
wiring materials I able to: IEE regulation regulation. regulation electrical wiring state three materials
(1) explain institute of (2) Identification of (2) Identifies (2) Identify the material, IEE, used for electrical
electrical engineers electrical wiring various electrical electrical wiring regulations charts wiring.
(IEE). materials. wiring materials. materials etc.
(2) identify various
electrical wiring
materials.
10 Types of electrical Students should be (1) Uses of (1) Explains the uses (1) Explain the uses Video clips, Students to:
wiring materials II able to: electrical wiring of electrical wiring of electrical wiring electrical wiring state the IEE
(1) state the uses of materials materials. materials materials, IEE, regulations.
electrical wiring (2) Types of (2) Leads students to (2) List the types of regulation, charts
materials. electrical wiring. site and show them electrical wiring etc.
(2) explain the types materials for conduit
of electrical wiring wiring.
11 REVISION
12 EXAMINATION
336
WOOD WORK
SS II
FIRST TERM
SUB THEME: HAND TOOL SAFETY

WEEK
OBJECTIVES GUIDE
1 Hand tool Students should be Safety precautions 1. Plays safety Demonstrate safe Safety and Posters. Students to:
safety able to: in carrying, notices. ways of carrying and state 5 precautions
1. describe safe ways storing and 2. Describes and using hand tools. a. carrying hand
of carrying, storing handling hand demonstrates safe tools
and using hand tools. tools. ways of carrying, b. storing hand
2. observe safety storing and using tools.
precautions when hand tools. c. using hand
using hand tools. 3. Insists safe work tools.
shop habits.
2 Machine safety Students should be 1. General 1. Displays safety Observe safety rules. Safety charts and Students to:
able to: machine shop charts and posters poster. state 5 machine
1. state general safety. 2. Describes: shop safety
machine shop safety 2. Safety of - general machine precautions.
precautions. electrical shop safety
2. state safety equipment. precautions.
precautions in the use - precaution in use
of electrical of electrical
equipment. equipment.
3. Safety Students should be 1. Prevention of 1. Precautions to Observe safety rules Safety posters Students to:
precautions of able to: mechanical faults. prevent mechanical and regulation. charts. state 5 precautions
machine 1. state safety 2. Safety in faults. to be taken on the
operation precautions in machine 2. Precautions for circular saw.
machine operation. operation. safe machine
2. state precaution for operation.
preventing mechanical 3. Emphasizes
faults. behaviours in the
3. state precaution to machine shop.
be taken on machine.
337
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SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
4. Safety devices Students should be Types of safety Emphasizes correct Us appropriate safety Push stick, Punch Students to:
and appliance able to: devices and use of safety devices devices and block guards list 5 safety
1. identify devices and appliances. and appliances. appliances. overall, eye goggles, devices and
appliance. gloves etc. appliance.
2. use appropriate
safety devices and
appliances.
THEME: FIRST AID
5. First Aid Students should be Meaning of: 1. Displays first Aid 1. Note the position 1. First Aid box and Students to:
able to: 1. first Aid materials. of first aid box. materials. 1. define first
1. explain first aid. 2. first Aid 2. Defines first Aid. 2. Identify and name 2. Charts and poster. aide.
2. name first aid materials. first aid materials. 2. name 5 first aid
materials. materials.
6 First Aid Students should be Apply first aid. Demonstrates how 1. Define first aid. 1. Posters/charts. Students to:
able to: to apply first aid in 2. Apply first aid. 2. Video clips. 1. explain first
apply first aid. different situations. aid.
2. describe how to
treat a cut.
7. Types of Students should be Types of Describes types of Differentiate among Charts and posters Students to:
maintenance able to: maintenance e.g. maintenance. the 3 types of names 3 types of
describe types of corrective maintenance. maintenance.
maintenance predictive and
preventive.
8. Reason for Students should be Reasons for State reasons for Give reasons for Posters and charts. Students to:
maintenance able to: maintenance maintenance maintenance 1. describe the 3
state reasons for types of
maintenance maintenance.
2. state 3 reasons
for maintenance.
338
WOOD WORK
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
9 Maintenance
Students should be Grinding Demonstrates Observe and Grease oil brush, Students to:
of hand tools
able to:: sharpening and grinding sharpening demonstrate correct grease gun, etc. give 4 reasons for
keep the cutting edge oiling, cutting oiling. techniques of lubricating
of each hand tool in blade. grinding, sharpening, machine parts.
good working oiling etc.
condition.
THEME: HAND BLADES AND CUTTING TOOLS
10 Hand blades of Students should be 1. Topping, Topping, reshaping Observe correct Hand tools: oil, oil Students to:
cutting tools able to:: reshaping, and setting and storing method of grinding, stone grinding state 3 precautions
1. oil blades of cutting setting saws. of hand tools. sharpening, oiling, machine saw set in sharpening and
tools regularly. 2.Storing of tools. etc. files etc. grinding plane
2. safety store cutting cutters.
tools.
11 REVISION
12 EXAMINATION
339
WOOD WORK
SS II
SECOND TERM
SUB THEME: MAINTENANCE OF MACHINE

WEEK
OBJECTIVES GUIDE
1 Maintenance Students should be Machine parts Shows machine parts Observe demonstration Grease, oil brush, Students to:
of machines able to: requiring oiling and requiring greasing machine parts correctly. grease gun etc. give 4 reasons
identify machine greasing. and oiling. for lubricating
parts that require machine parts.
- greasing
- oiling
2. Correct Students should be Reasons for 1. Explains reason for Give reasons for Grease, oil brush, Students to:
grease and able to: lubrication machine lubricating machine lubrication. grease gun etc. list 2 types of
oil machine 1. correctly grease parts. parts. lubricate.
ports and oil machine 2. Demonstrates
parts. proper ways of
2. give reasons for lubricating machine
oiling and greasing parts.
machine parts.
3. Tuber Students should be Hand tools and Demonstrates Carry out sawing and Unplanned timber Students to:
preparation able to: machine used in sequence in timber planning activities with describe correct
select and use timber preparation. preparation. hand tools and sequence of
correct hand tools machines. timber
and machines to preparation.
prepare timber to
finished sizes.
4. Correct Students should be 1. Operational 1. Emphasizes in the 1. Observe necessary Hand tools and Students to:
sequence for able to: sequence in timber use of hand tools and safety precautions. machines. list 5 hand tools
preparing a 1. describe the preparation. machines in timber 2. Use appropriate and 2 machines
timber correct sequence for 2. Safety precautions preparation. safety devices. used for
preparing a timber. in the use of hand 2. Assigns sawing preparing timber
2. state the tools and machines and planning to finished sizes.
precautions to be in timber activities to students.
taken when using preparation.
hand tools and
machines in timber
preparation.
340
WOOD WORK
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
THEME: WOOD WORK JOINTS
5. Wood work Students should be 1. Wood work 1. Describes types 1. Describe, classify Wood, hand tool Students to:
joints able to: joints: types, classification and and state practical and machines. 1. sketch 5 wood
1. identify name classification and practical uses of applications of wood work joints.
classify and describe uses. wood work joints. work joints. 2. classify wood
wood work joints. 2. Sketching of 2. Illustrates good 2. Sketch and label work joints.
2. state the use of wood work joints. sketching techniques wood work joints.
each wood work 3. Tools and of wood work joints.
joint. machines. 3. Demonstrates
3. make sketches of correct use of tools
various wood work and machines for
joints. making wood work
joints.
6. Wood work Students should be 1. Construction of Engages students in Make and assemble Wood, hand tools Students to:
joints able to: joints. making and wood work joints. and machines. make and
projects 1. select appropriate 2. Assembling for assembling wood assemble 5
joints for wood squareness and work joints. different wood
work projects. proper fitting. work joints.
2. select and list
appropriate tools
and machines for
making each joint.
3. make joints
4. assemble joints.
7. Wood Students should be 1. Wood finishes 1. Describes types, 1. Describe, classify 1. Various wood Students to:
finishes and able to: types, uses and classification, uses and state the uses and finishes. 1. define
finishing 1. identify and state properties. and characteristics of characteristics of wood 2. Spray gun, hand abrasives.
the uses of different 2.Tools equipment wood finishes. finishes. brush, cotton wool, 2. state grades of
wood finishes. and materials for 2. Demonstrates the 2. Prepare wood glass paper, nose abrasives.
2. name the tools, application of process involved in surfaces for application mask, etc.
equipment and finishes. preparing timber of finishes.
materials for surface for
applying finishes. application of finishes
341
WOOD WORK
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
THEME: METHOD OF ABRASIVES
8. Correct use Students should be able Correct use and of 1. Demonstrates Select and use 1. Local materials Students to:
of abrasives to: selection wood correct uses of abrasives correctly. for producing wood 1. describe
correctly use abrasives. abrasives. abrasives. abrasives. grades of
2. Emphasizes 2. Planned timber. abrasives.
correct selection 2. state 3
and use of abrasive precautions to be
grades. taken when using
wood abrasives.
9 Wood Students should be able Adhesives types Displays various State different types, Various adhesives. Students to:
adhesives to: classification, types of adhesives. classification, state 5
name, classify and state characteristics and characteristics and characteristic of
the characteristics and uses. uses of adhesives. animal glue.
uses of adhesives.
10 Prepare Students should be able 1. Selection and use 1. Describes the 1. Prepare adhesives 1. Various Students to:
adhesives to: of adhesives. properties, uses and for use. adhesives. 1. name 2 types
for use 1. select and prepare 2. preparation of methods of 2. Define gluing 2. Gluepots of synthetic.
adhesives for use. adhesives. preparing terms. container mixing 2. describe
2. define gluing terms. 3. Gluing terms, e.g. adhesives. stick, etc. rubber based
shelf live, pot-life, 2. Explains gluing adhesives.
close assembling terms.
time etc.
11 REVISION
12 EXAMINATION
342
WOOD WORK
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 Wood Students should be Hinges, locks, wood 1. Displays various 1. Examine and Various fittings. Students to:
fittings able to: screws, nails, catches, fittings. identify various 1. name 5 fittings.
identify, name and stays, bolts handles etc. 2. Describes the use types of fittings and 2. state the use of
state the uses of of each fitting. state their uses. each fitting
different types of 2. Make sketches of names.
wood fittings. fittings and label
their parts.
2 Use Students should be Hinges, locks wood 1. Selects and uses Selects and use Various fittings Students to:
suitable able to: screws nails, catches fittings. fitting. 1. sketch the
fittings 1. select and use stays, bolts handle etc. 2. Demonstrates fittings named and
suitable fittings. correct sketching and label their parts.
2. sketch fittings and labeling techniques. 2. fix a but things
label their parts. to two pieces of
wood.
3 Non-wood Students should be Glass plastics, rubber, Displays common Observe and name Sample of non- Students to:
material able to: ceramics, metal etc. non-wood materials. common non-wood wood materials. list 5 non-wood
identify and describe materials. materials.
the characteristic and
uses of common non-
wood materials used
in wood work.
4 Wood to Students should be Glass plastics, rubber, Describes their Describe the Samples of non- Students to:
produce able to: ceramics, metal etc. characteristics and characteristics and wood materials. state 3 character
furniture use non-wood uses of non-wood uses of non-wood sticks of each
items materials together materials. materials. non-wood
with wood to produce materials listed.
furniture items.
5 Veneering Students should be Core, back cross band Uses posters Prepare surfaces for Posters and charts Students to:
able to: and face veneers. diagrams and veneering. veneers, press, glue name and describe
describe types and sketches to show caulveneering tools 3 methods of
method producing methods of producing producing
veneers. veneers. veneers.
343
WOOD WORK
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
6 Methods of Students should be able 1. Methods of 1. Displays and 1. Prepare Posters and charts, Students to:
veneering to: producing veneers. describes types of surfaces for veneers, press, glue, 1. name and
1. describe methods of 2. Veneering tools veneers. veneering. cowl veneering tools. describe 3 methods
veneering. and materials. 2. Demonstrates 2. Bond veneers of producing
2. name and describe 3. Veneering veneering process to surfaces. veneers.
veneering tools and process. using the cauls and 2. list 3 tools used in
materials press. veneering
3. bond veneers to 3. briefly describe
surfaces. core veneer, face
veneer, back veneer
and cross band
veneers.
7 Wood Students should be able Wood bending Displays bending Apply principles Bending devices, Students to:
bending to: devices: male and devices. and techniques of tools and materials; state 3 principles of
state the properties of female formers. wood bending to bent shapes etc. wood bending.
materials suitable for produce bent
producing bent shapes. shapes.
8 Wood Students should be able 1. Methods of 1. Demonstrates Apply principles Bending devices Students to:
bending to: wood bending solid wood bending and techniques of tools and materials; 1. state 3 principles
devices 1. describe wood bending bend, kerfing. using formers and wood bending to bent shapes etc. wood bending.
techniques devices, techniques and 2. Tools and kerfing. produce bent 2. use sketches to
principles principles. devices for wood 2. Produces bent shapes. illustrate kerfing in
2. design and produce bending forms shapes of solid wood bending.
bent shapes. saws etc. objects/pants.
9 Introduction Students should be able 1. Concept of 1. Explains the 1. Make Furniture items, Students to:
to design to: design. concept of design, preliminary drawing instruments 1. make 2 different
and drawing 1. explain the concept of 2. Design factors, design factors freehand sketches and materials etc. preliminary
design, design fundamentals and fundamentals based on given freehand sketches of
fundamentals and design process. process. design problem. the design of a
process. 2. Emphasizes 2. Prepare writing table.
2. exhibit basic drafts man basic drafts man working 2. prepare the
ship skills. ship skills. drawings. working drawings of
one of the designs of
the table.
344
WOOD WORK
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
10 Design Students should be able 1. Basic 1. Describes 1. Prepare cutting and Furniture items, Students to:
projects to: draftsmanship skills types of bills of materials. drawing 1. prepare the
1. design project for 2. Working drawings. drawings cutting 2. Show construction instruments and cutting list of the
functionality. list and bill of details and materials etc. table.
2. make preliminary materials. demonstrates good 2. prepare bill of
freehand sketches of 2. Gives design drafts man ship skills. materials for the
design. problems and table.
assists in the
preparation of
preliminary
freehand
sketches working
drawings, cutting
lists, bill of
materials and
construction
details.
11 REVISION
12 EXAMINATION
345
HOME MANAGEMENT
SS II
FIRST TERM
THEME 1: HOUSING THE FAMILY

WEEK
OBJECTIVES GUIDE
1 Setting up a Students should be 1. Differences between a 1. Explains what a 1. Listen attentively. Pictures showing Students to:
home. able to: house and a home. home is and the 2. Participates by different types of 1. mention a different
1. differentiate 2. Types of furniture and difference between a asking and answering house and between a home and
between a home and fixtures for different home and a house. questions. arrangement of a house.
a house. functional areas of a 2. Displays pictures different home 2. lists three types of
2. list types of home. of different houses. furniture and fixture. furniture three types
furniture and of fixtures found in
fixtures for different the home.
functional areas of a
home.
2 Setting up a Students should be 1. Guidelines for Displays pictures of 1. Listen and Students to:
home cont. able to: arranging furniture and furniture and fixtures participates asking and states three
1. give guidelines fixtures in different showing different answering questions. guidelines for
for arrangement functional areas of the arrangements. 2. Arrange any arranging furniture
furniture and home. functional areas of a and fixtures in a
fixtures in different 2. Arrangement of home. functional area of the
areas of the home. furniture and fixtures in home.
2. arrange furniture different functional area
and fixtures in the of the home.
home.
THEME 2: CONSUMER EDUCATION
3. Importance of Students should be 1. Meaning of consumer 1. Explains the 1. Listen attentively. Charts. Students to:
consumer able to: education. meaning of consumer 2. Take part in 1. explains the
education. 1. explains the 2. Importance of education. discussion. meaning of consumer
meaning of consumer education. 2. Leads students on 3. Ask and answer education.
consumer education. the discussion of the questions. 2. states three reasons
2. states the importance of 4. Copy chalkboard for the importance of
importance of consumer education. summary. consumer education.
consumer education.
346
HOME MANAGEMENT
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
4. Rights and Students should be 1. Rights of a consumer. 1. Facilitates 1. Listen attentively. Charts. Students to:
responsibilities able to: 2. Responsibilities of the discussion. 2. Contribute to 1. state four rights of
of the 1. states the right of consumer. 2. Gives students discussion. consumer.
consumer. a consumer - Be informed. assignments. 2. mention three
2. mention the - Spend/consume wisely. responsibilities of a
responsibilities of a - Invest wisely consumer.
consumer. - Protect rights
3. states the - Create awareness.
responsibilities of
the government.
5. Consumer Students should be 1. Sources of consumer 1. Discusses sources 1. Listen attentively. Charts. Students to:
information. able to: information. of consumer 2. Take part in class 1. states four
1. identify sources 2. Uses of consumer information. discussion. sources of consumer
consumer information. 2. Describes uses of 3. Copy chalkboard information.
information. consumer education. summary. 2. mention three
2. states uses of 3. Gives appropriate 4. Carryout uses of consumer
consumer assignment. assignment. education.
information.
6 Consumer Students should be 1. Types of consumer 1. Describes the 1. Listen to the Charts. Students to:
legislation. able to: legislations and agencies. various consumer teacher attentively. 1. states four
1. identify consumer - The standard organization agencies and 2. Copy chalkboard consumer agencies
legislation and of Nigeria SON. regulations. summary. and regulations.
agencies in nigeria. - The price control board. 2. Discusses the 2. describes four
2. explains the - The food and drug functions of functions of each of
functions of department consumer agencies the agencies and
consumer agencies - NAFDAC and legislations. regulations.
and legislations. - The price intelligence
3. states relevant agency.
regulations of the 2. Functions of consumer
consumer agencies. agencies and legislations.
3. Regulations of agencies.
347
HOME MANAGEMENT
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
7. Principles ofStudents should be 1. Importance of 1. Explains the 1. Participates in the Charts Students to:
consumer able to: consumer education. importance of discussion 1. gives reasons for
education 1. explains the 2. Principles of consumer consumer education. 2. Copy down consumer education.
importance of education. 2. Discusses the chalkboard summary. 2. mentions five
consumer education. principle of consumer principles of consumer
2. describe the education. education.
principles of
consumer education.
8. Consumer Students should be 1. Types of consumer 1. Describes the 1. Ask and consumer Charts. Students to:
agent. able to: agents/wholesalers, various types of question on the topic. 1. mention four types
1. describe the retailers and hawkers. consumer agents. 2. Copy chalkboard of consumer agents.
various consumer 2. Functions of consumer 2. Explains the summary. 2. states the two
agents. agents. functions of functions of each
2. explains the consumer agents. agents.
functions of
consumer agents.
THEME 3: PRINCIPLE OF HOME MANAGEMENT.
9. Time Students should be Time management. 1. Explains 1. Listens. Charts. Students to:
management. able to: - Time as resources. 2. Motivates students. 2. Copy notes. 1. define time
1. explains the - Pattern of time use. 3. Gives illustration. 3. Role play involving management.
meaning of time - Guidelines for time time use. 2. describe the pattern
management. management. of time use.
2. states the - Process. 3. prepare a time plan
advantages of time for one day.
management.
3. apply the
management
process to time use.
348
HOME MANAGEMENT
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
10 Energy Students should be 1. Energy management. 1. Explains the process 1. Listen to teachers Charts and pictures. Students to:
management. able to: - Meaning, advantages, of energy explanations. 1. define energy
1. explains the Guidelines. management. 2. Ask and answer management.
meaning of energy 2. Fatigue: meaning, 2. Guides students in questions. 2. describe the pattern
management. types, preventions. discussion. 3. Copy notes. of energy
2. states the 3. Application of 3. Motivate students. management.
advantages of management process to 3. state ways of
energy management. energy use. preventing fatigue.
3. describe ways of 4. Linking energy to 4. state guidelines of
preventing fatigue. time management. energy management.
4. apply the 5. Factors that affect
management process energy use.
to use of energy.
11 REVISION
12 EXAMINATION
349
HOME MANAGEMENT
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 Work Students should be 1. Work simplification. 1. Explains the 1. Listen to teachers Charts picture, real Students to:
simplification. able to: - Meaning. meaning and process explanation. objects e.g. Labour 1. explains the
1. explains the - Advantages. of work 2. Ask and answer saving energy meaning of work
meaning of work - Guidelines. simplification. question. devices. simplification.
simplification. - Principles. 2. Demonstrates the 3. Copy notes. 2. state any four
2. states guidelines 2. Ways of achieving use of labour saving advantages of
for work work simplification. devices. work
simplification. - Worker 3. Motivates students simplification.
3. apply work - Work. and guides them in 3. state five
simplifications .- Workplace equipment discussion. guidelines of work
principles to specific 3. Application of work simplification
household task. simplification principles 4. apply the
to specific household principle of work
task e.g. meal simplification to
preparation, laundry. i. meal preparation
ii. bathing a baby.
THEME 4: FAMILY LIVING
2. Human and Students should be 1. Meaning of human 1. Explains the 1. Listen to teachers Charts and relevant Students to:
social skills able to: and social skills as meaning and explanations. pictures. 1. explains the
development. 1. explains the following. importance of human 2. Participates in meaning of human
meaning of human a. Human skills type e.g. and social skills. discussion. and social skills.
and social skills enthusiasm, courage zeal 2. Guides students 3. Asks and answer 2. state any four
2. explains the etc. importance, discussion. questions. reasons why the
importance of human development. 3. Display 4. Role play/drama. skills are
and social skills. b. Socials skills; instructional important.
3. describes the types e.g. materials. 3. describe five
guidelines for and communication, respect 4. Gives students ways of
ways of developing etc important, assignment. developing human
human and social development. and social skills.
skills. 2. Importance of human
and social skills.
3. Ways of developing
human and social skills.
350
HOME MANAGEMENT
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
3. Human rights. Students should be 1. Meaning of human 1. Guides students in Charts and pictures Students to:
able to: rights. discussion. of violation of human 1. explains the
1. state the 2. Fundamental human 2. Motivate students rights. meaning of human
fundamental human rights. to stand for their rights.
rights of every person 3. Rights of the child. right. 2. states any three
in Nigeria. 4. Rights of women. of each of the
2. enumerate the 5. Human rights following:
right of the child. violation. i. fundamental
3. Enumerate the human right.
right of women. ii. rights of the
4. states the different child.
ways the rights of a iii. rights of
person can be women.
violated. 3. state any two
ways human rights
can be involved.
4. Sexually Students should be 1. STIS/STDS and 1. Explains the 1. Listen to teacher. Charts and pictures Students to:
transmitted able to: HIV/AIDS. meaning, types, 2. Participates in of parents. 1. explains the
infections/diseas 1. explains the i. Meaning. causes signs and discussion. meaning of
es (STIS/STDS meaning of STIS/ ii. Types and causes. preventions of STIS/STDS and
and HIV/AIDS. STDS and iii. Sign. STIS/STDS and HIV/Aids.
HIV/AIDS. iv. Prevention and HIV/AIDS, care and 2. state any signs
2. describes the types treatment support for effected of each of the
and causes of v. Care and support for persons. STIS/STD and
STIS/STDS AND infected persons. 2. Guides students HIV/AIDS.
HIV/AIDS. discussion. 3. states any three
3. describe the ways of preventing
signs/prevention and HIV/AIDS.
treatment of 4. describe any
STIS/STDS AND three ways of
HIV/AIDS. supporting and
4. care for persons aids patient.
with HIV/AIDS.
351
HOME MANAGEMENT
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
5. Courtship and Students should be 1. Boy/girl relationship. 1. Explains 1. Listen to teacher. Charts and pictures. Students to:
marriage. able to: 2. Courtship - Boy/girl 2. Ask and answer 1. state five
1. explains the 3. Marriage relationship. questions. guidelines for
guidelines for healthy - Meaning - Marriage. 3. Participates in healthy boy/girl
boy/girl - Importance 2. Guides students in discussion. relationship.
relationships. - Types discussion. 4. Role play/drama. 2. states five
2. explains guidelines - factors to consider 3. Displays 5. Carryout assignment. guidelines for
for courtship. - Procedures instructional courtship.
3. describes the - Tips to successful materials. 3. enumerate any
importance of marriage. 4. Gives assignment. five reasons for the
marriage. importance of
marriage.
4. describe the
factors to consider
before marriage.
6. Planning a Students should be 1. Establishing of a 1. Explains to 1. Listen to teacher Charts and pictures. Students to:
family able to: family. students what is 2. Participates in 1. state any six
1. explains the 2. Financial plans. entailed to planning a discussion. guidelines for
guidelines for 3. Family planning. family. 3. Copy notes. establishing a
establishing a home 2. Guides students 4. Role play/drama home base.
base. discussion. 5. Carryout assignment. 2. draw up a long
2. develop long and 3. Uses the term plan for a
short term financial chalkboard beginning family.
plans for the family. effectively. 3. states
3. describes the 4. Gives assignment. advantages of
guidelines for family family planning.
planning..
THEME 5: FEEDING THE FAMILY
352
HOME MANAGEMENT
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
7. Scientific study Students should be Test for: 1. Supervises 1. Participates in class 1. Chart and posters Students to:
of food nutrients able to: - proteins e.g. million discussion on types of discussion. of types of food 1. identify any two
1. enumerate the reagent test. test for food nutrients. 2. Ask and answer items e.g. beef, yam, types of test to
various test for food - carbohydrates e.g. 2. Guides students as questions. tin of margarine, detect
nutrients. iodine test. they perform simple 3. Carryout test to bottle of oil etc. - protein
2. perform the - fats and oil e.g. blotting test. detect food nutrients. 2. Reagents for test. - carbohydrate.
various test for food paper. 3. Gives chalkboard 4. Interpret result. - fat and oil.
nutrients. summary. 5. Copy chalkboard 2. interpret the
3. interpret the result summary. results of a test on
of the test for food a food nutrients.
nutrients.
8. Effects of heat Students should be Effect of meat on: Guides class 1. Participates in 1. Food items/real Students to:
on nutrients. able to: - protein e.g. meat, egg. discussion on discussion. objects e.g. eggs, enumerate four
1. enumerate effect - carbohydrate e.g. nutrients. 2. Ask and answer beef, rice, maize effect each of dry
of dry and moist starch, yam, maize, - protein- egg, meat, questions. margarine, vegetable meat and moist
meat on bread. - carbohydrates- rice, 3. Observes and record oil. meat or
- proteins e.g. meat, - fat and oil maize, bread. the result. 2. Picture showing - protein
egg - fats and oils- food items. - carbohydrate
- carbohydrate e.g. margarine, vegetable 3. Bunsen burner or - fats and oils.
starch, yam, bread, oil. stove.
maize.
- fats and oils.
2. describe the effect
of meat on nutrients.
353
HOME MANAGEMENT
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
9 Food storage Students should be 1. Food storage and 1. Guides discussion 1. Participate in class 1. Posters and real Students to:
and able to: preservation. on food preservation discussion. objects of 1. states two
preservation. 1. differentiate 2. Guidelines for and storage. 2. Some preservation preservation and non differences
between storage and purchasing foodstuff. 2. Discusses methods equipment e.g. deep perishable foods. between storage
preservation. 3. Methods of food of food storage and freezers, charcoal stove. 2. Some preservation and preservation.
2. states factors to storage and preservation. preservation. 3.Carryout practical equipments e.g. deep 2. describe four
consider in food 4. Practical work on food 3. Demonstrates e.g. exercises on smoking freezers, charcoal factors to consider
purchase. preservation e.g. smoking sun drying and sun drying. stove. before buying.
3. identify the bottling, sun drying, etc. 3. enumerate four
various food smoking, freeing, wise buying
preservation refrigeration. principles.
methods. 4. practice
4. enumerate wise preservation
buying principles. methods e.g.
5. practice freezing sun
preservation and drying.
storage of selected
food items.
10 Flour and flour Students should be Flour and flour mixture. Guides discussion on 1. Take part in the 1. Pictures of flour Students to:
mixture. able to: - Types e.g. rice, flour and flour discussion. and flour products. 1. states four
1. enumerate cassava, yam, wheat, mixture. 2. Ask and answer 2. Real samples of different types of
different types of plantain, beans etc. question. flour labeled e.g. flour.
flour in the market. - Characteristics. cassava, rice, wheat 2. describe four
2. state the different etc. characteristics of
characteristics and different types of
uses of flour. flour
- cassava
- wheat.
- rice.
11 REVISION
12 EXAMINATION
354
HOME MANAGEMENT
SS II
THIRD TERM
THEME 6: CLOTHING THE FAMILY
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 Flour and flour Students should be Uses in cooking e.g. 1. Demonstrates uses 1. Utilize different flour 1. Samples of food Students to:
mixture contd. to: cakes, pastry, dough, of flour mixture in mixtures in cooking. items. enumerate five uses
use different types of foo-foo, meat Ries etc. cooking. 2. Display of products. 2. Prepared using of cassava flour.
flour for cooking. 2. Supervises flour.
practical exercises.
2. Laundry Students should be Equipment and tools. 1. Explains laundry 1. To listen to the Charts and real Students to:
equipment and able to: - Classification. equipment and tools. teacher. objects. 1. classify equipment
tools. 1. differentiate - Uses. 2. Explains the 2. Identify the various and tools.
between equipment - Guidelines guidelines for using equipments and tools 2. state three uses of
and tools. - For utilization. equipment and tools. for laundry work. laundry equipment.
2. classify laundry - Care. 3. Demonstrates how 3. describes three
equipment and tools. to take care of guidelines for
3. explains the equipment and tools. utilization of
guidelines for using equipment and tools.
equipments and tools. 4. take care of a
4. states ways for specific equipment
caring for equipment and tool.
and tools.
3. Laundry agent. Students should be Laundry agents. 1. Leads students on 1. Listen to the teacher. Charts and real Student to:
able to: - Types discussion on uses of 2. Identify various objects. 1. mention three
1. states different - Characteristics. laundry agents. laundry agents. types of laundry
types of laundry - Uses. 2. Describes the agents.
agents. characteristics of 2. state three
2. describe the laundry agents. characteristics of
characteristics of 3. Demonstrates the laundry agents.
laundry agent. uses of laundry 3. state any two uses
3. state the uses of agents. of a laundry agent.
laundry agents.
355
HOME MANAGEMENT
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
4. Stains and stains Students should be 1. Meaning of stains. 1. Explains the 1. Listen attentively. 1. Real object. Students to:
removal able to: 2. Different types of meaning of stain. 2. Copy down 2. Charts. 1. define stains.
1. explains the stains. 2. Describes the chalkboard summary. 2. states three
meaning of stains. 3. Stains removing different types of 3. Remove stains examples of stains.
2. describes the agents. stains. from family clothing 3. describe three stain
different types of 4. Stain removing 3. Explains the and household linen. removing agents.
stains. process. guidelines for stain 4. remove stains from
3. mention stain 5. Practical work. removal. family clothing and
removing agents. 4. Explains the general household linen.
4. remove some methods for removing
specific stains from stains.
family clothing and 5. Demonstrates how
household linen. stains on family
clothing and household
linen can be removed.
5. Laundry Students should be 1. Reasons for laundry. 1. Discusses laundry 1. Participates in - Charts Students should:
process. able to: 2. Step/guidelines for work. discussion. - Pictures 1. state two reason
1. states the reason laundry work. 2. Demonstrates 2. Ask and answer - Specific real object for laundry work.
for laundry work. 3. Laundering of specific laundry of a specific question. such as laundry 2. state six steps in
2. enumerate the items. item e.g. shirts or 3. Launder a specific equipment, tools and laundry work.
steps guidelines for blouse. item. agents, items to be 3. launder a personal
laundry work. 3. Supervises students laundered. article.
3. laundry specific activities.
items following the
laundry steps.
356
HOME MANAGEMENT
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
THEME 7: FAMILY LIVING
6. Storage of Students should be able to: 1. Storage of clothing 1. Explains the reasons 1. Listen attentively. Real objects and Student to:
clothing and
1. explains the reasons for and household linen. for storing clothing 2. Participates in the pictures. 1. state the
household storing clothing items and - Reasons. items and household discussion.. importance of storing
linen. household linen. - Facilities. linen. 3. Prepare some clothes and
2. enumerate facilities for - Guidelines. 2. Discusses the storage family clothing and household linen.
storage of clothing and 2. Storage of specific of clothing and household linen for 2. explains the
household linen articles e.g. Shoes, household linen. storage. procedures for
3. describes guidelines for dress, household linen 3. Demonstrates how to storage of shoes and
the storage of clothing and etc. fold cloths and accessories.
household linen. household linen in
4. store specific items. preparation for storage.
THEME 8: HOUSING THE FAMILY.
7. Interior Students should be able to: 1. Meaning and 1. Explains the elements 1. Participates in Charts, pictures and Students to:
decoration 1. explains the meaning importance of interior and principles of design. discussion and take containers. 1. explains the
and importance of interior decoration. 2. Discusses interior down notes. meaning of interior
decoration. 2. Uses and decoration. 2. Carryout practical decoration.
2. discuss the uses of application of 3. Demonstrates exercise in interior 2. describes ways of
elements and principles of elements and - Interior decoration. decoration and using element and
design in interior principles of design in - Flower decoration flower arrangement. principles of design
decoration. interior decoration. assignment. 3. Carryout in interior decoration.
3. enumerates the 3. Guidelines for assignment. 3. arrange flowers for
guidelines for interior interior decoration. a give type of space.
decoration. 4. Flower
4. apply the element and arrangement.
principles of design in 5. Practical work.
interior decoration.
5. uses flower properly in
interior decoration.
357
HOME MANAGEMENT
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
8 Maintenance Students should be able to: 1. Cleaning equipment and 1. Discusses the 1. Listens and Pictures, cleaning Students to:
. and care of 1. identify and use tools. maintenance and care of participates in the materials tools, 1. identify five
home. different cleaning 2. Cleaning agents and the home. discussion. agents bed cleaning tools
equipment, tools, agents materials, preparation of a 2. Demonstrates 2. Prepare some coverings. and equipment.
and materials. simple cleaning agent. - Preparation simple cleaning agents. 2. clean an
2. prepare a simple 3. Care of different types of cleaning agent. 3. Clean surfaces ornament
cleaning agents. surfaces e.g. wood, ceramic, - Uses of cleaning tools, - Floor cleaning 3. clean a
3. clean different surfaces concrete, plastic, glass etc. agents, equipments and - Ornament wooden and
and flour coverings in the 4. Care of floor and floor materials. 4. Make a bed glass surface.
home. coverings. - Cleaning and care of 5. Display 4. identify and
4. clean and care for 5. Care of home furnishing surfaces, finished products. remove stains
different ornaments in the and ornaments. - Floor covering from a home
home. 6. Cleaning of different ornaments. furnishing
5. remove stains on home functional areas in the home. - Removal of stains. 5. clean a
furnishing. 7. Bed making. - Cleaning of functional bedroom
6. clear different functional areas. 6. make a bed.
areas in the home. - Bed making.
7. make bed. 3. Gives students
assignment.
9 Environmental Students should be able to: 1. Friendly and non-friendly 1. Discusses friendly 1. Participates 1. Charts. Students to:
friendly 1. identify consumption environmental consumption environmental actively in 2. Real objects. 1. states two
consumption practices that are friendly practices in and non-friendly consumption practices in discussion. each of
practices. to the environment. the consumption of - Food 2. Generates environmental
2. identify consumption - Food. - Housing messages on the friendly and non
practices that are not - Housing - Toiletries/Beauty care topic. friendly practices
friendly to the - Toiletries/Beauty care products. 3. Display the in
environment. products e.g. wigs and hair - Clothing. message. (a). food.
3. promote environmental attachment. 2. Assign students to (b). housing
friendly consumption - Clothing. develop messages. (c).
practices. 2. Promotion of 3. Award marks to students toiletries/beauty
environmental friendly projects. care products
consumption practices e.g. (d). clothing.
through messages songs.
358
HOME MANAGEMENT
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
THEME: PRINCIPLES OF HOME MANAGEMENT.
10 Developing Students should be 1. Creativity and 1. Guides students 1. Ask and answer Charts, real objects. Students to:
creative problem able to: entrepreneurship discussion on the topic. questions. 1. explains the
solving skills 1. explains the - Meaning. 2. Promotes 2. Participates in relationship
and meaning and - Importance entrepreneurial skills discussion. between creativity
entrepreneurship importance of 2. Relationship between and activities. 3. Participates in and
. creativity. creativity and 3. Supervises students entrepreneurial entrepreneurship.
2. relate creativity to entrepreneurship. activities. activities. 2. states any three
entrepreneurship 3. Creative problem reason for the
3. enumerates solving skills. importance of
creative problem - Importance creativity and
solving skills. - Development. entrepreneurship.
4. Entrepreneurial 3. enumerates five
- Skills e.g. creativity creative problems
management, solving skills.
communication, critical 4. states three ways
thinking. of developing
- Activities/Enterprises creative problem
e.g. fashion designing, solving skills
hair dressing, fast foods, 5. produce sellable
bead making. projects/materials.
11 REVISION
12 EXAMINATION
359
FOOD AND NUTRITION
SS II
FIRST TERM
THEME: FOOD PREPARATION, STORAGE AND PRESERVATION

WEEK
OBJECTIVES GUIDE
1 Food study: Students should be able Definition; Types; 1. Leads discussion on 1. Participates in the 1. Samples of Students to:
meat cookery. to: Cuts of meat factors the topic. class discussion. different cuts of meat 1. define meat
- define meat. to consider when 2. Display types and 2. Asks and answer 2. Charts/pictures of 2. name different
- states the types and choosing meat cuts of meat. questions different cuts of meat types of meat.
cuts of meat. offal’s 3. Give chalkboard 3. Gives chalkboard and different 3. list different cuts
- lists the factors to summary. summary. animals. of meat.
consider when selecting 4. Mark students 4. Mark students 4. explains the term
meat. notebooks. notebooks. offals.
- offal’s 5. state three factors
to consider when
choosing meat.
2 Cooking Students should be able 1. Cooking methods 1. Demonstrates the 1. Participates in class Charts showing the Students to:
methods. to: advantages and cooking methods. discussion. advantages and 1. states five cooking
1. cook different cuts of disadvantages. 2. Explains the 2. Asks and answer disadvantages of methods for meat.
meat using appropriate 2. Roasting, frying; advantages and questions. cooking methods. 2. lists two
methods. boiling, broiling, disadvantages of each 3. Copy chalkboard advantages and two
2. discuss advantages stewing, etc. cooking method. summary. disadvantages for
and disadvantages of each method.
each cooking method.
3. Poultry Students should be able 1.Nutritive value. 1. Leads class Participates in class Pictures of different Student to:
cookery. to: 2. Classification. discussion on the discussion. types of poultry. 1. name three types
1. state the mutative - types and choice of topic. of poultry.
value. poultry. 2. Give chalkboard 2. give two nutritive
2. classify poultry. - Preparation of summary. values of poultry.
3. describe preparation poultry for cooking. 3. Corrects and marks 3. states four reasons
of poultry for cooking. - Factors to consider notes. for choice of poultry.
4. state two factors to when choosing
consider when choosing. poultry.
5. list the cooking - Cooking methods.
methods for poultry. - Storage of poultry.
6. states how poultry is
stored.
360
FOOD AND NUTRITION
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
4. Egg Students should be able to: 1. Structure. 1. Leads class 1. Participates in Picture of an egg. Student to:
cookery. 1. describe the structure of 2. Nutritive value discussion. class discussion. 1. describe the structure
egg and its nutritive value 3. Factors to consider 2. Gives chalkboard 2. Copy chalkboard and nutritive value of
2. states the factors to when choosing egg. summary. summary. eggs.
consider when choosing 4. Uses of egg in 3. Corrects and 2. states factors to
egg. cookery. marks notes. consider when
3. lists the uses of egg in 5. Preservation of choosing.
cookery. egg. 3. lists five uses of eggs
4. state how egg is 6. Methods of in cookery.
preserved and cooking. 4. mention how egg can
5. the cooking method for be preserved.
egg. 5. list three cooking
method.
5. Milk and Students should be able to: 1. Nutritive value. 1. Leads class 1. Participates in Charts showing Students to:
milk 1. states the nutritive value 2. Types of milk e.g. discussion. discussion. different types of 1.states two nutritive
products. of milk. dried, whole milk, 2. Gives chalkboard 2. Copy chalkboard milk and milk value of milk.
2. name the different types condense; sterilized summary. summary. products. 2. name the different
of milk. etc. 3. Corrects and types of milk.
3. list the different milk 3. Milk products; marks notebooks 3. list the different milk
products and their uses. cheese, yoghurt. product and their uses.
Uses.
6 Fish Students should be able to: 1. Nutritive value. 1. Leads class 1. Participates in Charts showing Students to:
cookery. 1. states nutritive value of 2. Classification. discussion on topic. class discussion. different types of 1. states the nutritive
fish. 3. Cuts of fish. 2. Gives chalkboard 2. Copy chalkboard fishes. value of fish.
2. classify fish. 4. Factors to summary. summary into 2. classify fish into its
3. name the cuts of fish. consider when 3. Marks students notebook. broad groups.
4. states factors to consider choosing. notebooks. 3. name the cuts of fish.
when choosing. 5. Methods of 4. states the factors to
5. lists reasons for cooking cooking consider when choosing
fish. 6. Reasons for fish.
6. lists method of cooking coating fish 5. list the methods of
fish. 7. Recipes for fish. cooking fish.
361
FOOD AND NUTRITION
SS II
FIRST TERM
THEME: FOOD PREPARATION, STORAGE AND PRESERVATION.

WEEK
OBJECTIVES GUIDE
7. Legumes Students should be able to: 1. Definition. 1. Leads class 1. Participates in Charts showing Students to:
and define legumes and vegetables. 2. Nutrition discussion on topic. discussion. various legumes 1. define the terms
vegetable. values 2. Give chalkboard 2. Copy chalkboard and vegetable. legumes and vegetable.
3. Factors to summary. summary. 2.states their nutritive
consider when 3. Marks notebooks value.
choosing. 3. give two factors to
4. Digestibility of consider when
legumes. choosing.
5. Preparation of 4. name three method
6. Methods of of cooking legumes and
cooking. vegetable
8. Cereals and Students should be able to: 1. Definition. 1. Leads discussion 1. Participates in Chart showing Students to:
grains. 1. define cereals and grains. 2. Types and on the topic. discussion. various cereals and 1. define cereals and
2. name the types structure. 2. Gives chalkboard 2. Copy chalkboard grains. grains.
3. describe the structure and 3. Nutritive value. summary. summary. 2. name the types
nutritive value 4. Importance of 3. Marks students 3. describe its nutritive
4. state the importance of method of notes. value.
5. list the cooking methods for cooking. 4. list three cooking
cereals and grains. methods for cereals and
grains.
9 Fruits Students should be able to: 1. Definition. 1. Leads discussion 1. Participates in Charts showing Students to:
1. define fruits. 2. Classification. on the topic. class discussion. various fruits. 1. define fruits and
2. classify fruits. 3. Nutritive value. 2. Give chalkboard 2. Copy chalkboard states its nutritive value.
3. lists its nutritive value. 4. Factors to summary. summary. 2. classify fruits
4. state factors to consider when consider when 3.Mark students 3. state factors to
choosing. choosing. notebooks. consider when
5. list functions of fruits. 5. Functions of choosing.
6. states methods of serving fruits. 4. lists three functions
fruits. 6. Methods of of fruits.
serving fruits. 5. states two methods of
serving fruits.
362
FOOD AND NUTRITION
SS II
FIRST TERM
THEME: FOOD PREPARATION, STORAGE AND PRESERVATION.

WEEK
OBJECTIVES GUIDE
10 Condiments Students should be 1. Herb and spices. 1. Leads class 1. Participates in 1. Chart showing Student to:
and seasoning. able to: 2. Definition, Types, discussion on topic. discussion. different condiment and 1. define herbs,
1. define herbs and Classification, Uses, 2. Gives chalkboard 2. Copy chalkboard seasoning. spices, flaourings and
spices. food flavourings and summary. summary. 2. Samples of various colourings.
2. classify and state colourings 3. Marks notebooks. condiment and 2. classify them.
their uses. classification, seasoning. 3. state two uses of
- define food flavour examples. each.
and colourings.
- classify them.
- state their uses.
11 REVISION
12 EXAMINATION
363
FOOD AND NUTRITION
SS II
SECOND TERM
WEEK
OBJECTIVES GUIDE
1 Flour cookery Students should be 1. Definition. 1. Leads discussion 1. Participates in class 1. Charts showing Students to:
able to: 2. Flour processing from on the topic. discussion. flour processing for 1. define flour.
1. define flour. cereals. 2. Gives chalkboard 2. Copy chalkboard cereals. 2. describe flour
2. describe flour 3. Low and high summary. summary. 2. Samples of various processing for
processing from extractions rates. 3. Marks students flours. cereals.
cereals. 4. Advantages of low notebooks. 3. explains how
3. explains low and extraction rate. extraction rate.
high extraction rates. 4. give three
4. states advantages advantages of low
of low extraction rate extraction rate.
flour.
2. Types and Students should be 1. Types and qualities of 1. Leads discussion 1. Participates in class 1. Charts showing Students to:
qualities of able to: flour e.g. whole wheat, on the topic. discussion. different types of describe four
flour. describe the various 2. All purpose flour. 2. Gives chalkboard 2. Copy chalkboard flour. different types of
types of flour. 3. Instant blending. summary. summary. 2. Samples of the flour.
4. Self raising, etc. non 3. Marks students different flour types.
wheat composition flour. notebooks.
3. Raising Students should be 1. Definition. 1. Leads class 1. Participates in class 1. Samples of the Students to:
agents. able to: 2. Types e.g. Air, yeast, discussion on topic. discussion. different raising 1. define raising
1. define raising baking powder, steam, 2. Gives a chalkboard 2. Copy chalkboard agents agents.
agents. palm wine etc. summary. summary. 2. Charts showing the 2. list any four
2. name the various 3. Food used for. 3. Correct and marks different raising types.
types and give food students notebooks. agent. 3. name one food
examples. each for each
type.
364
FOOD AND NUTRITION
SS II
SECOND TERM
WEEK
OBJECTIVES GUIDE
4. Flour mixtures Students should be 1. Basic ingredient 1. Leads discussion 1. Participates in class 1. Charts showing Students to:
and able to: Cakes. on the topic. discussion. different cakes and 1. list the basic
confectionaries 1. name the basic 2. General rules for cake 2. Gives chalkboard 2. Copy chalkboard icings. ingredient in flour
. cake ingredient in flour making. summary. summary. 2. Sample materials mixtures.
mixtures. 3. How to cheek if a 3. Corrects and mark 3. Observe of basic ingredients. 2. state three
2. states the general cake is well baked. students notebooks. demonstration and general rules in
rule in cake making. 4. Methods of making 4. Demonstrates cake record procedure used. cake making.
3. state how to cheek cake. making. 3. mention two
if a cake is well 5. Cake Icing. ways of checking
baked. if a cake is well
4. list the method of baked.
making cake. 4. lists three
5. name the various methods of cake
cake using. making.
5. name the
different cake
icings.
5. (a). butter Students should be 1. Definition. 1. Leads class 1. Participate in class Charts showing Students to:
(b). biscuits able to: 2. Types. discussion on topic. discussion. different butter 1. define butter
(c). pastries. 1. define butter, 3. Rules to observe 2. Gives chalkboard 2. Observes biscuits and pastries. and list the
2. state the various when making biscuits. summary. demonstrations and different types.
types. 4. Definition. 3. Corrects and marks records procedures. 2. state three rules
3. state the rules to 5. Types; uses. students notebooks. 3. Copy chalkboard to observe in
observe when 4. Demonstrates summary. biscuit making.
making biscuits. making of butter 3. name three
4. list the different biscuit and pastry. different types of
types of pastries. pastries.
365
FOOD AND NUTRITION
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
6. Bread. Students should be 1. Basic ingredients. 1. Leads class 1. Participates in class 1. Charts showing Students to:
able to: 2. Bread making. discussion on the discussion. basic ingredients in 1. lists ingredients
1. name the basic 3. Steps in bread topic. 2. Observes bread making. in bread making.
ingredients in bread making. 2. Demonstrates demonstration and 2. Pictures of well 2. states the
making. bread making. record procedure. baked bread loaves. various steps in
2. describe the 3. Gives chalkboard 3. Copy chalkboard bread making.
various steps in summary. summary.
bread making. 4. Corrects and mark
notebooks.
7. Preservation of Students should be 1. Definition. 1. Leads class 1. Participates in class Charts showing Students to:
foods. able to: 2. Reason for preserving discussion on topic. discussion. different foods 1. define food
1. define food foods. 2. Gives chalkboard 2. Copy chalkboard preservation preservation.
preservation. 3. Principles underlying summary. summary. methods. 2. states three
2. state reasons for food preservation. 3. Corrects and marks reasons for
food preservation. 4. Points to consider student notebooks. preserving foods.
3. lists the points to before embarking on 3. list the points
consider. food preservation. to consider before
4. states the embarking on a
principles food preservation.
underlying food 4. state two
preservation. principles of food
preservation.
8. Methods of Students should be 1. Methods of food 1. Leads class 1. Participates in class Picture of different Students to:
food able to: preservation. discussion on topic. discussion. food preservation describe any four
preservation. describe the various 2. Drying. 2. Gives chalkboard 2. Copy chalkboard methods. method of food
methods of food 3. Low temp treatment. summary. summary. preservation.
preservation. 4. High temp. treatment 3. Marks notebooks.
5. Causing and bottling.
6. Fermentation
7. Irradiation etc.
366
FOOD AND NUTRITION
SS II
SECOND TERM
WEEK
OBJECTIVES GUIDE
9 Storage of Students should be 1. Definition. 1. Leads class 1. Participates in Charts showing Students to:
foods. able to: 2. Factors that discussion on topic. class discussion. various food storage 1. define food storage.
1. define food storage. influences choices 2. Gives chalkboard 2. Copy methods and 2. states two factors that
2. state factors that of storage. summary. chalkboard facilities. influences choice of
influences choice of 3. Methods of food 3. Corrects and summary. storage.
storage. storage. mark students 3. list three methods of
3. lists methods of 4. Storage notebooks. food storage.
food storage. equipment and 4. name three storage
4. name the storage care. equipment and their
equipment and care of care.
them.
10 (a). perishable Students should be 1. Definitions. 1. Leads class 1. Participate in Charts showing Students to:
and non- able to: 2. Examples. discussion on topic. class discussion. pictures of different 1. define perishable and
perishable 1. define perishable 3. Factors to 2. Gives chalkboard 2. Copy perishable and non- non-perishable
foods. and non-perishable consider when summary. chalkboard perishable and convenience foods.
(b). foods with examples. choosing our foods. 3. Corrects and summary. convenience foods. 2. states the factors to
convenience 2. define convenience 4. Guidelines for mark students consider before
food. foods. selecting notebooks. selecting convenience
3. states factors to convenient foods. foods.
consider before 5. Advantages and 3. states three
selecting convenience disadvantages of guidelines for selecting
foods. convenience foods. convenience foods.
4. lists advantages and 4. list three advantages
disadvantages of and disadvantages of
convenience foods. convenience foods.
5. states guidelines for
selecting convenience
foods.
11 REVISION
12 EXAMINATION
367
FOOD AND NUTRITION
SS II
THIRD TERM
THEME: CONSUMER EDUCATION

WEEK
OBJECTIVES GUIDE
1 Consumer Students should be 1. Definition of basic 1. Leads class 1. Participates in class A chart showing Students to:
education able to: terms e.g. consumer, discussion on topic discussion. distribution 1. define basic term
1. define basic terms. adulteration, food 2. Gives chalkboard 2. Copy chalkboard network of goods. e.g. consumer,
2. states the meaning standards; etc. summary. summary. misbrandant,
of consumer 2. Meaning. 3. Corrects and adulteration,
education. 3. Importance marks students impulse buying etc.
3. state the importance 4. Rights of a notebooks. 2. state the four
of consumer consumer. rights of a
education. consumer.
4. state the rights of a
consumer.
2. Principles of Students should be 1. Principles of 1. Leads class 1. Participates in class Charts showing Students to:
consumer able to: consumer education. discussion on the discussion. distribution 1. states the
education. 1. state the principles 2. Consumer agent. topic. 2. Copy distribution network. principle of
of consumer 2. Draws a chart of chart and chalkboard consumer
education. the distribution summary. education.
2. lists the various network of goods. 2. lists the various
consumer agents. 3. Gives chalkboard consumer agents.
summary.
4. Corrects and
marks notebooks.
3. Govt. agencies Students should be 1. World food 1. Leads class 1. Participates in class Students to:
and regulation. able to: agencies. discussion on the discussion. 1. state the world
1. states world food 2. Fed agencies, topic. 2. Copy chalkboard food agency.
agency. functions and 2. Gives chalkboard summary. 2. name the fed and
2. states the fed and regulations. summary. state agencies
state agencies. 3. States agencies, 3. States their
3. state their functions function and functions.
and regulation. regulation.
368
FOOD AND NUTRITION
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
4. Community Students should be 1. Community 1. Leads class 1. Participates in class Students to:
progrmmes able to: programmes. discussion on topic. discussion. 1. explains the
co-operative 1. explains the various 2. Co-operative 2. Gives chalkboard 2. Copy chalkboard community
societies community societies. summary. summary. programmes.
mass-media. programmes. 3. Mass-media. 3. Corrects and 2. describes the
2. describe the various mark students three co-operative
co-operative societies. notebooks. societies.
3. explains mass- 3. explains mass-
media. media.
5. Budgeting: the Students should be 1. Definition. 1. Leads class 1. Participates in class A chart showing a Students to:
family budget. able to: 2. Importance of discussion on the discussion. family budget. 1. define
1. define budgeting. budgeting. topic. 2. Copy chalkboard budgeting.
2. state the important 3. Primary and 2. Gives chalkboard summary. 2. states two
of budgeting. secondary needs. summary. importance of
3. explains primary 4. Factors to 3. Corrects and budgeting.
and secondary needs. consider when marks students 3. explains primary
4. explains the factors planning a family notebooks. and secondary
to consider when budget. needs.
pacing a family 4. states three
budget. factors to consider
when planning a
family budget.
6. The food Students should be 1. Factors to 1. Leads class 1. Participates in class A chart showing Students to:
budget. able to: consider when discussion on topic. discussion. imaginary food 1. state four factors
1. state the factors to planning a food 2. Gives chalkboard 2. Copy chalkboard budget. to consider when
consider when budget. summary. summary. planning a food
planning a family 2. Advantages of 3. Corrects and budget.
budgets. food budgeting. marks students 2. states three
2. states advantages of notebooks. advantages of food
food budgeting. budget.
369
FOOD AND NUTRITION
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
7. Bulk Students should be 1. Definition. 1. Leads class 1. Participates in A Chart showing Students to:
purchasing. able to: 2. The shopping list discussion on the discussion. food items bought 1. define bulk
1. define bulk 3. Market survey. topic. 2. Copy chalkboard in bulks purchasing.
purchasing. 4. Advantages of 2. Gives chalkboard summary. 2. explains the
2. explains the bulk purchasing. summary. terms; shopping
following; shopping 5. Factors to 3. Corrects and list, market survey,
list; market survey; consider before marks students cost analysis.
cost analysis embarking on bulk notebooks. 3. lists three
3. states the purchases. advantages of bulk
advantages of bulk 6. Cost analysis. purchasing.
purchasing. 4. states three
factors to consider
before embarking
on bulk purchasing.
THEME: NUTRITION AND HEALTH.
8. Nutritional Students should be 1. Infants and 1. Leads class 1. Participates in class A chart showing Students to:
needs of the able to: children. discussion on the discussion. nutritional needs of 1. states the
family. 1. state the nutrition 2. Adolescents. topic. 2. Copy chalkboard family members. nutritional needs of
requirement of the 3. Adults and the 2. Give chalkboard summary. the different age
different age groups; aged. summary. groups in the
2. the family. 4. Pregnant and 3.Corrects and family.
lactating mothers. mark students
notebooks.
9 Meal planning. Students should be 1. Factors affecting 1. Leads class 1. Participates in class 1. Food items, Students to:
able to: meal planning of discussion on topic. discussion. 2. Dishes, 1. plan a meal for a
1. states the factors adequate diets. 2. Gives chalkboard 2. Copy chalkboard 3. Cooking family of four.
affecting meal 2. Menu writing. summary. summary. utensils, 2. gives three
planning. 3. Corrects and 4. Cookery factors which
2. plan adequate diets. check students cutleries. affects meal
3. write preferment notebooks. planning.
370
FOOD AND NUTRITION
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
10 Test Students should be 1. The written 1. Leads class 1. Participates in the 1. Food items, Students to:
interpretations. able to: preparation. discussion on the discussion. 2. Dishes, interprets a give
1. prepare a written 2. The practical topic. 2. Copy chalkboard 3. Cooking practical test
preparation. examination. 2. Gives chalkboard summary. utensils, question.
2. perform the actual summary. 3. Interprets practical 4. Cookery
practical examination. 3. Correct and mark test questions. cutleries.
students notebooks.
4. Explains a
practical test
questions.
11 REVISION
12 EXAMINATION
371
STORE MANAGEMENT
SS II
FIRST TERM
THEME 1: ORGANIZATIONAL CULTURE

WEEK
OBJECTIVES GUIDE
1 Organizational Students should be Organizational Policy 1. Defines Listen and ask Students to:
Policy I able to: - Definition Organizational question. 1. define
1. define - Importance Policy. organizational
organizational 2. States the policies.
policy. importance of 2. state two
2. state the Organizational importance of
importance of Policy. Organizational
organizational Policy.
policy.
2 Organizational Students should be Policy on: Explains Listen and Students to:
Policy II able to: i. Employment Organizational policy questions explain two
explain ii. Decision with examples. Organizational
organizational iii. Customer services Policies.
policy on etc.
employment,
decision, customer
services.
3. Organizational Students should be Organizational 1. Explains the term Listen and ask Students to:
Standard able to: standard standard. questions. 1. define standard.
1. define standard. - Definition of 2. States the 2. state two
2. state the standard importance of importance of
importance of - Importance standard. standard.
standard. - Explanation of
standard
4. Types of Students should be Types of Explains the terms Students to:
Organizational able to: Organizational - Productivity explain the
Standard explain the types of Standard standard productivity standard
Organizational i. Productivity - Standard for and standard and
Standard Standard customer satisfaction standard for customer
ii. Standard for etc. satisfaction.
customer satisfaction
372
STORE MANAGEMENT
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
5. Organizational Students should be Organizational 1. Explains 1. Listen and ask 1. Screen projector. Students to:
Standard and able to: Culture Organizational question. 2. Laptop 1. explain
Culture 1. define culture - Definition of culture with 2. Participate in organizational
2. discuss Cultures examples. Role-play. culture.
Organizational - Explanation of 2. Uses role play to 3. Take down 2. discuss two forms
Culture. Organizational explain: notes. of corporate culture.
Culture - attitude to 4. Watch film and
i. Attitude to comerstorner ask questions.
customers - relationship with
ii. Relationship with co-worker
co-workers 3. Shows film on
iii. Relationship with customer service and
boss corporate culture
iv. Dress code, etc. where available.
6 Business Students should be Overview of 1. Defines Listen and ask Students to:
Communication able to: communication: Communication. questions. 1. define
1. define - definition of 2. States the communication.
communication. communication importance of 2. state three
2. state the - importance communication. importance of
importance of communication.
communication.
7. Types of Students should be Types of Lists and discusses Listen and Students to:
Communication able to: Communication the different types of question. list three types of
explain the i. Oral communication. communication.
different types of ii. Written
communication. iii. Non-Verbal
8. Methods of Students should be Methods of Lists and discusses Listen and ask Students to:
Communication able to: communication the methods of questions. explain the methods
list and explain communication. of communication.
methods of
communication.
373
STORE MANAGEMENT
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
9. Business Students should be Business Documents: 1. Lists and discuss 1. Participate in Business Students to:
Documents able to: i. business letters the different types of discussion of types documents. explain three
explain the ii. business memo business documents of business business documents.
different types of iii. business reports with illustrations and documents.
business iv. circular, etc. specimens. 2. Practice writing
documents. 2. Demonstrates how of these
each business documents.
documents is
prepared.
10 Electronic Students should be Electronic 1. Defines electronic Observe electronic Fax machine, Students to:
Communication able to: Communication communication. communication telephone, internet 1. define electronic
1. define electronic - Definition 2. Explains and gadgets while on etc. communication.
communication. - Means of Electronic demonstrates the use excursion and 2. state three
2. state different communication of electronic means discuss in class. electronic means of
means of electronic i. Fax of communication communication.
communication. ii. Telephone e.g where applicable. 3. demonstrate the
GSM, Land phone 3. Visits offices use of electronic
iii. E-mail where means of gadgets.
iv. Radio messages electronic
etc. communication is
used with students.
11 REVISION
12 EXAMINATION
374
STORE MANAGEMENT
SS II
SECOND TERM
THEME 2: COMMUNICATION AND LAW

WEEK
OBJECTIVES GUIDE
1 Basic Business Students should be Business Law 1. Explains and Listen and ask Students to:
Law able to: 1. Definition defines Business Law. questions. 1. define business
1. define business 2. Branches of 2. Lists the branches law.
law. Commercial Law of Commercial Law. 2. list four
2. list the branches branches of
of commercial law. commercial law.
2. Sale of Goods Students should be Sale of Goods Act. 1. Explains and Participate in class and Students to:
Act able to: discuss Sales of ask questions. 1. explain the sale
1. explain Sales of Goods Act. of goods act.
Goods Act. 2. Explains the 2. state any three of
2. state the provision of the Sale the provisions.
provision of the of Goods Act.
sale of goods act
1893.
3. Contact Law Students should be Contract Law 1. Explains and Participate in class and Students to:
able to: - Definition discuss Contract Law. ask questions. 1. define contract.
1. explain contract. - Types 2. Describes types of 2. state five types
2. describe types of Contract. of contract.
contract.
4. Agency Students should be Agency 1. Explains and Participate in class and Students to:
able to: - Meaning discuss Agency. ask questions. 1. explain agency.
1. explain agency. - Types of Agents 2. Explain type types 2. list and explain
2. explain the types of Agents. four types of
of Agents. Agents.
5. Rights and Students should be The right and Explains and 1. Listen and ask Students to:
Obligations of able to: obligations of the discusses the rights questions. state four rights
the Employer explain rights and employer and the and obligations of the 2. Participate in class and obligations of
and the obligations of the employee. employer and the discussions and ask employer and four
Employee employer and the employee. questions. rights of employee.
employee.
375
STORE MANAGEMENT
SS II
SECOND TERM
THEME 2: COMMUNICATION AND LAW
TEACHING AND
WEEK

OBJECTIVES GUIDE
6. Termination of Students should be able Termination of Lists and explains the Participate in class Students to:
Agency to: Agency various ways by which discussions and ask explain four
list and explain the i. By frustration an Agency can be questions. conditions that
ways by which an ii. By Performance terminated. may lead to the
Agency can be iii. By Breach termination of
terminated. iv. By Agreement Agency.
v. Death of the
Principal or Agent
etc.
7. Government Students should be able Government Explains and discuss the 1. Listen and ask Students to:
Regulation of to: regulation of Government regulations questions. state and explain
Business list and explain business. of business. 2. Participate in class three government
government regulations i. Patent right discussions. regulations of
of business. ii. Copy right etc. business.
8. Regulatory Students should be able Government Explains and discuss 1. Listen and ask Students to:
Agencies to: regulatory agencies Government regulatory questions. list and explain
list and explain the i. NAFDAC agencies. 2. Participate in class functions of three
government regulatory ii. NDLEA discussions. government
agencies. iii. SON etc regulatory
agencies.
9 Reasons for Students should be able Reasons for Discusses the reasons Note and participate Students to:
Government to: Government for government in discussion and ask state five reasons
Regulation of explain the reason for Regulation of regulation of business. questions. of government
Business government regulation Business. regulation of
of business. business.
10 Documentation Students should be able Documentation 1. Explains the concept 1. Listen and ask 1. Files Student to:
to: - Definition of filing and indexing questions. 2. Tags 1. define filing
1. explain the concept - Rules of filing and their rules. 2. Participate in the 3. Perforator and indexing.
of filing and indexing. - Filing and indexing 2. Demonstrates filing demonstration work. 4. Gum 2. list and explain
2. list filing and methods. and indexing methods. 5. Paper filing and
indexing methods. indexing methods.
11 REVISION
12 EXAMINATION
376
STORE MANAGEMENT
SS II
THIRD TERM
THEME 3: BOOK KEEPING

WEEK
OBJECTIVES GUIDE
1 Source Students should be Source documents 1. Describes source 1. Observes and ask Samples of: Students to:
Documents able to: - Meaning documents. questions. - cheque 1. define source
1. define source - Types 2. Guides students 2. List source - receipts documents.
documents. i. Invoice to list source documents. - invoice etc 2. list three source
2. list source ii. Receipt documents. documents.
documents. iii. Cheques etc
2. Subsidiary Students should be Subsidiary Books 1. Describes 1. Note and listen. Charts showing the Students to:
Books able to: - Purchase and sales purchase and sales 2. Participate in the ruling of the explain the
explain purchases day book day books. discussion and ask purchases and sales purchases and
and sales day book. - Meaning 2. Discusses the questions. day book. sales day book.
- Uses uses of the
purchases and sales
day book.
3. Return Outwards Students should be Return outward Discusses the uses 1. Note and listen. Charts Showing the Students to:
Books able to: books of Return Outward 2. Participate in the ruling of the return explain the return
explain Return - Meaning books. discussion and ask outwards books. out book.
outward books. - Uses questions.
4. Cash Books Students should be Cash books 1. Discusses the 1. Note and listen. Charts showing the Students to:
able to: i. Single column uses of cash book. 2. Participate in the rulings of the cash 1. define a cash
1. explain cash ii. Double column 2. Guides students discussion and ask books. book.
books. iii. Three column to post entries from questions. 2. list and explain
2. make correct etc. the source 3. Participate in the three types of
entries into the cash documents into the posting entries into cash books.
books. cash books. the cash books.
5. Trading Account Students should be Trading Account Explains trading Listen and ask Students to:
able to: - Definition and account and its question. 1. define trading
describe trading purposes. purposes. account.
account and its - Items on the 2. explain the uses
purposes. Trading account. of trading account.
377
STORE MANAGEMENT
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
6. Preparation of Students should be Preparation of Using the chalk 1. Copy and Charts showing the Students to:
Trading Account able to: Trading account. board illustrates participate to the rulings of the post given items
prepare trading posting of items into posting in trading account. into the trading
account and calculate the trading account. account. account and
the gross profit. 2. Calculate the gross calculate the gross
profit. profit.
7. Profit and Loss Students should be Profit and loss Explains what 1. Listen and ask Charts showing the Students to:
Account able to: account profit and loss questions. ruling of the accounts 1. list six items that
1. explain profit and - Meaning account is used for. 2. Participate in the can be posted into
loss account. - Purpose posting to the profit the profit and loss
2. prepare profit and and loss account. account.
loss account. 3. Calculate the net 2. calculate net
profit. profit.
8. Balance Sheet Students should be Balance sheet 1. Defines the Students to:
able to: - Definition balance sheet. 1. mention three
1. define the balance - Items on the 2. Explains the uses of the balance
sheet. balance sheet items to be posted sheet.
2. explain the items into the balance 2. list and explain
in the balance sheet. sheet. items to be posted
into the balance
sheet.
9 Posting of Items Students should be Posting of items into 1. Illustrates posting Balance the balance Students to:
into the balance able to: the balance sheet of items into the sheet. from the items
sheet and 1. post items into the and balancing of balance sheet. given, prepare the
balancing of balance sheet. account. 2. Guides students balance sheet of a
account 2. balance the to balance the company.
account of a business account.
at the end of the
trading period.
378
STORE MANAGEMENT
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
10 Sales Turnover Students should be Sales Turnover 1. Explains sales Note and copy the Students to:
able to: 1. Meaning turnover with illustrations and ask 1. explain sales
1. explain sales 2. Calculation of illustrations on the questions. turnover.
turnover. rate of sales board. 2. calculate sales
2. calculate rate of turnover. 2. Demonstrates on turnover rate.
sales turnover. the board how sales
turnover is
calculated.
11 REVISION
12 EXAMINATION
379
ACCOUNTING
SS II
FIRST TERM
WEEKTHEME: DEPRECIATION OF ASSETS

TEACHER STUDENTS
MATERIALS
1 Depreciation of Students should be 1. Meaning of Guides students Take active part 1.Textbook Students to:
assets able to: depreciation. through the in identifying the 2.Chalkboard 1. define
1. define depreciation. 2. Definition of an various causes of causes of depreciation.
2. list the various assets depreciation. depreciation and 2. mention the
causes of depreciation. 3. Causes of the definition. various types of
depreciation: depreciation.
-economic factors
-time factor
-depletion
-physical factors
2 Straight line Students should be Terminologies: 1. Guides Take part in 1.Textbook Students to:
method able to: -cost of the assets students in solving question 2.Chalkboard identify the
1. identify the straight -estimated residual discussing the involving straight straight line
line method. values. terms of line method. method.
2. calculate and post -number of years depreciation. 2. calculate and
provision for -cash refund. 2. Through the post provision
depreciation to final calculation and for depreciation
account. posting of to final account.
depreciation of
final account.
THEME: MANUFACTURING AND PARTNERSHIP ACCOUNT
3 Reducing Students should be able Terminologies: 1. Explains the 1. Take part in 1. Textbook Students to:
balance written to: -the net residual terminologies of identifying the 2. Chalkboard 1. list 2
down value 1. identify reducing value depreciation. depreciation 3. Charts terminologies in
method balance method in -value of the asset 2. Calculations terminologies. reducing balance
depreciating items. -rate of depreciation and posting of 2. Demonstrate in method.
2. calculate and post depreciation to the calculation 2. calculate and
provision for depreciation final account. and posting of post the amount
to final account. depreciation to of depreciation
final account. to final account.
380
ACCOUNTING
SS II
FIRST TERM

TEACHER STUDENTS
MATERIALS
4 Manufacturing Students should be able to: Manufacturing 1. Discusses the 1. Participate in 1.Textbooks Students to:
account 1. prepare manufacturing account: item that makes the discussion. 2. Charts 1. list 4
account. -definition up manufacturing 2. Preparation of 3. Chalkboard manufacturing
2. identify the items that -layout account. the account. account items.
makes up the -preparation. 2. Prepares 2. prepare the
manufacturing account manufacturing manufacturing
-prime cost account. account.
-direct or indirect labour.
5 Manufacturing Students should be able to: Trading account: 1. Discusses the 1. Participate in 1. Textbook Students to:
account identify the items that -layout item that makes the discussion 2. Chalkboard 1. mention 4
makes up the trading -preparation of up the trading 2. Preparation of 3. Chart trading account
account. trading account. account. the account. items.
-overhead expenses 2. Preparations 2. prepare the
-cost of production trading account. trading account.
-relates manufacturing
account to trading account.
6 Manufacturing Students should be able to: Profit and loss Discusses the 1. Pay attention to 1.Textbook Students to:
account mention the items that account: items that makes the meaning and 2.Chalkboard list 4 items that
makes up profit and loss -layout to the profit and uses of general 3.Charts makes up profit
account and balance sheet. -preparation loss account. journals. and loss account
-balance sheet 2. Demonstrate and balance
the opening and sheet.
closing entries
preparation.
7 Receipt and Students should be able to: Receipt and 1. Explains 1. Pay attention 1.Textbook Students to:
payment explain the following payment account: receipt and 2. Participate in 2.Chalkboard list 4 items of
account terms: -layout payment. the preparation of 3.Charts receipt and
-surplus, deficit -preparation. 2. Prepares the the account. payment.
-subscription account.
-accumulated funds.
381
ACCOUNTING
SS II
FIRST TERM

TEACHER STUDENTS
MATERIALS
8 Income and Students should be able to: Income and Explains income 1. Pay attention 1.Textbook Students to:
expenditure 1.explain the following expenditure account: and expenditure 2. Participate in 2.Chalkboard 1. prepare the
account terms: -layout account. the preparation of 3.Charts income and
-subscription in arrears -balance sheet account. expenditure
-subscription in advanced -preparation account.
2. distinguish income and 2. prepare the
expenditure. balance sheet.
9 Single entry Students should be able to: 1. Single entry 1.Explains single Listen to the 1.Textbook Students to:
and 1. explain single entry. meaning entry principles teacher and take 2.Chalkboard 1. list 2
incomplete 2. identify the limitation of limitation. 2.identifies the part in the 3. Chart limitations of
records the single entry. 2. Statement of limitation of preparation of single entry.
3. covert singles entry to affairs single entry statement of 2. prepare
double entry. Preparation. principles affairs and statement of
4. prepare statement of 3. Trading and profit 3. Converts single conversion to affairs;
affairs. and loss account entry into double double entry. 3. convert single
5. determine capital and Preparation. entry. to double entry.
profit. 4. Conersion to 4. Preparations of
double entry. statement of
affairs
5. Determines
capital and profit
balance.
10 Partnership Students should be able to: Terminologies: Discuss the 1. Listen 1.Text book Students to:
account 1. define partnership. -meanings meaning of 2. Participate in 2.Chalkboard 1. define
2. mention the kind of -deeds partnership and the discussion partnership
partnership. -kinds list the kinds, 2. list 2 kind of
3. list the types of partners -types types, and deeds partners.
4. explain the deeds of a of partners. 3. identify 4
partnership. types of partner.
11 REVISION
12 EXAMINATION
382
ACCOUNTING
SS II
SECOND TERM
THEME: MANUFACTURING AND PATRNERSHIP ACCOUNTS

WEEK

1 Profit and Students should be able to: 1. Net profit Prepares profit and Participate on the 1. Textbook Students to:
loss 1. determine net profit. 2. Interest on loss appropriate preparation of 2. Chalkboard prepare profit and
appropriate 2. determine partners share drawings account. profit and loss loss appropriate
account of profit. 3. Interest on capital appropriate account.
4. Salary account.
5. Share of profit
2 Partnership Students should be able to: Terminologies: 1. Explains the 1. Pay attention 1. Textbook Students to:
capital 1. prepare capital account. -drawings difference in capital 2. Take part in the 2. Chalkboard 1. list 3 capital
account 2. identify capital account. -interest on drawing account preparation of account items.
-share of profit 2. Guides students capital account. 2. prepare capital
-partners salary to identify capital account.
-fixed capital account 3. name the
-calculating capital 3. Prepares the difference types of
capital account capital account.
3 Types of Students should be able to: Types of capital Discusses the item Participate in 1. Textbook Students to:
capital identify different types of account: that makes up types discussion. 2. Chalkboard list 4 types of capital
account capital. -fixed capital of capital account. account.
-interest on capital
-share of capital.
4 Current Students should be able to: Terminologies: Guides students to 1. Listen 1.Textbook Students to:
account 1. determine partners -drawing identify current attentively. 2. Chalkboard list 3 current
currents account. -interest on drawing account. 2. Participate in the account.
2. prepare current account. -share of profit preparation of
-partners salary current account
5 Preparation Students should be able to: Preparation: Guides students on Involves in the 1. Textbook Students to:
of 1. prepare partnership -layout the preparation of preparation of 2.Chalkboard Prepare partnership
partnership current account. -partnership current partners current current account. 3. Chart current account.
current 2. identify current account account. account.
account layout.
383
ACCOUNTING
SS II
SECOND TERM

WEEK

6 Admission Students should be able to: Terminologies: 1.Discusses the 1. Participate in the 1.Textbook Students to:
of a new 1. determine a new profit. -cash premium appropriate sharing discussion. 2.Chalkboard prepare goodwill
partner and 2. sharing ratio. -relative profit ratio of partners. 2. Involves in the 3.Charts and revaluation
goodwill 3. raise goodwill account sharing profit 2. Leads students to preparation of account.
account in the partners book. -revaluation prepare: goodwill and
4. prepare a new account. -goodwill account revaluation
partnership account. -revaluation account account.
-partnership account
7 Formation Students should be able to: 1. Companies and 1. States the 1. Highlight 1. Companies and Students to:
of a 1. state the requirement of allied matters act requirement of requirement of allied matter acts list 3
company companies and allied 1990 relating to companies and companies and 1990. requirement of
matters act 1990 as regards formation of a allied matter act allied mater act 2.Textbooks companies and
formation of a company. company. 1990. 1990. allied act 1990.
2. explain term relevant to 2.Terminologies: 2. Explains relevant 2. Participate in
the formation of a -memorandum of terms to the discussion on the
company. association formation of terms relevant to
-articles of company. company
association formation.
-prospectus
8 Company Students should be able to: 1. Company Participates in the Take part in the 1.Textbook Students to:
account 1. define company. account: discussion on the discussion and take 2.Chalkboard list four
2. explain the terms in -Definition meaning of a note on the lesson. terminologies
company account. -terminologies company and items use in company
-subscription used. account.
-shares
-share capital
2. Allotment
preliminary
expenses.
384
ACCOUNTING
SS II
SECOND TERM

WEEK

9 Private Students should be able to: Private companies: Explains private 1. Listen 1.Textbook Students to:
companies 1. define private -definition company to the 2. Take part in the 2.Chalkboard 1. define private
companies. -features students and discussion of company.
2. identify the features of a -advantages mention the features advantage and 2. list 4 features
company. -disadvantage of a of a company. disadvantage of a of private
3. list that advantage and private company. private company. company.
disadvantages of a
company.
10 Public Students should be able to: Public company: Involves the 1. List the 1.Textbook Students to:
company 1. define public company. -definition students in the differences 2.Charts 1. define public
2. identify the features. -features discussion when between private company.
3. mention the advantages -advantages explaining the and public 2. explain the
and disadvantages. -disadvantages features, advantages companies. differences
-distinguish between and disadvantaged 2. Give specific between private
private and public of public company. examples of public and public
companies. and private company.
companies in the
locality.
11 REVISION
12 EXAMINATIONS
385
ACCOUNTING
SS II
THIRD TERM
THEME̵ MANUFACTURING AND PATRNERSHIP ACCOUNTS

WEEK

1 Quoted Students should be Quoted company: 1. Explains quoted 1. Listen to the 1. Charts Students to:
companies able to: -definition company. teacher and take part 2. Textbooks 1. define quoted
1. define quoted -features 2. Guides students in features and companies.
company. -examples to name the examples of quoted 2. list 3 features
2. identify the examples. companies of quoted
features. companies.
2 Unquoted Students should be Unquoted company: 1. Explains 1. List the difference 1. Textbook Students to:
companies able to: -definition unquoted between the quoted 2. Chart 1. define
1. define quoted -features companies. and unquoted 3. Daily official unquoted
company. -examples 2. Leads students companies. list form NSC company.
2. mention the -distinguish between to state the 2. Prepare a list of 2. identify 4
features of a quoted quoted and differences quoted and features of
company. unquoted between quoted unquoted companies unquoted
companies. and unquoted in your locality. companies.
companies. 3. name the
3. Guides students example of each
to name the type.
examples of
unquoted
companies.
3 Financial system Students should be Financial system: 1. Guides students Write short note on: 1. Charts Students to:
able to: -meaning to explain the term 1. financial system 2. Posters 1. explain
1. explain the term -components of financial system. 2. components financial system.
financial system. financial system 2. Asks students to 2. list the
2. identify and banks e.g. Banks name the components of
defined the insurance, NSE, components of financial system.
components of SEC, CSCS, etc. financial system.
financial system.
386
ACCOUNTING
SS II
THIRD TERM

WEEK

4 Money Students should be able to: Money market: 1. Illustrates functions Write short note 1. Short market report Students to:
market 1. define money market. -definition and features of each on: 2. Chalkboard explain fully the
2. list the function of -key functions component using -money market 3. Textbook meaning of capital
money market. -market institution charts and report. -capital market market account.
-feature of money 2. Capital market: -insurance
market. -definition primary functions.
and secondary
Markets
-segments of
secondary markets
-key function
-market institution
features of capital
market.
3. Insurance markets:
-definition
-key function
-market institution.
4. Features of
insurance market.
5 Issues of Students should be able to: Terminologies: 1. Discusses the 1. Participate in 1. Textbook Students to:
shares 1. distinguish between -authorized capital different classes of the discussion. 2.Chalkboard 1. list two
different classes of shares. -issued capital shares. 2. Draw a share 3.Pictures differences
2. distinguish between -preferences shares 2. Highlights the certificates and between classes of
authorized capital and -ordinary differences between study. shares.
issued capital. -shares issued at par the authorized and 2. mention 2
3. mention the types of -shares issued at issued shares. differences
shares. discount between authorized
-shares issued at and issued shares.
premium.
387
ACCOUNTING
SS II
THIRD TERM

WEEK

6 Shares account Students should be Shares account: 1. Involves the Take part in the 1.Textbook Students to:
preparation able to: 1.capital account students in preparation of 2. Charts 1. prepare capital
1. prepare capital 2. application, discussion. accounts related to 3. N.S.E account.
account. allotment and calls 2. Prepares issue of shares. 4. Shares 2. mention the
2. mention the types of account. accounts related to certificates types of shares.
shares. 3. share premium issue of shares.
3. prepare the various account 3. Illustrates by
account related to 4. shares discount showing shares
issues of shares. account certificates.
5.types:
-ordinary shares
-preferences shares
-deferred shares
-founders shares
7 Loan capital Students should be able 1. Terminologies: 1. Explains the 1. Listen and take 1.Textbook Students to:
to: -debentures loan capital term. note. 2. Chalkboard 1. list 2 capital
1. explain the following -mortgage 2. Illustrates the 2. Write notes on the account.
items -interest differences terminologies. 2. mention 2
-debentures 2. Preparation of between debentures 3. Field trip to differences
-mortgage debenture account. and shares. capital market. between shares
-interest 3. Prepares and debentures.
2. distinguish between debenture account. 3. prepare
shares and debentures. 4. Fields trips to debenture
3. prepare debentures capital market. account.
account.
8 Method of Students should be able Methods: Guides students to Identify and explain 1.Textbook Students to:
raising funds to: -offer for sale identify and the various method 2.Charts list and explain
from capital identify and explain the -offer for explain the various of raising funds the various
market various methods of subscription methods of raising from the capital methods of raising
raising funds from -right issue funds from capital markets. funds from the
capital markets. -private placement. market. capital markets.
388
ACCOUNTING
SS II
THIRD TERM

WEEK

9 Requirement Students should be Requirement 1. Explains the 1. Ask questions 1. Resource person Students to:
or accessing able to: 1. Must be public company. requirement for 2. Write down 2. Textbook identify and
the capital 1. list the 2. Must present company audited accessing capital requirement for explain 4
markets requirement for account. market. accessing the requirement for
accessing the capital 3. Must appoint market operations and 2. Requests capital market. accessing capital
market. consultants. students to ask markets.
2. explain the nature questions.
of theses 3. Instructs
requirement. students to read
relevant books.
10 Benefit of Students should be 1. Benefit to individual investors: 1. Explains what 1. Highlight the 1. Dividend Students to:
capital able to: -investment the benefits are benefit of the warrants. 1. list the
market state the benefit of -divided 2. Guides students capital market. 2. Bones share benefits of
the capital market to -bonus shares to identify and 2. Explain the certificate capital market.
-inventors -capital application explain what the benefit of the 3. Textbook 2. explain these
-government -collateral benefits of the capital market. 4. Chart benefit.
-economy 2. Benefit to government: capital market are. 3. Write short 3. name three
-individual -raising of capital for development 3. Identifies note in the beneficiaries of
companies. project beneficiary and ask benefits of the capital
-provides alternative avenue for deficitstudents to state capital market to market and
financing them. specific mention the
-enhances tax revenue. beneficiaries. benefit they
3. Benefits to the economy: enjoy.
-individual growth
-employment.
-improvement in the standard. of
living.
4. benefit to the individual companies.
-raising capital for expansion
-enhance access to credit.
11 REVISION
12 EXAMINATION
389
COMMERCE
SS II
FIRST TERM
SUB THEME: ASSOCIATIONS AND ENTERPRISES
WEEK
OBJECTIVES GUIDE
1 Career Students should be 1. Types of 1. Leads discussion 1. Listen to and ask 1. Pictures of workers Students to:
opportunities able to: occupation. on occupations and questions. at work 1. describe different
1. enumerate 2. Career opportunities careers 2. Bring pictures or 2. Textbooks careers and
different types of 3. Requirements for 2. Invites a guidance photographs of opportunities
occupations. different careers. counselor or workers 2. explain the
2. identify various business executive 3. Copy notes requirements for the
career opportunities e.g. banker, careers.
open to them. insurance booker to
3. list the give a talk on their
requirements for the profession.
various types of
careers.
2 Cooperative Students should be Cooperative societies: 1. Explains the 1. Students listen to 1. Textbook Students to:
societies able to: 1. definition formation of a the talk and ask 2. Cooperative 1. relate and share
1. describe the 2. formation cooperative society. questions. societies their experiences of
formulation of 3. characteristics 2. Discusses the 2. Copy notes constitutions. their parent with
cooperative society. 4. history of history and peers on cooperative
2. list their cooperative characteristics of a societies.
characteristic. movement. cooperative 2. briefly discuss
movement. types of cooperative
3. Invites a societies.
cooperative
inspector or an
officer of any
cooperative society
to give a talk.
390
COMMERCE
SS II
FIRST TERM
WEEK
OBJECTIVES GUIDE
3. Cooperative Students should be able Cooperative societies Leads students to Listen and ask 1. Textbooks Students to:
societies to: types discussion on types question. 2. Chalkboard briefly discuss types
describe the various - Consumer of cooperative of cooperatives
types of cooperative - Producer societies. societies.
societies. - Wholesaler
- Retailer
- Thrift and credit
societies
- Multi-purpose
4. Cooperative Students should be able Cooperative societies: 1. Explains the 1. Give the 1. Textbooks Students to:
societies to: 1. advantages and advantages and advantages of 2. Chalkboard 1. mention four (4)
1. discuss problems of disadvantages. disadvantages of cooperative 3. Journals advantages of
cooperative societies. 2. problems of cooperative societies. cooperative society.
2. state the advantages cooperative societies. societies. 2. Outline the 2. state five (5)
and disadvantages. 2. Outlines the problems of problems of
problems of cooperative cooperative
cooperative societies. societies.
societies.
5. Public Students should be able Public enterprises. 1. Identifies and 1. Take down notes. 1. Textbooks Students to:
enterprises to: 1. Meaning makes a list of 2. List public 2. Memorandum of 1. name public
1. explain the meaning 2. Formation and public enterprise in enterprises in their Association and enterprises and
of public enterprise. management the locality. locality. articles of describe their
2. identify different 3. Source of capital. 2. Gives students association. formation and
sources of their capital. 4. Types of public note to be copied. management.
3. discuss their enterprises 2. explain the
respective method of sources of capital
formation and its for public
various types. enterprises.
391
COMMERCE
SS II
FIRST TERM
WEEK
OBJECTIVES GUIDE
6 Public Students should be able Public enterprises 1. Explains the 1. Participate in 1. Text books Students to:
enterprises to: 1. Reasons for reasons for class discussion. 2. Chalkboard 1. explain the reason
1. state reasons for government government 2. Mention the for government
government ownership. ownership. ownership. advantages and ownership of public
2. enumerate the 2. Advantages and 2. Discusses the disadvantages of enterprises.
advantages and disadvantages. advantages. public enterprises. 2. mention five (5)
disadvantages. advantages.
7. Limited Students should be able Limited companies 1. Shows students a 1. Copy notes on Pamphlets annual Students to:
companies to: 1. Meaning copy of annual private and public reports from public 1. explain private
1. explain the meaning 2. Types report of limited limited companies. limited companies. and public limited
of limited companies. - Private companies. 2. List the companies.
2. compare the private - Public 2. Discusses the differences between 2. differentiate
limited and public 3. Formation (legal difference between private limited and between private
limited companies. requirements) private limited and public limited limited and public
3. describe the legal - Memorandum of public limited companies limited companies.
requirements for the association and companies. 3. Discuss the 3. list the necessary
formation of limited articles of association. 3. Obtains formation (legal documents for the
companies. - certificate of information of requirement) formation of limited
registration etc. information of these companies.
legal requirements
from lawyers,
chambers of
commerce and
corporate affairs
commission.
392
COMMERCE
SS II
FIRST TERM
WEEK
OBJECTIVES GUIDE
8. Limited Students should be able Limited companies 1. Discusses all the Participate actively Textbooks Students to:
companies to: 1. Sources of capital. sources of capital of in class discussion. Chalkboard 1. state four (4)
(contd.) 1. state the advantages - Shares limited companies. advantages of
and disadvantages of - Stocks 2. Explains the limited companies.
limited companies. - Debentures advantages and 2. explain
2. differentiate between - Retained profits etc. disadvantages of debentures.
loan and overdraft. 2. Advantages and limited companies.
3. define shares. disadvantages.
9 Trade Students should be able 1. Trade associations 1. Guides students in 1. Participate in 1. Textbooks Students to:
Association to: - Aims class discussion. class discussion. 2. Pamphlets on trade 1. list some
and other 1. define and give - functions 2. Make a list of 2. Take down notes. associations chambers of
enterprises examples of trade 2. Chambers of trade associations 3. Go on visitation constitutions. commerce.
associations. commerce and their activities in to local chambers of 2. write short notes
2. identify the aims of - Aims the locality. commerce. on the functions of
trade associations. - Functions 3. Takes students to chambers of
3. state the functions of - Structure a local chamber of commerce.
trade associations. commerce.
10 Trade Students should be able Trade Associations Guides students in Participate in class 1. Textbooks Students to:
Association to: 1. Consortium class discussion. discussion. 2. Pamphlets on trade explain cartel,
and other explain the meaning of 2. Cartel associations merger, trust.
enterprises the following: 3. Amalgamation / constitutions.
- consortium merger / combine
- trust 4. Trust
- holding 5. Holding
- cartel
11 REVISION
12 EXAMINATION
393
COMMERCE
SS II
SECOND TERM
SUB THEME: AIDS TO TRADE
WEEK
OBJECTIVES GUIDE
1 Transportation Students should be Transportation 1. Explains various Discuss the various 1. Charts Students to:
able to: 1. Meaning forms of transportation. forms of 2. Pictures 1. describe the means of
1. explain the 2. Importance 2. Discusses the transportation. 3. Textbooks transportation.
meaning of 3. Forms importance of 2. mention the
transportation. - Land transportation. importance of
2. list the - water 3. Explains the various transportation.
importance of forms of transportation.
transportation.
3. describe the
various forms of
transportation.
2. Transportation Students should be Transportation 1. Discusses their Participate actively 1. Charts Students to:
able to: 1. Forms advantages and in class discussion. 2. Pictures 1. explain the
1. describe the - water disadvantages. 3. Textbooks advantages and
various forms of - Air 2. Guides discussion on disadvantages of
transportation. - pipeline the advantages and different means of
2. enumerated the 2. Advantages and disadvantages of transportation.
advantages and disadvantages of transportation. 2. mention four (4)
disadvantages of transportation. disadvantages of
transportation. transportation.
3. Transportation Students should be Transportation 1. Shows different 1. Discuss the 1. Charts Students to:
able to: 1. Documents. documents used in different documents 2. Pictures describe
1. identify various 2. Functions of transportation. used in 3. Textbooks - tickets
documents used in ports authority 2. Gives discussion on transportation. 4. Documents - waybills etc.
transportation. and airport the functions of ports 2. Bring samples of
2. explain the authority. authority and airport different documents
functions of part authority. used in
authority and transportation.
airports authority.
394
COMMERCE
SS II
SECOND TERM
WEEK
OBJECTIVES GUIDE
4. Communication Students should be Communications 1. Leads discussion on 1. Mention and 1. Charts Students to:
able to: 1. Types types of explain types of 2. Textbooks trace the development
1. describe the types - Oral communication. communication 3. Publication of of communication in
of communication. - Written 2. Guides students to 2. Discus the federal ministry of Nigeria.
2. state the - Visual list and explain forms advantages and science and
advantages and - Non-verbal etc. of communication. disadvantages of technology and
disadvantages of 2. Advantages and 3. Explains the communication communication.
3. trace the disadvantages of advantages and 3. Trace the
development of communication. disadvantages of development of
communication. 3. Development of communication. communication
communication
4. Forms of
communication.
5. Communication Students should be 1. Nigerian 1. Asks students to list 1. List the 1. Charts Students to:
(cont’d) able to: traditional means functions/services of traditional means of 2. Textbooks 1. explain the postal,
1. explain the postal of communication NIPOST. communication. 3. Publication of telegraphic services.
telegraphic and e.g. gongs, drum 2. Leads discussion on 2. Mention the federal ministry of 2. outline the functions
telephone services. etc. postal telegraphic functions/services of science and of courier services.
2. mention the 2. Postal servicers. NIPOST. technology and 3. compare the courier
functions of couriers telegraphic and 3. Explains the 3. Ask questions on communication. services with the post
services. telegraphic and functions or courier courier services. office services.
3. list traditional telephone services services.
means of as provided by
communication. NIPOST and
NITEL.
3. Functions of
courier services.
395
COMMERCE
SS II
SECOND TERM
WEEK
OBJECTIVES GUIDE
6. Communication Students should be Communication 1. Leads discussion on 1. Ask questions on 1. Computer Students to:
(cont’d) able to: 1. Satellite, Nigeria telecommunication satellite, computer 2. G.S.M explain
1. explain the SATI and II, and telephone services and courier services. 3. Telephone telecommunication
meaning and Global system for 2. Leads discussion 2. Visit to business and telephone
functions of mobile on: contres. services.
satellite. telecommunication. - Satellite
2. explain the global 2. Computer - Computer
system for mobile appreciation. - Courier services
communication. 3. Internet 3. Guides students to
3. define computer. 4. E-mail compile list of satellite
locations in Nigeria.
7. Advertising Students should be 1. Advertising 1. Asks students on the Ask question on 1. Pictures Students to:
able to: - Meaning meaning of meaning of 2. Radio 1. explain the
1. state the meaning - Role advertising. advertising of 3. Television meaning of
of advertising. 2. Types of 2. Asks questions on advertising. 4. Newspapers advertising.
2. discuss the role of advertising types of advertising. 5. Magazines 2. mention two roles
advertising. - Informative of advertising.
3. enumerate the - persuasive
different types of - competitive
advertising. - mass and specific
8. Advertising Students should be Advertising 1. Guides students to 1. Dramatize the 1. Pictures Students to:
able to: 1. Methods of identify each of the method of 2. Radio 1. mention four (4)
1. differentiate advertising advertising media. advertising in 3. Television media of
between direct and - Direct 2. Interprets the list of business. 4. Magazines advertising.
indirect. - Indirect advertising media. 2. Visit exhibitions 5. Newspaper 2. explain the two
2. list and describe 2. Media of in your area. 6. Bill boards methods of
each of the advertising 7. Posters advertising.
advertising media. - Cinema
- Windows display
- Catalogues
- Hoarding (bill
board) etc.
396
COMMERCE
SS II
SECOND TERM
WEEK
OBJECTIVES GUIDE
9 Advertising Students should be Advertising 1. Describes various Participate actively 1. Pictures Students to:
(cont’d) able to: 1. Merit ways of protecting the in class discussion 2. Radio 1. mention four (4)
1. appraise the 2. Dement consumer against 3. Television merit of advertising.
practice of 3. Consumer advertising. 4. Newspapers 2. mention the
advertising in protection in 2. Explains merit and various ways of
business. advertising. dement of advertising. protecting consumer
2. describe the against advertising.
various ways of
protecting the
consumer against
advertising.
10 Tourism Students should be Tourism 1. Leads discussion on 1. Participate in 1. Pictures Students to:
able to: 1. Meaning tourism. class discussion. 2. Journals 1. mention tourist
1. define tourism 2. Forms 2. Describes tourism 2. List different 3. Video clips center.
and tourist. 3. Advantages and centres. tourist centres. 2. list advantage and
2. identify tourism disadvantages of 3. Organizes visits to 3. Explain the disadvantages of
centres. tourism. tourist centres. advantages and tourist centres.
3. identify tourism 4. Tourist centres. disadvantages of
centres. tourism.
4. differentiate
between advantages
and disadvantages
of tourism.
11 REVISION
12 EXAMINATION
397
COMMERCE
SS II
THIRD TERM
WEEK
OBJECTIVES GUIDE
1 Insurance Students should be Insurance 1. Explains the term Write short note 1. Charts Students to:
able to: 1. Definition insurance. on: 2. pictures 1. define
1. define insurance. 2. History 2. Leads discussion - basic principles 3. Posters insurance.
2. trace the history of 3. Basic Principle on basic principles - history of 4. Textbooks 2. list the basic
insurance in Nigeria. - Insurance Interest of insurance. insurance. 5. Publications on principles of
3. list and explain the - Indemnity insurance. insurance.
basic principle. - Utmost Good Faith
- Subrogation
2 Insurance Students should be Insurance 1. Leads discussion Participate actively 1. Charts Students to:
(cont’d) able to: 1. Types of insurance on the types of in class discussion 2. pictures mention and
1. describe the various a. Life insurance insurance. 3. Posters describe each type
types of insurance. - Whole life assurance 2. Explains the 4. Textbooks of insurance.
2. differentiate - Endowment differences between 5. Publications on
between life insurance b. Non-life insurance life and non-life insurance.
and non-life insurance. - Motor vehicle insurance.
- fire
- fidelity
- Burglary / robbery / theft
3 Insurance Students should be Insurance 1. Guides students 1. Participate 1. Charts Students to:
(cont’d) able to: 1. Types of non-life to compile a list of a actively in class 2. pictures 1. explain the
1. explain the various insurance registered insurance discussion 3. Posters various
types of insurance. - Accidents in Nigeria 4. Textbooks types of
2. explain the meaning - Consequential loss 2. Explains the insurance.
of under writer - Main meaning of 2. explain the
- Exporter underwriter. meaning of
2. Underwriting underwriter
- Reinsurance
- Corporation of Nigeria
398
COMMERCE
SS II
THIRD TERM
WEEK
OBJECTIVES GUIDE
4 Insurance Students should be Insurance 1. Leads discussion on 1. Collects 1. Charts Students to:
able to: 1. Types of risks types of risks insurance 2. pictures 1. mention and
1. explain various - Fundamental risks 2. Leads discussion on brochures and 3. Posters explain each type
types of risks. - Particular risks importance of insurance examine the 4. Textbooks of risks.
2. discuss the - Speculative risks to business. provisions for 5. Publications on 2. discuss the
importance of - Pure risk 3. Illustrates functions various risks. insurance. importance of
insurance to business. 2. Importance of insurance to of different areas of 2. Write short note insurance business.
3. explain the role of business. insurances using charts. on importance of
insurances brokers and 3. Functions nd features of 4. Asks students to insurance to
agents. insurance in different areas. collect insurance business.
4. The role of insurance brochures and examine
brokers and agents. the provisions for
various risks.
5 Banking Students should be 1. Central Bank of Nigeria 1. Leads discussion of 1. Participate in 1. Textbooks Students to:
able to: (CBN) types of banks class discussion. 2. Pictures 1. state four (4)
state the functions of - Origin 2. Invite a banker to 2. Go on excursion function of central
central bank of Nigeria - Functions give a talk. to bank and bank of Nigeria
- commercial banks 2. Commercial Bank: 3. Discusses the origin bureaus de-change. (C.B.N).
- bureaus de change - functions of Central Bank of 2. explain two (2)
and Nigeria. functions of special
- specialized banks bank.
6 Banking Students should be Types of account 1. Leads discussion on 1. Role play the 1. Textbooks Students to:
able to: 1. Current account types of accounts. banking activities. 2. Automates mention and
1. explain types of - Savings account 2. Explains the methods 2. Participate in Teller machine describe three
accounts. - Fixed deposit account of payment by banks. class discussion. (ATM) Card. different types of
2. discuss forms of 2. Forms of payment: 3. Cheques. accounts
payment. - Automated teller machine
3. distinguish between (ATM) Card.
saving account and
current account.
399
COMMERCE
SS II
THIRD TERM
WEEK
OBJECTIVES GUIDE
7 Banking Students should be able Forms of payment 1. Leads discussion on Participate actively 1. Textbooks Students to:
to: - Western union the various methods of in class discussion. 2. Automated teller 1. discuss the
1. discuss the various - Money gram payment by banks. 3. Machine (ATM) various forms of
forms of payment. - Computer and the bank 2. Explains e-banking. card. payments.
2. explain e-banking. - e-banking 4. Bank teller 2. explain e-
banking.
8 Banking Students should be able Banks 1. Leads discussion Participate actively 1. Textbooks Students to:
to: Specialized banks specialized banks. in class discussion. 2. Charts distinguish
distinguish between the - Development bank 2. Mentions the types of 3. Teller between the
operations of specialized - Mortgage bank specialized banks. 4. ATM Cards. operations of
banks and commercial - Building societies 3. invites a bankers to specialize banks
banks. give a talk. and commercial
banks.
9 Warehousing Students should be able Warehousing 1. Leads students to 1. Participate in the 1. Pictures Students to:
to: - Meaning discuss warehousing. class discussion. 2. Textbooks 1. explain the
1. explain the term - Functions 2. Asks students to 2. Take down notes 3. Chalkboard meaning of
warehousing. - Importance mention the importance on warehousing. warehousing.
2. explain the importance. and functions of 2. list and explain
warehousing. three functions of
warehousing.
10 Warehousing Students should be able Warehousing 1. Guides students to Participate in 1. Pictures Students to:
to: 1. Types of warehouse. discuss different types listing the 2. Textbooks explain two each of
1. describe the different 2. Advantages and of warehousing. advantages and 3. Chalkboard advantages and
types of warehouse. disadvantages of 2. Asks students to list disadvantages of disadvantages of
2. list the advantages and warehousing. the advantages and warehousing. warehousing.
disadvantages of disadvantage of
warehousing. warehousing.
11 REVISION
12 EXAMINATION
400
OFFICE PRACTICE
SS II
FIRST TERM
THEME 2: OFFICE PROCEDURE
TEACHING AND
WEEK
PERFORMANC ACTIVITIES EVALUATION

E OBJECTIVES GUIDE
1 Devotion to Students should 1. Meaning of devotion 1. Explains the 1. Explains the Chalkboard. Students to:
duty: be able to: to duty. meaning of devotion meaning of devotion 1. explains the
meaning of 1. explains the 2. Effect of devotion to to duty. to duty. meaning of devotion
devotion to duty, meaning of duty on productivity and 2. Lists the effect of 2. Lists the effect of to duty.
effects of devotion to duty. development. devotion to duty on devotion on 2. lists the effect of
devotion to duty 2. lists the effects productivity and productivity and devotion to duty on
on productivity of devotion to development. development. productivity and
and duty on development.
development. productivity and
development.
2 Office procedure Students should 1. Meaning of office 1. Leads in 1. Explains the 1. Chalkboard. Students to:
I meaning of be able to: procedure. discussion on office meaning of office 2. Charts. 1. explains the
office procedure 1. explains the 2. Importance of office procedure. procedure. meaning of office
and importance meaning of office procedure. 2. Lists and explain 2. Mention the procedure.
of office procedure. the importance importance of office 2. give the
procedure. 2. lists the procedure. procedure. importance of office
importance of procedure.
office procedure.
3. Office Students should 1. Meaning of office 1. Leads in 1. Participates in 1. Chalkboard. Student to:
documents. be able to: documents. discussion meaning discussion. 2. Charts. 1. explains the
(i). meaning of 1. define office 2. Types of office of office documents. 2. Copy notes on meaning of office
office documents. documents 2. Lists the types of meaning of office documents.
documents. types 2. lists the types Administrative office documents. documents. 2. lists the various
of office of office documents. 3. Lists the office office documents.
documents. documents. - Nominal roll documents.
- Calendar of events.
- Sales document
i. Debit note, delivery
note etc.
401
OFFICE PRACTICE
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
4. Office Student should be 1. Types of office 1. Mentions 1. Study the 1. Specimen Students to:
documents able to: document. various office documents. documents. 1. list five office
(2). types of 1. lists the types of - Administrative document. documents. 2. Participate in 2. Receipts. documents.
office office documents. - Nominal roll. 2. Explains discussion. - Invoice stock card 2. explains five office
documents. 2. explains the ii. Calendar of events sales various office 3. Lists and explain debit note delivery documents.
various types of documents. documents. office documents. note.
office documents. i. Debit note
ii. Delivery note
iii. Catalogues/price.
iv. Lists purchasing/stores
documents.
i. Cheque book
ii. Bank statement.
5. Office Students should be Preparation of office Shows how to Prepare office Specimen Students to:
documents (3). able to: documents. prepare office documents e.g. documents. prepare the following
preparation of prepare of - Sales documents documents. Debit note and - Receipts documents.
office document e.g. - Debit note. delivery note. - Invoices. - receipts
document. receipt, invoice, - Delivery note etc. - Stock card. - debit note
stock card etc. - stock card.
6 Office Students should be Uses no office document. States the uses of States the uses of 1. Chalkboard. Students to:
documents (4). able to: some documents. some office 2. Charts. states the uses of
uses of office mention the uses documents. office documents.
documents. of office
documents.
7. Preparation of Students should be Preparation of bills and Shows how to 1. Prepare bills and 1. Specimen of Students to:
bills and able to: invoice. prepare bills and invoice. bills and invoice. prepare bills and
invoice. prepare bills and invoices. 2. Copy note on 2. Chalkboard. invoice.
invoice. preparation of bills
and invoice.
402
OFFICE PRACTICE
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
8. Sanctioning Students should be able 1. Meaning of 1. Leads in 1. Participates in 1. Specimen of Students to:
of bills and to: sanctioning discussion on discussion. bills and invoice. 1. prepare bills and
invoice. know how bills are 2. Bills sanctioning of bills 2. Copy note on 2. Chalkboard. invoice.
sanctioned in the office - Invoice sanctioning and invoice. sanctioning on bills 2. lists the people
of bills and invoices. 2. Show how bills and invoice. that can sanction
are sanctioning in 3. States the people bills.
the office. who sanctions bills
3. States the people and invoice.
who sanctioning
bills.
9. Preparation Students should be able 1. Meaning of receipt. 1. Leads in 1. Participate in 1. Specimen of Student to:
and issues of to: 2. Preparation of discussion on discussion. receipt. 1. prepare and
receipt. prepare and issue receipt. receipt. preparation and 2. Copy note on 2. Chalkboard. issues receipts.
issues of receipt. preparation and 2. lists the method
issues of receipt of preparing a
receipt.
10 Method of Students should be able Method of making 1. Leads in 1. Participates in Chalkboard. Students to:
making to: payment and their discussion on the discussion on states the various
payments and 1. lists the various method procedure. method of making method of making method of making
their of making payments. payment. payment and their payment.
procedure. 2. explains the procedure 2. Explains the procedure - cheque.
of making payment. procedures for 2. Copy notes. - postal order etc.
making payments.
11 REVISION
12 EXAMINATION
403
OFFICE PRACTICE
SS II
SECOND TERM
WEEK
OBJECTIVES GUIDE
1 Machines used Students should be Types of machine use Leads in discussion on 1. Participate in the 1. Machine for the Students to:
for the able to: for preparation of the machines used for discussion. preparation of bills. lists the various
preparation of states the machine receipt, invoice and the preparation of 2. Demonstrates the 2. Chalkboard. machine use for the
bills, invoice used for the bills. bills, invoice and use of the machine. 3. Charts. preparation of
and receipt. preparation of receipts. 3. Copy notes. receipt.
receipt, bills and
invoice.
2. Business letter Students should be 1. Meaning of 1. Explains different 1. Notes the 1. Specimen of letter. Students to:
(1) able to: business letters. types of business explanations. 2. Business letter mention three types
types of 1. explains the 2. Various business letter. 2. Participate in 3. Application. of business letter.
business letter. meaning of business letters e.g. 2. Identify types of discussion. 4. Good will.
letters. Application business letters. 3. Ask and answer
2. lists various types - Good will question.
of business letters. - Congratulation
3. Memos (1) Students should be 1. Meaning of memo. 1. Leads in discussion 1. Participate in the 1. Specimen on Students to.
internal memos able to: 2. Writing of memo. on the meaning of discussion on memo. 1. explains the
(ii). external 1. explains the - Internal memo. memo. meaning of memo. 2. Chalkboard. meaning of memo.
memos meaning of memo. - External memo. 2. Writing of memo 2. Writing of memo 2. write external
(iii). notice etc. 2. prepare internal - Notice of meeting. e.g. e.g. - internal memo
memo. - Minutes of meeting - Internal memo. - Internal memo. - notice of meeting.
- external memo. etc. - External memo. - External memo etc.
- notice. - Notice of meeting 3. Copy note on
- minutes of meeting etc. memo.
- reports.
4. Business letters. Students should be Business letters. 1. Explains different 1. Note the 1. Specimen of letter. Students to:
(i). business able to: - Interview letters. types of business. explanation. 2. Envelope. 1. states two types
letter, interview write business letter. - Appointment letters. 2. Identify types of 2. Participates in 3. Stamps. of mail.
letters goodwill - interview letter. - Goodwill letters. business letter. discussion. 2. identify classes of
letters etc. - goodwill letter. 3. Ask and answer mail.
- appointment letter. question.
4. Copy Chalkboard
summary.
404
OFFICE PRACTICE
SS II
SECOND TERM
WEEK
OBJECTIVES GUIDE
5. Business letters Students should be Classification of 1. Explains the classes 1. Note the 1. Chalkboard. Students to:
(2) able to: mails. of mail. explanation. 2. Show different 1. lists the classes of
classification of mention classes of i. Incoming mail 2. Give a chalkboard 2. Copy note. classes of mail. mail.
mails. mail. ii. Outgoing mails. summary. 3. Ask question 2. write a mail.
iii. Confidential. where necessary.
iv. Personal etc.
6. Method of mail Students should be Method of mail Leads in discussion on 1. Participate in 1. Chalkboard. Students to:
delivery. able to: delivery. the method of delivery discussion. 2. Summary. mention the method
states the method of i. By post. mails. 2. Copy note. of delivery mails.
mail delivery. ii. By hand. 3. Ask question
iii. By e-mail/fax where necessary.
iv. By computer.
7. Procedures for Students should be Procedure for 1. Explains the 1. Notes explanation. 1. Chalkboard. Students to:
delivery mails. able to: receiving mails. procedures for 2. Copy Chalkboard 2. Charts. explains the
(i) incoming 1. explains the 1. Incoming mails. receiving mails. summary. procedures for
mails, sorting procedures for a. Sorting 2. Gives chalkboard receiving mails.
opening etc. receiving mails. b. Opening. summary.
2. lists the procedure c. Examine.
for receiving mails. d. Registering
outgoing mails (a).
signing
(b). Addressing etc.
8. Filling (i) Students should be 1. Definition of 1. Defines/explains 1. Take note of 1. Sample of actual Students to:
definition of able to: filing. filing. definition. office files. 1. define filing.
filing, method 1. define filing. 2. Methods of filing. 2. Describes method 2. Participate in 2. Equipments and 2. distinguish
of filing. 2. state the methods - Centralized of filing. discussion on method accessories files and between two method
filing. - Departmental. of filing. folders. of filing.
405
OFFICE PRACTICE
SS II
SECOND TERM
WEEK
OBJECTIVES GUIDE
9 Filing (2). Students should be Purposes of filing Explains the purposes 1. Notes explanation. Chalkboard. Students to:
purposes of able to: of filing. 2. Copy notes. 1. explains the
filing. mention the purposes of filing.
purposes of filing. 2. state 3 purposes
of filing.
10 Procedure for Students should be Outgoing mails. 1. Leads in discussion 1. Participate in 1. Chalkboard. Students to:
sending out able to: (a). Sending. on out going mails. discussion on 2. Spec mail of stamp explains the
mails. 1. explains the (b). Addressing. 2. List the procedures outgoing mails. envelop. procedure for
procedure of (c). Enveloping for sending out mails. 2. Takes notes. outgoing mails.
sending out mail. (d). Dispatching. 3. Ask questions
2. list the procedures (e). where necessary.
for sending out mail. Stamping/franking.
(f). Registering.
11 REVISION
12 EXAMINATION
406
OFFICE PRACTICE
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 Filing Students should be Characteristics of Explains Characteristics 1. Note the explanation. Chalkboard. Student to:
characteristics able to: good filing system. of good filing system. 2. Copy notes on states five
of good filing list the characteristics characteristics on good characteristics of
system. of good filing system. filing system. good filing system
2. Filing and Students should be Filing equipments. Explains the various Demonstrate how to use 1. Show some Students to:
filing able to: - Box files. filing equipment various filing filing equipment. describes three
equipments. 1. lists the various - Desk files. display samples of equipment. 2. Charts. types of filing
types of filing - Cabinet file etc. filing equipment. 3. Chalkboard. equipment.
equipment.
2. explains the various
filing equipments.
3. Classification Students should be Classification of 1. Lists and explains the Identify at least five Chalkboard. Students to:
of filing able to: filing systems. classes filing systems. classes of filing. list five classes of
system. 1. enumerates the - Alphabetical. 2. Leads discussion on filing and explain
classes of filing - Numerical the types of files. them.
system. - Chronological
2. lists types of files. - Subjects.
- Geographical.
4. Files or folders Students should be Files or folders. 1. Leads discussion on 1. Discuses two types 1. Sample of files. Students to:
and steps able to: - Printed cards. types of files. of files. 2. Documents. 1. lists types of
involved in 1. lists types of files. - Spring group 2. Itemize steps 2. Practice actual filing 3. Chalkboard. files.
filing. 2. states the steps folders. involved in filing a of document. 2. demonstrates
involved in filing. - Steps involved in document. filing of
filing. documents.
5 Methods for Students should be 1. Reasons for 1. Explains why 1. Take down note. Specimen of petty Students to:
making able to: making payments. payments are made. 2. Answer teacher’s cash vouchers. 1. list for making
payment. (i). 1. states reasons why 2. Describes 2. Explains procedures questions on why payments.
reasons for payments are made. procedures for for making payments. payments are made. 2. list three
making 2. procedures for making payments. methods of
payments and making payments. - Cash, cheque, Bank payment.
procedure for draft, traveler’s
making cheque
payments. - Credit card etc.
407
OFFICE PRACTICE
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
6. Methods of Students should be Methods of payments 1. Leads in discussion Explains three method 1. Specimen of Students to:
making able to: through commercial and method of of making payments cheque. list the methods of
payments list the method of banks. payments through through commercial 2. Charts. making payments
through making payments - Cash commercial banks. bank. 3. Chalkboards. through
commercial through commercial - Cheque. 2. Copy note on the commercial banks.
bank. banks. - Bank draft. board.
7. Methods of Students should be Preparation of Explains the procedure Take note on 1. Specimen of Students to:
payment (3) able to: vouchers. for preparing voucher. preparation of voucher. voucher. list four procedure
preparing 1. explains how to - Payroll. 2. Chalkboard. for preparing
vouchers. prepare vouchers. - Pay slip voucher.
2. list the procedures - Wage etc.
for preparing
vouchers.
8. Methods of Students should be 1. Difference 1. Explains the 1. Participate in Chalkboard. Students to:
payment (4). able to: between salary and difference between discussion. 1. list four role of
difference 1. mentions the wages. salary and wages. 2. Take notes on the wage office.
between salary difference between 2. The role of wage 2. The roles of wage difference between 2. mention 3
and wages. the salary and wages. office. office. salary and wages. difference between
role of wage 2. lists the role of 3. The role of wage salary and wages.
office. wage office. office.
408
OFFICE PRACTICE
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
9 Methods of Students should be 1. Methods of paying 1. Leads in discussion 1. Participates in 1. Specimen of Students to:
payments (5). able to: wages. in the methods of discussion. payroll. 1. lists 4 methods
methods of lists the methods of - Calculate wages. paying wages. 2. Take notes on the 2. Pay slip. of paying wages
paying wages paying wages and - Record wages. 2. Procedures for methods of paying 3. Chalkboard. and salary.
and salary, salary. - Make appropriate paying wages. wages and the 2. draw a sample of
procedure for deduction. 3. Methods of paying procedure for paying pay slip.
paying wages. 2. Procedure for salaries. wages and salaries.
paying wages. - Analyses cash
- Time rate. - Determines within
- Piece rate drawal
- Profit sharing - Puiro notice to bank
method. prepare payroll.
- Commission basis
- Premium bonus
system.
10 Records kept Students should be Records kept in Leads in discussion in 1. Participates in Chalkboard. Student to:
in wages and able to: wages and salaries the records kept in discussion. 1. list the records
salaries unit. 1. lists the records kept unit. wages and salaries unit. 2. Take notes of the kept in the wages
in wages and salaries - Piece rates explanation. and salaries unit.
unit. - Time rate. 3. Copy note. 2. writes short
2. explains the records. - Bonus system. notes on two of the
- Profits sharing records kept in
scheme wages and salaries
- Commission. unit.
11 REVISION
12 EXAMINATION
409
INSURANCE
SS II
FIRST TERM
SUB THEME: INSURANCE PRODUCTS
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 Motor Students should be able to: 1. Nature of motor Explains: 1. Participate in the Chalkboard, Students to:
Insurance 1. explain nature of motor insurance 1. the nature of motor discussion Textbooks, 1. explain the nature of
I insurance 2. Types of policies insurance. 2. Copy note from specimen of motor motor insurance.
2. explain types of motor in motor insurance 2. types of motor the chalk board. insurance 2. explain the type of
insurance policy insurance policy. document motor insurance
publication from policy.
NIA
2 Motor Students should be able to: 1. Scope of motor Explains: 1. Listen Chalkboard, Students to:
Insurance 1. explain the scopes of motor insurance 1. scope of motor attentively to the Textbooks 1. explain scope of
II insurance policy 2. ECOWAS Brown insurance policy lesson explain specimen of motor motor insurance policy
2. explain ECOWAS Brown cards 2. ECOWAS Brown 2. Copy note from insurance 2. mention the uses of
cards card. the chalkboard document ECOWAS Brown card
and covers provided.
3. Fire Students should be able to: 1. Meaning of fire Explains: 1. Participate in the Chalkboard, Students to:
insurance 1. define fire insurance policy insurance. 1. the meaning of fire discussion of fire Textbooks 1. define fire insurance
2. explain property covered by 2. Standard fire insurance. insurance specimen of motor and standard fire cover
fire insurance policy cover. 2. the property 2. List the perils insurance provided
3. explain perils covered 3. Special perils as covered under fire covered document 2. list the special peril
4. who buys fire insurance. an extension of insurance. periodicals 3. state the various fire
standard fire policy. 3. perils covered and insurance buyers
who buys fire
insurance.
4 Theft Students should be able to: 1. Meaning of theft Explains: 1. Participate in the Chalkboard, Students to:
insurance 1. define theft insurance insurance 1. meaning of theft discussion of theft Textbooks 1. explain the meaning
2. state properties to be covered. 2. Properties to be insurance insurance specimen of motor of theft insurance.
3. explain how theft insurance is covered 2. property to be 2. Copy note from insurance 2. state any fire
arranged under business and 3. Theft insurance in covered the chalkboard. document. properties that are
private premises. business premises 3. difference between insurable.
4. explain theft by key or trick. and private premises theft in business and 3. mention the
4. Theft by key or private premises distinction between
trick 4. theft by key or trick theft insurance in
business and private
premises.
410
INSURANCE
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
5. Money Students should be able to: 1. Meaning and Explains: Participate in the Chalkboard, Students to:
Insurance 1. explain the meaning and necessity of money 1. meaning and discussion of Textbooks 1. state the meaning
necessity of money insurance insurance necessity of money money insurance specimen of motor and necessity for
2. explain money lost in 2. In safe or strong insurance and copy notes insurance money insurance
transits only in safe or strong room after business 2. types of covers from the chalk document. 2. explain the types
room after business hours, in hours available board. available
custody of a staff. 3. In transits only
4. In custody of a staff,
e.g. cashier.
6 Fidelity Students should be able to: 1. Meaning of fidelity Explains: Listen attentively, Chalkboard, Students to:
guarantee 1. explain the meaning of guarantee insurance 1. meaning of fidelity and copy their note Textbooks 1. Define fidelity
insurance fidelity guarantee insurance 2. Types of insurance guarantee insurance specimen of motor guarantee insurance
2. state the types of insurance policy cover. 2. the various types of insurance 2. Mention the three
policy cover and types of 3. Types of guarantee policies in fidelity document. types of insurance
guarantee 4. Bonds guarantee insurance cover under fidelity
3. distinguish between 3. the term bond guarantee.
commercial guarantee and 3. Write about the
bonds types of guarantee.
7. Credit Students should be able to: 1. meaning and Explains: Participate in the Chalkboard Students to:
insurance 1. define credit insurance necessity of credit 1. meaning of credit discussion of credit Textbooks 1. define credit
2. state the necessities of insurance insurance insurance and copy Specimen of insurance
credit insurance 2. Types of covers 2. necessity of goods note from documents 2. state the necessity
3. state the types of cover in transits insurance chalkboard of credit insurance
3. the types of cover 3. state the types of
covers
411
INSURANCE
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
8. Burglary Students should be able to: 1. Meaning of Explains: Participate in the Chalkboard Students to:
insurance 1. explain the meaning of burglary insurance 1. meaning of discussion of Textbooks 1. define burglary
burglary insurance 2. Property to be burglary insurance burglary insurance specimen of insurance
2. policies provided under covered 2. property to be in both business and burglary insurance 2. state any five
burglary insurance 3. Burglary insurance covered private premises documents properties to be
3. distinguish between in business and private 3. burglary in covered under
burglary insurance in premises business and burglary insurance
business and private 4. Difference between private premises 3. distinguish between
premises burglary insurance and 4. the difference burglary and theft
4. differetiate between theft insurance between burglary insurance.
burglary insurance and insurance and theft
theft insurance insurance
9 Goods in Students should be able to: 1. Meaning of goods 1. Explains the 1. Participate by Chalkboard, Students to:
transit 1. define goods in transit in transit insurance meaning of good in identifying the Textbook parcels, 1. define goods in
insurance insurance 2. Types of goods to transit insurance. different types of letters and transit insurance
2. identify and explain the be covered 2. Gives examples goods to be covered specimen of 2. identify and explain
types of goods to be of goods to be and copy note from document. the types of goods to
covered covered the chalkboard be covered
10 Cash in Students should be able to: 1. Meaning of cash in Explains: 1. Participate in the Chalkboard Students to:
transit 1. explain the meaning of transit. 1. Meaning of cash discussion Textbooks 1. explain the meaning
cash in transit 2. Types o f cover in transit 2. Copy note from of cash in transit
2. give examples of types 2. Types of policy the chalkboard insurance
of policy cover. cover 2. give example of
policy cover.
11 REVISION
12 EXAMINATION
412
INSURANCE
SS II
SECOND TERM
SUB THEME: INSURANCE PRODUCT
TEACHING
ACTIVITIES
WEEK
PERFORMANCE CONTENT AND EVALUATION

TOPIC
1 Marine Students should be able to: 1. Meaning of Explains: 1. Listen attentively Chalkboard Students to:
insurance I 1. define marine insurance marine insurance 1. meaning of as the teacher Textbooks and 1. define marine
and perils of the sea and perils marine insurance explains specimens insurance
2. list and explain the types 2. Types of marine and perils. 2. Ask questions document 2. state the types of
of marine insurance. insurance 2. types of marine 3. Copy notes from marine insurance
3. explain the types of marine 3. Types of marine insurance chalkboard 3. outline the types of
insurance policies. insurance policies 3. types of marine marine insurance
insurance policies policies
2 Marine Students should be able to: 1. Marine losses 1. Categorizes the 1. Participate in the Chalkboard Students to:
insurance II 1. categorized total loss and 2. Properties types of losses discussion Textbooks and 1. Categorize the various
partial loss. covered by marine 2. State properties to 2. Copy notes from specimens losses
2. state properties covered by insurance be covered by the chalkboard document 2. State the properties to
marine insurance. marine insurance be covered
3 Aviation Students should be able to: 1. Meaning of Explains: 1. Listen attentively Chalkboard Students to:
insurance I 1. explain the meaning of aviation insurance 1. the meaning of and ask question Textbooks and 1. define aviation
aviation insurance 2. Factors affecting aviation insurance where necessary. specimens insurance
2. List and explain the factors aviation risks 2. factors affecting 2. Copy notes from document 2. list the factors
affecting aviation risks aviation risks the chalkboard affecting aviation risks.
4 Aviation Students should be able to: 1. Types of aviation 1. Explains the types 1. Participate in the Chalkboard, Students to:
insurance II 1. differentiate the types of policies or cover. of aviation policies. discussion. Textbook 1. write on the various
aviation insurance cover. 2. International 2. States 2. Copy note from the types of aviation
2. state international regulations. international chalkboard. policies.
regulations of aviation regulations. 2. state international
insurance. regulation of aviation
insurance.
5 Engineering Students should be able to: 1. Meaning and Explains: 1. Mention some of Chalkboard Students to:
insurance 1. explain the meaning of scope of engineering 1. Meaning of engineering policies Textbook 1. define engineering
engineering insurance insurance engineering 2. Copy note from specimen of insurance
2. list the scope of 2. Types of insurance chalkboard engineering 2. mention the scope of
engineering insurance engineering 2. The scope of insurance covers provided.
3. state the types of insurance engineering document 3. write the types of
engineering insurance. insurance engineering provided.
3. Types of policies
and covers provided.
413
INSURANCE
SS II
SECOND TERM

WEEK
PERFORMANCE CONTENT EVALUATION

TOPIC LEARNING
OBJECTIVES GUIDE
6. Business Students should be able 1. Meaning of Explains: 1. Participate in the Chalkboard Students to:
interruption to: business interruption 1. Meaning and discussion of the Textbooks specimen 1. define business
insurance 1. explain the meaning insurance scope of business causes of machine document of business interruption
of business interruption 2. Scope of the interruption break down. interruption insurance insurance.
insurance. cover insurance 2. Also, the 2. mention the
2. examine the scope of 3. Causes of 2. The Causes of consequences of fire scope of cover
the cover business interruption machine breakdown incident. 3. list the causes of
3. state the causes of insurance 2. Copy note from the business
business interruption chalkboard interruption
insurance
7. Agricultural Students should be able 1. Meaning of Explains: 1. Participate in the Chalkboard Students to:
insurance to: Agricultural 1. Meaning of discussion and copy Textbooks specimen 1. define
1. explain the meaning insurance agricultural note from the document agricultural
agricultural insurance 2. Scope of cover insurance chalkboard insurance
2. State the scope of 2. The scope of 2. explain the
cover cover scope of cover
8. Employer’s Students should be able 1. Meaning of Explains: 1. Participate in the Chalkboard Students to:
liability to: employer’s liability 1. Meaning of discussion and ask Textbooks specimen 1. explain the
insurance 1. explain the meaning insurance. employer’s liability question where liability insurance meaning of
of employer’s liability 2. Workman insurance necessary. employer’s
insurance compensation policy 2. Workman 2. Copy note from the liability insurance
2. explain workman 3. Level of benefit compensation chalkboard 2. state the level of
compensation scheme payable scheme benefit provided
3. explain he level of 3. What covers and
benefit payable benefit available
414
INSURANCE
SS II
SECOND TERM

WEEK
PERFORMANCE CONTENT EVALUATION

TOPIC LEARNING
OBJECTIVES GUIDE
9. Public Students should be able 1. Meaning of 1. Explains the 1. Participate in the Chalkboard, Students to:
liability to: public liability meaning of public discussion. Textbook specimen 1. define public
insurance 1. explain the meaning insurance liability insurance. 2. Copy note from the document liability insurance
of public liability 2. Types of public 2. Explains what chalkboard. 2. explain the
insurance. liability insurance public/personal various types of
2. explain the various liability covers. personal liability.
types of policies 3. Also the cover of 3. how product
product liability liability may arise
insurance
10 Contractor all Students should be able 1. Meaning of Explains: 1. Listen attentively Chalkboard, Students to:
. risk insurance to: contractor all risk 1. Meaning of and copy note from Textbook specimen 1. define contractor
1. define contractor all insurance contractor all risk chalkboard. document all risk insurance
risk insurance 2. Types of policy insurance. 2. state the types of
2. explain the types of covers 2. Types of policy policy cover.
policy cover cover
11 REVISION
12 EXAMINATION
415
INSURANCE
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
1 Professional Students should be able 1. Meaning of Explains the meaning 1. Participate in the Chalkboard, Students to:
indemnity to: professional indemnity and various profession discussion. Textbooks 1. define
1. explain the meaning 2. Liability to that required 2. Copy notes from specimen of professional
of professionals professional such as professional indemnity chalkboard document indemnity
indemnity doctors, lawyers, insurance 2. state the
2. explain the insurance brokers, profession that
professionals that may accountants, architects require
require professional professional
indemnity insurance indemnity
2 Term Students should be able 1. Meaning of term Explains: 1. Participate in the Chalkboard, Student to:
assurance to: assurance . 1. what term assurance discussion and Textbooks 1. state, the
1. explain the meaning 2. Forms of term is copy note from specimen of meaning of term
of term assurance assurance e.g. 2. various forms term chalkboard document assurance
2. explain the form of individual and group. assurance 2. state the forms
term assurance 3. Uses of term 3. uses of term of term assurance
3. state the uses of term assurance assurance 3. mention the
assurance. various uses of
term assurance
3 Endowment Students should be able 1. Meaning of Explains: 1. Participate in Chalkboard, Students to:
assurance I to: endowment assurance 1. the meaning of discussion Textbooks 1. define
1. define endowment 2. Types of endowment assurance 2. Mention the specimen of endowment
assurance endowment policy 2. the various types of types of document assurance.
2. list and explain the endowment policies endowment 2. distinguish the
types of endowment policies various types of
assurance endowment policy
4 Endowment Students should be able 1. Types of risk Explains: 1. Participate in the Chalkboard, Students to:
assurance II to: covered and its 1. the types of risk discussion and ask Textbooks 1. mention the
1. explain the types of application covered and it questions. specimen of types of risk cover
risk covered and its 2. Benefits of application 2. Copy note from document 2. state the benefit
application. endowment assurance 2. benefits provided by the chalkboard provided by each
2. state the benefit each types types
provided by each types
416
INSURANCE
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
5 Whole life Students should be able 1. Whole life policy Explains: 1. Participate in the Chalkboard, Students to:
assurance to: 2. Mode of operation 1. whole life policy discussion Textbooks, 1. explain the
policy 1. explain what is in whole life policy 2. premium payment 2. Copy note from specimen of meaning of whole
whole life policy and maturity chalkboard. document life policy.
2. differentiate between 3. risk covered 2. distinguish
whole life and between whole life
endowment policy policy and
endowment policy
6 Annuities Students should be able 1. Meaning of Explains: 1. Participate by Chalkboard, Students to:
to: Annuities 1. meaning of listening attentively Textbooks, 1. define annuities
1. briefly explain the 2. Mode of operation annuities and ask questions specimen of 2. explain the
meaning of annuities in Annuities 2. mode of operation where necessary document mode of operation
2. explain the mode of 3. Benefits of 3. benefits of annuities 2. Copy note from 3. state any three
operation Annuities. the chalkboard benefit of annuities
3. state the benefit of
annuities
7 Personal Students should be able 1. Personal accident Explains: 1. Participate in the Chalkboard, Students to:
accident to: insurance 1. meaning of personal discussion and Textbooks, 1. define personal
insurance 1. explain what 2. Peril covered accident insurance copy note from specimen of accident insurance
personal accident policy 3. Form of personal 2. who buys personal chalkboard document 2. state the forms
is. accident insurance and group accident of personal
2. explain group 4. benefit provided policy. accident insurance
personal accident 3. perils covered 3. outline the
insurance 4. benefit provided benefit of personal
3. outline the benefit accident insurance.
provided
8 Group Students should be able 1. Meaning of group Explains: Participate by Chalkboard, Students to:
insurance to: insurance 1. meaning of group listening attentively Textbooks, 1. define group
1. define group 2. People to be insurance and copy note from specimen of insurance
insurance. covered 2. people to be chalkboard document 2. outline those
2. state people that can 3. Benefit of group covered that benefit from
benefit from the policy insurance 3. those that benefit group insurance
from group insurance
417
INSURANCE
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
9 Consequential Students should be able 1. Meaning of Explains: Participate in the Chalkboard, Students to:
loss insurance to: consequential loss 1. meaning of discussion and Textbooks, 1. define
1. explain the meaning insurance consequential loss copy note from the specimen of consequential loss
of consequential loss 2. Types of covers insurance chalkboard document insurance
insurance. provided. 2. types of policy 2. outline the types
2. outline the types of 3. Benefits of the cover. of covers provided
covers provided. policy 3. benefits of the 3. enumerate any
3. state the benefits of policy three benefit of the
the policy policy
10 Glass plate Students should be able 1. Meaning of glass Explains: Participate in the Chalkboard, Students to:
insurance to: plate insurance 1. meaning of glass discussion and Textbooks, 1. define glass
1. explain the meaning 2. Types of policy plate insurance copy note from the specimen of plate insurance
of glass plate insurance covers 2. types of policy chalkboard document 2. outline the types
2. state the types of 3. Benefits of glass cover of cover
policy cover. plate insurance 3. benefits of the 3. list some of the
3. list any three benefit policy benefits of this
of the policy policy
11 REVISION
12 EXAMINATION
418
AUTO BODY REPAIR AND SPRAY PAINTING
SS II
FIRST TERM
THEME: WORKSHOP SAFETY PRECAUTION
WEEK

1 Safety precaution Students should be able Safety precautions Guides students to Participate in the Steel tape, razor Student to:
concerning tools to: on use of: state safety discussion of safety blade screw driver, state two safety
used in auto body state safety precautions on -measuring tools precautions on use of: precautions on use knife etc. precautions on each of
paint shop use of: -cutting tools -measuring tools of various tools. the following tools:
-measuring tools -driving tools -cutting tools -measuring tools
-cutting tools -holding/ -driving tools -cutting tools
-driving tools supporting tools. -holding/ -driving tools
-holding/supporting tools. supporting tools. -holding/
supporting tools.
2 Safety precautions Students should be able Safety precautions States safety Participate in 1. Compressor Student to:
on use of equipment to: on use of: precautions on use of: stating safety 2.Spray gun state two safety
in auto body paint state safety precautions on -use of compressor -uses of compressor precautions on use 3. Paint measuring precautions on use of:
shop -use of compressor -spray gun -spray gun of compressor, meter, workshop - compressor
-spray gun -paint measuring -paint measuring spray gun and paint manual. -spray gun
-paint measuring meter. meter. meter. measuring meter. -paint measuring meter.
3 Safety precautions Students should be able Importance of: Guides students in Participate in the Safety shoes, safety Student to:
concerning users of to: -overall stating safety discussion of safety gaggles, respirator state are safety
auto body paint shop state safety precautions -safety shoes precautions precautions gloves overall etc. precaution concerning
concerning -safety goggles concerning human concerning users of -human body
-human body -respirator beings or users of auto body paint -legs
-legs -mask auto body paint shop. shop. -hands
-eyes -gloves -nose
-nose -eyes.
-hands
4 Safety precautions on Students should be able 1. Care in handing 1. Guides students to 1. Participate in the Chalkboard and Student to:
use of toxic and to: toxic materials or state cares to be taken discussion of cares charts. state two safety
inflammable 1. state safety precaution substances in handling toxic and taken in handling precautions in handling:
substances on use of toxic and 2. Danger from inflammable toxic and -toxic substances
inflammable substances. inflammable substances inflammable -inflammable
2. read warning labels substances. 2. Emphasizes on substances. substances
3. Importance of importance of 2. Give regards to -state importance of
warning labels. warning labels. warning labels. warning labels.
419
SS II
FIRST TERM
WEEK

THEME: AUTO BODY SPRAY PAINTING
5 Materials used Students should be able to: 1. Spray painting 1. Guides student to list 1. Participate in -Masking tape Student to:
for auto body 1. identify various materials materials: materials used in auto listing materials -Mask 1. list five materials
spray paintings used for auto body spray -masking tape body spray painting. used in auto body -Template used for auto body
painting. -mask 2. Guides students to spray painting. -Respirator spray painting.
2. state the uses of the -template identify the materials 2. Identify the -Duster 2. state the uses of each
various materials identified. -respirator used in auto body spray materials used in -Fitter material listed for auto
-duster painting. auto body spray -Paint. body spray painting.
-fitter 3. States the uses of painting. 3. identify five
-paint. materials for auto body 3. Participate in the materials for auto body
2. Uses of the spray painting. discussion of the spray painting.
materials for auto uses of auto body
body spray spray painting
painting. materials.
6 Equipment for Students should be able to: 1. Compressor Guides students to: 1. Participate in Compressor, spray Student to:
auto body spray 1. list equipments for auto and its uses 1. lists equipments for listing the gun, paint 1. list three equipments
painting body spray painting. 2. Spray gun and auto body spray equipments for auto measuring meter for auto body sprays
2. identify the equipments. its uses painting body spray painting. etc. painting.
3. state the uses of the 3. Paint 2. identifies equipments 2. Take part in 2. state the uses of the
equipments. measuring meter for auto body spray identification of listed equipments.
and its uses etc. painting. equipments. 3. identify the
3. states the uses of the 3. Write out the uses equipments listed.
equipments. of the auto body
spray painting
equipments.
7 Storage of Students should be able to: 1. Tools storage Guides students to: Participate in storing 1.Tools Student to:
tools, correctly store 2. Equipments -correctly store correctly 2. Equipments store some given tool,
equipment and -tools storage -tools -Tools 3. Materials for equipment and
materials for -equipments 3. Material -equipment -Equipments auto body spray materials for auto body
auto body spray -materials for auto body storage -materials for auto body -Materials for auto painting. spray painting.
painting spray painting. spray painting body spray painting.
420
SS II
FIRST TERM
WEEK

8 Maintenance Students should be 1. Explanation of 1. Explains what 1. Define routine Compressor, spray Student to:
of materials able to: routine routine maintenance is maintenance. gun, funnel paint pot 1. Define routine
and 1. carry out routine maintenance. all about. 2. Carry out routing etc. maintenance.
equipment maintenance on the 2. Maintenance 2. Guides students to maintenance on paint pot, 2. carry out routing
for auto materials and guide. carry out routine spray gun, funnel, paint maintenance on given
body spray equipments for auto maintenance on measuring meter, materials and
painting body spray painting. materials and compressor etc. equipment for auto
2. state the need for equipments for auto body spray painting.
materials and body spray painting. 3. state the need for
equipments materials and
maintenance. equipment
maintenance.
9 Paint Students should be 1. Types of paint: Guides students to: 1. Participate in Enamel paint Student to:
materials able to: -enamel paint 1. identifies various identification of various lacquer paint 1. identify some
1. identify various -lacquer paint types of paint. types of paint. given paints.
types of paint. 2. Importance of 2. states the importance 2. State the importance of 2. state the
2. state the importance paint in auto body of paint in auto body paint in auto body spray importance of paint
of paint in auto body sprays painting. spray painting. painting. in auto body spray
spray painting. painting.
10 Paint Students should be 1. Definition of Guides students to: 1. Participate in defining Primer, primer Student to:
materials able to: under coat and top 1. defines under coat under coat and top coat. surface, putty, 1. define under coat
(under coat 1. define under coat coat. and top coat. 2. Identify the materials for sealer, lacquer and and top coat.
and top and top coat. 2. Under coat 2. identifies under coat under coat and top coat. enamel paints. 2. differentiate under
coat) 2. differentiate under material and top materials and top coat 3. Part takes in the coat from top coat.
coat from top coat. coat materials. materials. discussion of the differences
3. Difference 3. states differences between under coat and top
between under coat between under coat and coat.
and top coat. top coat.
11 REVISION
12 EXAMINATION
421
SS II
SECOND TERM
WEEK

1 Paint Mixing Students should be 1. Manufacturer paint 1. Illustrates how to 1. Participate in Paints, solvent, Students to:
able to: guide mix colour to obtain paint mixing. manufacturers colour 1. mix paints to obtain
1. mix paint correctly 2. Paint formulas original colour. 2. Use material and basic guide. a stated colour.
to obtain required 3. Paint mix 2. Uses materials and equipment to mix 2. state two safety
colour. equipment equipment to mix paint. precautions to be
2. observe safety 4. Custom-mix base paints. 3. Observe safety observed when mixing
precautions when colours. 3. States safety precautions. paints.
mixing paints. precautions when 4. Carry out 3. carry out
3. carry out mixing paints. maintenance in maintenance on
maintenance on paint 4. Guides students to materials and materials and
mixing. carry out equipment for equipment for paint
maintenance of mixing paint. mixing.
materials and
equipment for mixing
paints.
THEME: MAINTENANCE MATERIALS
2 Routine Students should be 1. Explanation of 1. Explains routine 1. Participate in the Spray gum, Students to:
maintenance of able to: routine maintenance. maintenance to discussion of routine compressor, paint pot 1. define routine
tools and 1. define routine 2. Routine students. maintenance. etc. maintenance.
equipment for auto maintenance. maintenance on tools, 2. Guides students 2. Participate in 2. carry out routine.
body spray 2. carry out routine materials and to clean spray gun, cleaning of tools and maintenance on spray
painting maintenance on tools, equipment for spray paint pot etc. equipment of auto gun, paint pot and air
materials and painting e.g. cleaning body spray painting. compressor.
equipment for auto of spray gun, cleaning
body spray painting. of paint pot etc.
3 Predictive Students should be 1. Explanation of 1. Explains 1. Participate in Tools and equipment Students to:
maintenance of able to: predictive predictive discussion of for auto body spray 1. define predictive
tools and 1. define predictive 2. Predictive maintenance predictive painting. maintenance.
equipment for auto maintenance. maintenance of tools 2. Guides students maintenance. 2. carry out
body spray 2. carry out predictive and equipment for to carry out 2. Carry out predicative
painting maintenance on tools auto body spray predictive predictive maintenance on given
and equipments. painting. maintenance on maintenance on tools and equipments.
tools and tools and
equipments. equipments.
422
SS II
SECOND TERM
WEEK

4 Corrective Students should be 1. Definition of 1. Guides students to 1. Participate in Spray gun, paint pot, Students to:
maintenance of able to: corrective define corrective defining corrective compressor. 1. define corrective
tools and 1. define corrective maintenance. maintenance. maintenance. maintenance.
equipments for maintenance. 2. Replacement of 2. Assists students to 2. Replace faulty 2. replace leaking
auto body spray 2. carry out corrective faulty parts of spray carry out corrective parts of spray gum. spray gun parts.
painting maintenance on tools gun. maintenance on tools (3) Replace leaking 3. replace leaking
and equipment for 3. Replace leaking and equipments for paint pot. paint pot.
auto body spray paint pot. auto body spray 4. Replace spark 4. change spark plug
painting. 4. Replace spark painting. plug of air of air compressor.
plugs of air compressor.
compressor.
THEME: AUTO BODY REPAIR
5 Minor auto body Students should be 1. Basic methods 1. Guides students 1. Participate in listing Auto body, hand Students to:
repair (Auto body able to: straightening auto to list basic basic methods of auto dollies, spoons, 1. list four basic
straightening) 1. list basic body. methods of auto body straightening. hammer, spanner, methods of
straightening methods. 2. Identification of body straightening. 2. Identify a minor and screw-driver. straightening auto
2. identify minor minor auto body 2. Guides students auto body repair (body body.
repair to be done on repair. to identify minor straightening). 2. identify auto body
auto body. 3. List of tools auto body 3. List some tools for minor
3. list tools necessary necessary for a given straightening work. necessary for straightening work.
for a given minor body minor auto body 3. Lists tools straightening of auto 3. list out the tools
repair repair. necessary for body under minor necessary for the
4. carry out minor auto 4. Carrying out a minor auto body repair. minor auto body
body repair. minor auto body straightening. 4. Carry out minor straightening.
repair e.g. body 4. Guides students auto body 4. carry out minor auto
straightening. to carry out minor straightening. body straightening.
auto body
straightening.
6 Minor auto body Students should be 1. Definition of rust 1. Defines rust 1. Part take in defining Auto body, sand Students to:
repair (Rust able to: 2. Causes of rust on 2. States causes of rust papers paint. 1. define rust
Treatment) 1. define rust. auto body. rust on auto body 2. State causes of rust 2. state two causes of
2. state causes of rust. 3. Treating rust on 3. Guides students on auto body. rust on auto body.
3. treat rust on auto auto body. to treat rusted spot 3. Treat rusted spot on 3. treat a rusted spot
body. on an auto body. auto body. on auto body.
423
SS II
SECOND TERM

WEEK

7 Minor auto body Students should be 1. Identification of Guides students to: 1. Participate in Auto body chisel, Students to:
repair (light panel able to: area to be patched on 1. identify the area of identification of the hammer filler rod 1. identify the area to
patching) 1. identify the area of the auto body. the auto body to be area to be patched on a oxy-acetylene be patched on a given
the panel to be 2. Tools and patched. given auto body. welding equipment. light panel auto body.
patched. equipment for light 2. lists out the tools 2. Writ out the tools 2. list out the tools
2. state the tools panel patching. and equipment for and equipment for and equipment
necessary to carry out 3. Preparation of the light panel patching. patching a light panel needed for patching a
light panel patching. area to be patched. 3. states the auto body. light panel auto body.
3. carry out light panel 4. Patching procedure procedure to be 3. Write out the 3. carry out patching
patching on a given for a light panel. followed when procedure for patching of a light panel auto
auto body. carrying out light an area on a light body.
panel patching on an panel auto body.
auto body. 4. Carry out light
4. carry out light panel patching on a
panel patching on an given auto body.
auto body.
8 Types of auto body Students should be 1. Description of auto 1. Describes an auto 1. Participate in the Integral auto body Students to:
able to: body. body. description of auto and composite auto 1. describe an auto
1. describe an auto 2. Types of auto 2. Guides students to body. body. body.
body. body. state two types of 2. State two types of 2. state two types of
2. state two types of 3. Advantages and auto body. auto body. auto body.
auto body. disadvantages of 3. Discusses 3. Take part in the 3. give two
3. state advantages and integral body. advantages and discussion of advantages and two
disadvantages of 4. Advantages and disadvantages of advantages and disadvantages of
integral body. disadvantage of integral body with disadvantages of integral auto body.
4. state advantages and composite body. students. integral auto body. 4. give two
disadvantages of 4. Discusses 4. Take part in advantages and two
composite body. advantages and discussion the disadvantage of
disadvantages of advantages and composite auto body.
composite auto body disadvantage of
with the students. composite auto body.
424
SS II
SECOND TERM

WEEK

9 Major auto body Students should be able 1. Auto body section 1. Guides student to 1. Describe what an Auto body. Students to:
sections to: 2. Identification of auto describe what an auto auto body section is. 1. describe what
1. describe what auto body sections body section is. 2. Identify the sections an auto body
body section is all about. 3. Functions of 2. Identifies the in a given auto body. section is.
2. identify auto body different auto body sections in an auto 3. State the functions 2. identify three
sections. sections. i.e. body. of different auto body auto body sections
3. state the functions of -Front section 3. Guides students to sections. in given auto
different auto body -Passenger section state the functions of body.
sections. -Rear section. the different auto 3. state the
body section. functions of the
following major
auto body sections
-front section
-passenger section
-rear section.
10 Major auto body Students should be able 1. Basic alignments Guides students to: 1. Part take in stating 1. Vehicle body Students to:
repair (damaged to: principles. 1. states basic basic alignment jack and axle stand, 1. state two basic
vehicle alignment) 1. state basic alignment 2. Quarter panel. alignment principles. principles. hand tools, grinder, alignment
principles. 3. Light weight panel. 2. carries out 2. Carry out damaged oxy-acetylene principles.
2. carry out damaged 4. Damaged vehicle damaged vehicle vehicle alignment. welding 2. carry out
vehicle alignment. alignment. alignment. 3. Determine when to equipment. damaged vehicle
3. determine when to cut 3. determines when cut quarter panel and alignment.
quarter panel and light to cut quarter panel light weight panel. 3. state when to
weight panel. and light weight cut quarter panel
panel. and light weight
panel.
11 REVISION
12 EXAMINATION
425
SS II
THIRD TERM
THEME: METHODS OF AUTO BODY SUBASSEMBLY REMOVAL
WEEK

1 Removal and Students should be able 1. Loosing and 1. Guides students on 1. Participate in Spanners, screw Students to:
replacing of auto to: tightening tools identification of loosing identification of drivers, auto body 1. determine best
body 1. determine best 2. Auto body and tightening tools. loosing and subassemblies. method of
subassemblies method of removing subassemblies. 2. Lists loosing and tightening tools. removing and
and components and replacing damaged 3. Manufacturer’s tightening tools and their 2. Write out the list replacing
by loosing and auto body sub manuals. uses of loosing and damaged auto
tightening assemblies. 3. Guides students to tightening tools. body assembly.
2. interpret dismantle and assemble 3. State the uses of 2. select
manufacturers manual auto body loosing and appropriate tools
3. select appropriate subassemblies. tightening auto body for loosing and
tools for a given job. subassemblies tools. assembling a
4. dismantle and 4. Dismantle and given auto body
assemble auto body assemble auto body subassembly.
subassemblies. subassemblies. 3. interpret
manufacturer’s
manual
4. loose and
assemble a given
auto body
subassembly.
426
SS II
THIRD TERM
WEEK

2 Removal and Students should be able 1. Auto body 1. Guides students to 1. Identify the auto Chisel, files, hammer, Students to:
replacement of to: subassemblies identify the subassembly body subassembly to oxy-acetylene 1. identify the
auto body 1. identify the auto body 2. Identification of to be removed. be removed. welding equipment. auto body
subassemblies by to be removed by cutting auto body 2. Guides students to 2. Select correct tools subassembly to
cutting and and replaced by welding. subassemblies. select correct tools for for the removal of the be removed.
welding 2. select correct tool for 3. Cutting tools the removal of the auto boy 2. select correct
cutting. 4. Welding subassembly. subassembly. tools for cutting
3. select correct welding equipment (oxy- 3. Guides students on 3. Carry out the the subassembly.
equipment for the acetylene) removal of the removal of the auto 3. carry out the
replacement of 4. Removal of subassembly. body subassembly. removal of the
subassembly auto body. subassembly by 4. Guides students to 4. Select correct oxy- auto body
4. dismantle and cutting. select correct welding acetylene equipment subassembly.
assemble auto body 5. Replacement equipment for the for weld the auto 4. replace the
subassembly. replacement of the auto body subassembly auto body
body subassembly that 4. Carry out subassembly.
was removing. replacement of the
5. Carries out the auto body
replacement of the auto subassembly by gas
body subassembly. welding.
427
SS II
THIRD TERM

WEEK

3 Removal and Students should be able
1. Auto body Guides students to: 1. Participate in Auto body pullers. Students to:
replacement of to: subassemblies 1. Identifies the auto identification the auto 1. identify the auto
auto body 1. identify the auto body
2. Identification of body to be removal. body to be removed. body subassembly to
subassembly by subassembly to be
auto body 2. Selects the correct 2. Select correct tools be removed by pulling
pulling and removed by pushing and
subassembly that tools for the job. for the job. or pushing.
pushing pulling.
needs removal. 3. Carries out the 3. Carry out removal 2. select correct tools
2. select correct tools for
3. List of tools for removal of the auto of the required auto for removal of the
the job.
removal and body. body subassembly. identified auto body
3. carry out removal of
assembling the auto 4. Carries out the 4. Assemble the auto subassembly.
auto body subassembly
body subassembly. replacement of the body subassembly. 3. carry out the
by pushing and pulling.
4. Carrying out auto body. removal of an
removal and identified auto body
assembling of the subassembly.
identified auto body 4. assemble the auto
subassembly. body subassembly.
THEME: AUTO BODY SPRAYING EQUIPMENT
4 Spray gun Students should be able 1. Spray gun Guides students to: 1. Part takes in Different types of Students to:
to: 2. Types of spray gun 1. identify spray identification of spray spry gun 1. identify spray gun.
1. identify spray gun. -pressure gun gun. gun. 2. list the two types of
2. list types of spray gun. -siphon gun 2. state types of 2. List types of spray spray gun.
3. state the uses of spray 3. Uses of spray gun. spray gun. gun 3. state two uses of a
gun. 3. state uses of spray 3. State two uses of spray gun.
gun. spray gun.
5 Precautions in Students should be able 1. Safety precautions 1. Guides students 1. Define safety. Spray gun, Students to:
the use of spray to: in the use of spray to define safety. 2. State some safety manufacturer’s 1. define safety.
gun 1. define safety gun. 2. States safety precautions on use of guide on use of 2. state three safety
precaution. 2. Manufacturer’s precaution in the use spray gun. spray gun. precautions on use of
2. state safety precaution guide on use of spray of spray gun. 3. Interpret spray gun.
in the use of spray gun. gun. 3. Guides students manufacturer’s guide 3. interpret the
3. interpret to interpret on use of spray gun. manufacturer’s guide
manufacturer’s guide on manufacturer’s on us of spray gun.
use of spray gun. guide.
428
SS II
THIRD TERM

WEEK

THEME: SURFACE PREPARATION
6 Surface preparation Students should be 1. Explanation of Guides students to: 1. Participate in Galvanized sheet Students to:
of unpainted panel able to: unpainted panel 1. defines unpainted the definition of metal chisel, 1. define unpainted panel
surfaces 1. define an surface. panel surface. unpainted panel measuring tape, surface.
unpainted panel. 2. Replaced panel 2. gives examples of surface. hammer, putty 2. give two example
2. give examples of surface preparation. unpainted metal 2. Give examples knife, sander, unpainted metal panel
unpainted panel 3. Examples of panel surface. of unpainted sanding block, etc. surface.
surface unpainted panel 3. determines the metal surface. 3. determine the extent of
3. determine the surface extent of work. 3. Determine the work
extent of work to be 4. Preparing 4. selects the best extent of work. 4. select the best technique
done galvanized metal technique to carry 4. Select the best to be used.
4. select the best panel surface. out unpainted panel technique for the 5. carry out preparation of
technique to be used. surface. work. unpainted panel surface.
5. carry out surface 5. carries out surface 5. Carry out
preparation of preparation with preparation of
unpainted panel galvanized metal unpainted panel
surface. panel. surface.
429
SS II
THIRD TERM

WEEK

7 Surface preparation Students should be able 1. Definition of Guides students to: 1. Define painted Painted panel, mallet, Students to:
of painted panel to: painted panel 1. defines a painted panel. sander, putty knife, 1. define painted
surface 1. define painted panel. 2. Identification of panel. 2. Identify painted sanding block, sealers panel.
2. identify painted painted panel. 2. identifies painted panel. etc. 2. identify painted
panel. 3. Determining the panel. 3. Determine the panel.
3. determine the extent extent of work to be 3. determines the extent of work to be 3. determine the
of work to be done. done. extent of work to done. extent of work.
4. select best technique 4. Safety precautions be done. 4. Observe safety 4. state three safety
to be used for the work. when working on 4. observes safety precautions. precautions when
5. observe safety painted panel precautions 5. Select best preparing painted
precautions. 5. Techniques for 5. selects best technique for panel surface.
6. carry out surface carrying out surface technique for carrying out the 5. select suitable
preparation of painted preparation of painted carrying out the work. technique for
panel surface. panel surface. work. 6. Carry out surface surface preparation
6. Preparation of 6. carries out preparation of of painted panel
painted panel surface. surface preparation painted panel surface.
of painted panel surface. 6. carry out surface
surface. preparation of
painted panel
surface.
8 Sealing and painting Students should be able 1. Sealing process. Guides students to: 1. Carry out sealing Sealers, paint Students to:
to: 2. Spray painting 1. carries out on auto body masking tape solvent 1. carry out sealing.
1. carry out sealing process. sealing. 2. Carry out spray etc. 2. carry out spray
2. spray paint auto body 2. carries out spray painting of auto painting of auto
panel. painting of auto body. body.
body.
430
SS II
THIRD TERM
WEEK

9 Factors that Students should be able to: Factors that enhance high Guides students to: Part take in: Chalkboard charts Students to:
enhance 1. state factor that enhance quality of work: 1. lists factors that 1. Listing the and pictures. 1. state four factors
high high quality work. -clear understand of work to enhance high quality factors that that enhance high
quality of 2. briefly discuss each factor be don of work enhance high quality of work.
work that enhances high quality -careful selection of tools and 2. discusses each quality of work. 2. briefly explain the
of work. equipment. factor with the 2. Discuss each of four factors.
-selection of appropriate students. the factors that
materials enhance high
-skillful operations of tools, quality of work.
machines and equipment.
-observation of safety
precautions.
-selection of best techniques to
carry out the work.
-finishing touch.
THEME: FIRE ACCIDENT
10 Prevention Students should be able to: 1. Fire accident Guides students to: Participate in: Chalkboard, charts, Students to:
of fire 1. identify source of fire 2. Source of fire accident. 1. identifies sources of 1. identification of fire extinguisher 1. identify two sources
accident in accident. 3. Preventive measures against fire accident. sources of fire of fire accident in auto
auto body 2. state safety measures fire accident 2. states preventive accident. body workshop.
repair against fire accident. 4. Putting off fire: measure against fire 2. state preventive 2. state two safety
workshop 3. use fire extinguisher -fire extinguisher accident. measures against measures against fire
4. state the function of fire -fire fighters 3. discusses use of fire fire accident. accident.
fighters. 4. Effect of fire accident in extinguisher. 3. use of fire 3. describe how to use
5. state effect of fire auto body repair workshop. 4. states effect of fire extinguisher. fire extinguisher to put
accident in auto body repair accident in auto body 4. discussion of off fire.
workshop. repair workshop. function of fire 4. state the functions
fighter. of fire fighter.
5. discussion of 5. state three effect of
effect of fire fire accident in auto
accident in auto body repair workshop.
body repairs
workshop.
11-12 REVISION AND EXAMINATION
431
AUTO MECHANICALWORK
SS II
FIRST TERM
THEME: AUTOMOBILE ENGINE
WEEK

1 Components Students should be 1. Method of 1. Lists engine parts, 1. Identify the 1. Live vehicle. Students to:
mounted on the able to: mounting: engine block, crank various components 2. Charts. 1. list ten engine
chassis. 1. method of securing - engine shaft, cam shaft, provided. 3. Posters parts.
the components. - transmission piston etc 2. Observe the 2. method of jointing
a. engine - Steering system 2. Illustrates and removal and that is used in
b. transmission explains removal and replacement of securing an engine to
2. remove and replacement of components on the the chassis.
replace engine transmission chassis 3. remove and
transmission components: replace gear box in
components and - gear box an engine.
steering. - clutch
-propeller shaft
- universal joints
2 Petrol engine I Students should be Two stroke cycle Explains two stroke Explain the working 1. Live engine two Students to:
able to: (spark ignition cycle engines sequence of two stroke explain the working
explain the engine) principle, operational stroke cycle engine. 2. Charts operational of two
principles of 3. Posters stroke engine.
operation of two
stroke cycle engine.
3 Petrol engine II Students should be Four stroke cycle Explains and Observe the 1.Live engine Students to:
able to: engine (spark illustrates four stroke working operation 2. Four stroke explain the working
explain the working ignition engine). cycle engines. of four stroke cycle 3. Charts operation of four
sequence of four engine. 4. Posters stroke engine.
stroke cycle engine.
4 Petro; engine III Students should be 1. Two and four 1. Distinguishes Observe differences 1. Live engine – Students to:
able to: stroke engine between two stroke in two strike and two differentiate between
1. distinguish differences. and four stroke cycle four stroke cycle 2. Four stroke two stroke and four
between two stroke 2. Advantages and engine. engine. cycle engine. stroke cycle engine.
and four stroke C.I.E disadvantages of 2. States advantages
2. advantages and two over four stroke and disadvantages of
disadvantages of two engine. two over four stroke
and four stroke cycle cycle engine.
engine.
432
AUTO MECHANICALWORK
SS II
FIRST TERM

WEEK

5 Diesel engine I
Students should be Two stroke cycle in Explains and Observe the 1. Live engine Students to:
able to: compression illustrates the operational a. two stroke differentiate between
explain and illustrate ignition engine. principle and sequence of engine (C.I.E) two stroke and four
principles and operation of two (C.I.E) 2. Posters stroke cycle engine.
operation of two stroke cycle engine 3. Charts
stroke cycle in (C.I.E)
compression ignition
engine.
THEME: AUTOMOBILE ENGINE AND TRANSMISSION SYSTEM
6 Diesel engine II Students should be Four stroke 1. Explains and 1. Observe the four 1. Live engine Students to:
able to: compression illustrates the four stroke ignition 2. Four stroke 1. explain the
1. explain and ignition engine compression ignition engine. compression working operations
illustrate principle of (C.I.E). engine (C.I.E) of its 2. Distinguish ignition engine. and principles of four
operation of four principle and between the layout 3. Posters stroke compression
stroke in compression operation. and its advantages 4. Charts ignition engine.
engine (C.I.E). 2. Emphasizes on the of one over the 2. state two
2. distinguish between differences between other. advantages of four
two and four stroke in two and four stroke. stroke engine.
compression ignition
engines.
7 Component of a Students should be 1. Identification of 1. Illustrates with Identify 1. Live vehicle Students to:
transmission able to: clutch and its sketch a clutch plate. transmission 2.. Clutch 1. state the functions
i. clutch 1. identify the various characteristics. 2. Explains the component e.g. 3. Posters of a clutch.
I components of 2. Construction and function of a clutch clutch 4. Charts 2. list and explain the
transmission system operation of single in a vehicle. function of the parts
e.g. clutch plate clutch. in a clutch unit.
2. explain the function
of the component
mentioned above.
433
AUTO MECHANICALWORK
SS II
FIRST TERM
WEEK

THEME: TRANSMISSION SYSTEM
8 Component of a Students should be 1. Identification of 1. Illustrates with Identify 1. Live vehicle Students to:
transmission unit able to: fluid flywheel and sketches a fluid transmission unit 2.. Fluid flywheel 1. state the function
ii. fly wheel 1. identify the its characteristic. flywheel. e.g. fluid flywheel. 3. Posters of a fluid flywheel.
II component such as 2. Construction and 2. Explains the 4. Charts 2. list and explain the
fluid flywheel operation of a fluid function of a fluid function of the parts
2. explain the flywheel. flywheel. in fluid flywheel.
function of the
component
mentioned above.
9 Component of a Students should be 1. Identification of 1. Lists the parts in a 1. Identify gear box. 1. Live vehicle Students to:
transmission unit able to: gear box. gear box. 2 Observe the 2.. Gear box 1. state the
iii. gear box 1. identify the 2. Operation of a 2. Dismantles and operation of a gear 3. Posters importance of gear
III component such as sliding mesh and identification of gear box. 4. Charts box in a motor
gear box. constant mesh gear box. vehicle.
2. explain the box. 3. Illustrates and 2. list five parts in a
function of the 3. Reverse explains the methods gear box and describe
component. mechanism. of reverse their functions.
mechanism.
THEME: SUSPENSION SYSTEMS
10 Suspension Students should be 1. Leaf spring. Demonstrates the Observe and 1. Leaf spring Students to:
system able to: 2.Coil spring removal and demonstrate the 2. Coil spring remove the leaf, coil
I 1. identify damaged 3. Hydraulic replacement of the removal and 3. Hydraulic spring and replace.
suspension system. suspension system. suspension system. replacement of suspension system.
2. remove and suspension system.
replace suspension
system.
11 REVISION
12 EXAMINATION
434
AUTO MECHANICALWORK
SS II
SECOND TERM
WEEK

1 REVISION OF 1ST TERM WORK
THEME: SUSPENSION AND STEERING
2. Suspension Students should be able 1. Faults finding in 1. Assists in tracing Identify faulty 1. Spanner Students to:
system II to: suspension system. the faulty system. suspension system. 2. Screw drivers. what are the effects
state the effects of 2. Repair of 2. Repairs faculty 3. Charts of faulty suspension
faulty suspension suspension system. suspension system. 4. Posters unit on a vehicle?
system on a vehicle.
3. Steering Students should be able Steering faults-gear 1. Identifies steering Note the effects of 1. Real objects e.g. Students to:
system I to: box e.g. rack and faults. faulty steering - Steering state two faults
sate faults associated pinion, worm and 2. Explains the effect system. - Gear box e.g. associated with
with steering system. wheel worm and of faulty steering worm and wheel, steering system.
nut etc. system. cam and peg etc.
2.Posters
3. Charts.
4. Steering Students should be able Adjustment of 1. Demonstrates how 1. Observe the 1. Posters Students to:
system II to: steering unit. to remove and replace removal and 2. Charts explain steering
remove parts of steering steering unit. replacement of 3. Spanners adjustment
and replace. 2. Demonstrates the steering unit. 4. Hammer operations.
adjustment of steering 2. Observe and 5. Screw drivers
unit. participate in
adjustment of
steering unit.
THEME: ENGINE LUBRICATION AND COOLING SYSTEM
5. Operations of Students should be Viscosity and Demonstrates on oil 1. Observe and 1. Different grades Students to:
engine able to: viscosity index. viscosity. listen attentively as of oil. explain the term
lubrication I state the difference the teacher explains 2. Charts. viscosity.
between viscosity in viscosity. 3. Posters.
water and in oil 2. Observe and
lubrication system touch oil and feel
the viscosity.
435
AUTO MECHANICALWORK
SS II
SECOND TERM
WEEK

6. Operations
Students should be able to: 1. Oil filters. 1. Shows to the Inspect specimens 1. Different grades of Students to:
of engine1. explain, sketch and 2. Qualities of students the lubricant. of lubrication. oil. compare different
lubrication
identify the main lubricant. 2. Lists the quality of 2. Posters. types of oil i.e.
II components in lubrication lubricant. 3. Charts. new, used,
system. different grades.
2. state the qualities of a
good lubricant.
7. Operations Students should be able to: Identification of Shows to the students Inspect specimens 1. Posters Students to:
of engine explain, sketch and identify main components the main components of cooling system 2. Charts cooling system
lubrication the main components in in cooling system. in cooling system. parts. 3. Main components. components.
III cooling system.
THEME: COOLING SYSTEM
8. Cooling Students should be able to: Components of 1. Guides in 1. Identify cooling 1. Radiator Students to:
system I 1. identify parts of a 1. Air cooling identifying parts of parts. 2. Fan blade. 1. differentiate
cooling system. 2. Water and air cooling system. 2. Participate in 3. Fan belt. between the two
2. dismantle and assemble cooling system. 2. Demonstrates the removal and 4. Rubber hose. types of cooling
a cooling system. removal and assembly coupling of cooling 5. Charts and posters system.
of cooling systems. systems. etc. 2. replace fan
blade and carry
out tension
adjustment.
9. Cooling Students should be able to: Components of Guides students to Observe and 1. Radiator Students to:
system II trace faults associated with 1. Air cooling trace the faults Participate in 2. Fan blade. examine faults
cooling system. 2. Water cooling. associated with tracing the faults 3. Fan belt. associates with
cooling system. associated with 4. Rubber hose. cooling system.
cooling system. 5. Charts and posters.
10 Fuel Students should be able to: Fuel properties. Explains the properties Participate actively 1. Fuel Students to:
properties explain properties of fuel. of fuel. in class discussion. 2. Charts state the types of
3. Posters fuel used in
i. S.I.E ii. C.I.E
11 REVISION
12 EXAMINATION
436
AUTO MECHANICALWORK
SS II
THIRD TERM
THEME: FUEL AD EXHAUST
WEEK

ND
1 REVISION OF 2 TERM WORK
2. Carburetors I Students should be Carburetors Describes with 1. Observe ad 1. Carburetors. Students to:
able to: i.e. simple and multi sketches the operation listen actively as 2. Screw drivers. sketch and explain
1. identify parts of jet types of of different types of the teacher 3. Spanners. the operation of a
carburetor. carburetors. carburetors. demonstrate. 4. Charts. simple carburetor.
2. draw and explain 2. Copy the 5. Posters.
the operation of sketches.
multi and simple
jet carburetors.
3. Carburetors II Students should be 1. Remove and repair 1. Carries out 1. Carry out 1. Carburetors. Students to:
able to: carburetors. diagnoses of faults in simple carburetor 2. Screw drivers. dismantle and
1. carry out simple 2. Advantages and carburetors. maintenance. 3. Spanners. couple the
maintenance on disadvantages of 2. States the 2. State 4. Charts. carburetor.
carburetors. simple and multi jet advantages and advantages and 5. Posters.
2. state the carburetors. disadvantages of disadvantages of
advantages and simple and multi jet simple and multi
disadvantages of carburetors. jet carburetor as
simple and multi it was said by the
jet carburetors. teacher.
4. Air cleaner Students should be Air cleaner. 1. Explains the Remove and 1. Complete air Students to:
able to: functions of air replace air cleaner. 1. state functions of
1. identify air cleaner. cleaners. 2.Spanners air cleaner.
cleaner and state 2. Demonstrates how 3. Screw drivers. 2. remove and
the functions of air to remove and replace replace air cleaner.
leaner. air cleaner.
2. remove and
clean air cleaners.
437
AUTO MECHANICALWORK
SS II
THIRD TERM

WEEK

5. Operation of Students should be Mechanical and Explains the Identify the 1. Live vehicle. Students to:
mechanically and
able to: hydraulic operation operations of operational 2. Brakes. identify mechanical
hydraulicallyexplain fully the of disc and drum mechanical and differences 3. Calipers. and hydraulic
operated braking
details of- brakes. hydraulic of disc and between types of 4. Charts. brakes.
systems i. drum brakes drum brakes. brakes. 5. Posters.
I ii. disc brakes
in both hydraulic
and mechanical
operations.
6. Operation of Students should be 1. Master cylinder Illustrates and draws Copy the 1. Master cylinder Students to:
mechanically and able to: 2. Wheel cylinder master, wheel sketches and 2. Wheel cylinder identify the
hydraulically illustrate with 3. Brake calipers cylinders and of observe their 3. Brake calipers components of
operated braking sketches the course brake calipers. operation. master, wheel
systems operation of cylinders.
II i. master cylinder
ii. wheel cylinder
iii. brake calipers
THEME: BRAKING SYSTEM/WHEELS
7. Operation of Students should be Identify the Demonstrates the Participate in 1. Live vehicle. Students to:
mechanically and able to: operational operation of both process of 2. Brakes. explain the
hydraulically identify the differences mechanical and operation of both 3. Charts. operation of
operated braking operational between hydraulic brakes. brakes. 4. Posters. mechanical and
systems differences between mechanical and hydraulic brakes.
III mechanical and hydraulic brakes.
hydraulic brakes.
438
AUTO MECHANICALWORK
SS II
THIRD TERM
WEEK

8. Operation of Students should be 1. Removal and 1. Demonstrates how 1. Asses the correct 1. Brakes shoe, Students to:
mechanically and able to: replacement of to remove and replace function of brake pads wheel. 1. state the effect
hydraulically carry out brake linings. brake components efficiency. 2. Tools and of leaking
operated braking replacements of- 2. Faults in braking parts. 2. Carry out simple equipment. pipeline.
systems i. brake shoe system. 2. Demonstrates the brake adjustment on 3. Charts. 2. carry out
IV ii. brake pads 3. Adjustment of procedure for bleeding and hydraulic 4. Posters. bleeding of brake.
iii. wheel cylinder brakes. brakes. operation.
components 3. Participate in
iv. brake caliper, brake bleeding
ring rubber operation.
2. brake bleeding
operation.
9. Wheels service Students should be Road wheels- Carries out the Explain the roads 1. Wheel rims. Students to:
able to: i. centre lock wire explanation of wheels wheels. 2. Live vehicle. state the reason
identify wheels. wheels e.g. centre lock wire, 3. Charts for wheel disc
ii. ventilated disc ventilated disc wheels. 4. Posters. portion.
wheels
THEME: WHEELS AND TYRES
10 Tyre service Students should be 1. Vulcanize tube 1. Carries out a 1. Explain the 1. Tyres Students to:
able to: and tubeless tyre. demonstration of tubes vulcanizing of tubes 2. Tyre pressure 1. list and explain
1. inflate tyres. 2. Tyre regulations. and tubeless tyres. and tubeless tyres. gauge five causes of tyre
2. vulcanize 2. States causes of tyre 2. Practice the 3. Vulcanizing wear.
i. tube tyre wear and remedies. procedure involve in equipments. 2. carry out
ii. tubeless tyre 3. Explains types of vulcanizing. vulcanizing of
3. differentiate tyre tyre construction. tube tyre.
sizes. 3. list three tools
4. inspect tyre for and three
wear. equipment use in
vulcanizing of
tyres.
11 REVISION
12 EXAMINATION
439
AUTO MOBILE PARTS MERCHANDISING
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
1 Transmission Students should be 1. Explain transmission List and explains the 1. Listen Real objects Students to:
system I able to: system various parts of 2. Identifies the parts Poster list and identify 6
1. state the meaning 2. Explain the parts of clutch system practically Software parts of clutch system
and explain transmission system
transmission system (clutch) e.g. fly wheel
2. list and explain clutch plate, pressure
parts plate, assembly release
3. identify the parts bearing
2 Transmission Students should be Functions of the clutch Lists and explain the 1. Listen Real objects Students to:
system clutch able to: system functions of the 2. Jotting Poster state the function of
II 1. state the functions clutch system 3. Identify and state Software the parts listed in
of the parts functions clutch system
identified above
3. Transmission Students should be Diagram of the parts of Draws the various 1. Listen Real objects
system clutch able to: clutch system parts of the clutch 2. Draw all the parts in Poster
III draw/sketch the the clutch Software
various parts of the
clutch
4. Transmission Students should be Gear box according to Explains manual gear 1. Listen Real object Students to:
system gear able to: mode o f operation e.g. box and automatic 2. Identify manual and Chart list and identify
box I list and identify manual gear box and gear boxes automatic gear boxes Poster manual and
types of gear boxes automatic gear box automatic gear boxes
based on mode of
operation
5. Transmission Students should be Speed based gear box Lists, explains and 1. Listen Real object Students to:
system gear able to: e.g. three, four five- identifies of gear 2. Identify speed gear Chart list example of speed
box II list and identify the speed gear box. boxes box Poster gear box
gear box based on
speed
6 Transmission Students should be Functions of gear box Lists and explains the 1. Listen 1. Chalks board Students to:
system gear able to: e.g. both mode operated functions gear boxes 2. State Function 2. Real Object state 3 functions of
box III state the functions and speed operated gear 3. Ask question 3. Software gear box
of gear box boxes
440
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
7. Transmission Students should be 1. Types of propeller 1. Explains the type 1. Listen 1. Real objects Students to:
system able to: shaft and joint of propeller shaft and 2. Observing 2. Chart state 3 functions of
(propeller 1. state type of 2. Function of propeller joint 3. Asking question 3. Poster propeller shaft
shaft and Axle propeller shaft shaft and joint 2. Explains the 4. Soft ware
assembly) I 2. state function of function of propeller
propeller shaft and joint and shaft
joint
8. Transmission Students should be 1. Parts of rear axle Explains the parts and 1. Listen 1. Real object Students to:
system able to: assembly functions of the parts 2. Observing the parts 2. Chart 1. list 5 parts of rear
(propeller state the parts and 2. Function of the parts of the rear axle 3. Asking question 3. Software axle assembly
shaft and Axle function of rear axle assembly 4. Jotting down 2. state the function
assembly) II assembly of the parts.
9 Transmission Students should be Identification of 1. Identify propeller 1. Listen 1. Real objects Students to:
system able to: propeller shaft types and types and various 2. Write down points 2. Chart identify 6 parts of
(propeller list and identify the various parts of propeller parts of the propeller 3. Identify parts 3. Poster propeller shaft and
shaft and Axle types and various shaft and rear axle shaft 4. Asking question 4. Soft ware rear axle assembly
assembly) III parts of the assembly 2. Identify the parts
propeller shaft and of rear axle assembly
rear axle assembly
10 Transmission Students should be Drawing the parts of Draws and direct the 1. Listen Real object Students to:
system able to: propeller shaft and rear students to draw the 2. Jotting Chart draw 6 parts or
(propeller draw/sketch the axle assembly parts of propeller 3. Drawing Poster propeller shaft and
shaft and Axle parts of propeller shaft and rear axle 4. Asking question software rear axle assembly
assembly) IV shaft and rear axle assemble
assembly
11 REVISION
12 EXAMINATION
441
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
1 Suspension Students should be Types of suspension 1. Explains the two 1. Listen 1. Real Object Students to:
system and its able to: system e.g. Bean types of suspension 2. Jotting 2. Chart list the two types of
parts I explains and identify (dependent) suspension systems very 3. Observing 3. Poster suspension system
the two types of system and independent thoroughly 4. Asking question 4. Software and give 2 example
suspension systems suspension system 2. Difference between each
the two
2. Suspension Students should be Parts of suspension Explains the different 1. Identify the parts 1. Real Object Students to:
system and its able to: system e.g. dampers, parts of suspension physically with the 2. Chart list 5 parts of
parts II list parts of each torsion bars, coil spring system teacher 3. Software suspension system
suspension system rubber etc. 2. Take note
3. Ask question
3. Suspension Students should be Function of parts of Explains the 1. Listen 1. Real Object Students to:
system and its able to: suspension system functions of the 2. Take note 2. Chart state the functions of
parts III state the functions of suspension system 3. Ask questions 3. Software suspension system
the parts of
suspension system
4. Suspension Students should be Sketching the parts of Draws and guide the 1. Draw the parts of 1. Real Object Students to:
system and its able to: suspension system students to draw their suspension system 2. Chart draw 4 parts of
parts IV draw/sketch the parts own parts 2. Ask question 3. Ask questions suspension system
of suspension system 3. Take notes
5. Cooling system Students should be Type of cooling system 1. Explains the two 1. Draw the parts of Lesson plan Students to:
and its parts I able to: e.g. water and air cooling types of cooling suspension system Chart state and explain the
1. list the two types systems systems 2. Ask question software two types of cooling
of cooling system 2. Their differences 3. Take notes system
2. explain the two
types of cooling
systems
442
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
6. Cooling Students should be Parts of water and air List the parts of each of 1. Ask question Real Object Students to:
system and able to: cooling system e.g. the two types cooling 2. Take notes Charts list 3 parts each of the
its parts II list the parts of each radiator, fan blade system 3. Identify parts Software two cooling system
of the two types of thermostat, fan belt etc.
cooling system
7. Cooling Students should be Function of cooling Explains the function of Ask the teacher Lesson plan Students to:
system and able to: system cooling system question Charts state and explain 3
its parts III state the function of Software function of cooling
cooling system system
8. Types of test Students should be Test equipment e.g. Lists explain s and Ask question Charts Students to:
equipment I able to: spark plug cleaner, identify each of the test Identify Poster list and identify 4
explain and identify engine analyzer devell equipment Take note Software etc types of test
types of test angle tester exhaust gas equipment
equipment analyzer vacuum tester,
oscilloscope
9 Types of test Students should be Function of the test Explains the functions of Listen Charts Students to:
equipment II able to: equipment each of the test Take note Poster explain functions and
state the functions of equipment Ask equations Software etc uses of the test
each of the test equipment
equipment
10 Maintenance Students should be 1. Function of each of Explain the need to read Listen Sample of Students to:
of test able to: the test equipment and obey manufacturers Take note manufacturer manual 1. explain how to
equipment 1. Identify how to 2. Identification of how manual on the use of Ask equations start and stop each of
start and stop the test to start and stop the test each equipment if the test equipment
equipment equipment available 2. explain why it is
2. Follow the 3. Manufacturer’s necessary to keep to
manufacturer manual and instructions the manufacturer
instruction of the use 4. Importance of instructions on each
of each of the test manufacturer manual of the test equipment
equipment
11 REVISION
12 EXAMINATION
443
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 Cataloging Students should be 1. Definition of 1. Lists the functions 1. Listen Lesson Plan Student to:
able to: cataloging of cataloging 2. Take note software 1. Define catalog
1. define cataloging 2. Function of cataloging 2. Shows the students 3. Ask question 2. List 3 Function of
2. state the functions 3. Using catalogue to how to use the catalog
of cataloging remove parts in catalog to locate parts 3. State the process of
3. explain the process sequential order 3. Explains the locating parts using
of locating parts meaning of part catalog
using catalogue number
2. Re-ordering Students should be 1. Definition of re- 1. Define and 1. Listen Lesson Plan Students to:
able to: ordering explains re-ordering 2. Take note Software 1. state the need to
1. define re-ordering 2. Advantages of re- quantity to the 3. Ask question re-ordering quantity
quantity ordering quantity students 2. list and explain the
2. state the 3. Process of re-order 2. Identifies the need process of re-
advantages of re- quantity for re-ordering of ordering quantity
ordering auto parts
3. list the process of 3. Explains the
re-ordering quantity process of re-ordering
quantity
3. Visual Students should be 1. Identification of parts 1. Explain physical 1. Listen Lesson Plan Students to:
presentation able to: physically presentation of 2. Take notes Software present 2 Auto parts
1. present item to the 2. Method of item different auto parts 3. Software Chalkboard to the class
customer presentation 2. List method of
2. method of item 3. Advantages of item item presentation
presentation presentation 3. Explain the
3. advantages of need/advantages of
good item presentation
presentation
444
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
4. Types of Students should be able to: Sales types e.g. 1. List and explain 1. Listen Lesson Plan Students to:
sales 1. list types of sales - By appointment types of sales 2. Take note Software 1. to state type of
2. explains types of sales - by trade fair 2. List the advantages 3. Ask question Chalkboard sales
3. state advantages of sales - by door to door of different types of 2. differentiate
- from your own store sales between types of
- from your website sales.
- by open market 3. state the advantage
- by home sales of open market.
2. Advantages of sales
types
5. Invoicing Students should be able to: 1. Invoice writing 1. Explains how on 1. Listen Chalkboard Students to:
1. write an invoice correctly 2. Importance of invoice invoice can be written 2. Take note Lesson plan 1. write an invoice
2. state the need for invoicing 3. Items in an invoice 2. States and explains 3. Ask question Software 2. list items to be
3. list the key items in an the importance of included in an
invoice invoice invoice
4. state the copies invoice 3. Highlights the key
should contain points in an invoice
6 Quality Students should be able to: 1. Definition and types of 1. Explain what is 1. Listen Chalkboard Students to:
control 1. define quality control quality control quality control 2. Take notes Lesson plan 1. define quality
2. identify types of quality 2. Types of quality control 2. List and explains 3. Ask questions Software control
control - Government Agency types of quality control. 2. state the need for
3. state four ways by which - International organization 3. Explain ways in quality conference
quality control can be etc. which quality can be 3. state 2 types of
improved 3. Ways of improving improved quality control
quality 4. State 3 ways of
- receiving customers improving quality
complaint on the product
- feedback to the
manufacturers
- Reporting substandard
products to appropriate
agency e.g. SON, SAE
445
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
7. Warranty Students should be 1. Definition of warranty 1. Defines 1. Listen Chalkboard Students to:
guaranty able to: 2. Procedures for warranty/guaranty 2. Take notes Lesson plan 1. define warranty
1. define claiming warranty right 2. Explain procedures 3. Ask questions Software 2. state the procedure
warranty/guaranty 3. Filling warranty/claim for warranty claims for warranty claims
2. state the procedure form 3. Explain what will 3. list 4 importance of
for 4. Process of losing make a customer lose warranty
warranty/guarantee warranty right his a right of
claim 5. Importance of warranty/guaranty
3. list the process of warranty 4. Lists and explains
losing importance of
warranty/guaranty warranty
right
4. state the
importance
8. Ethical business Students should be Ethical seller/buyer 1. Defines Ethical Listening making notes, Lesson plan Students to:
behaviour able to: relationship punctuality seller/buyer asking questions from Software 1. define ethical
1. define Ethical courtesy, respect, relationship and the teacher behaviour
business behaviour communication, 2. Explains the 2. list to ethical
2. list ethical clothing, neatness, meaning of business behaviour
behavious honesty, empathy, punctuality reliability
3. explain in full the competence, reliability courtesy etc.
various Ethical etc.
behaviour in Auto
parts merchandising
446
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
9 Advertising Students should be 1. Advertising in the 1. Defines advertising 1. Listen Poster Students to:
able to: press, television leaflets in press, television, 2. Make notes Lesson plan 1. define advertising
1. define advertising posters website etc. Radio Posters, 3. Ask questions Software 2. define five
2. name different 2. Advantages: increased leaflets etc. advantages of
types of advertising profit, more customers advertising
3. list the advantages and increased volume of
of advertising sales
10 Forecasting Students should be 1. Concept of forecasting 1. Defines forecasting 1. Listen Lesson plan Students to:
able to: 2. Advantages of 2. Explains the need 2. Make notes software 1. define forecasting
1. define forecasting forecasting for forecasting 3. Ask question 2. list 3 advantages of
2. explain the need forecasting
for forecasting
11 REVISION
12 EXAMINATION
447
REFRIGERATION AND AIR CONDITION
SS II
FIRST TERM
THEME: WORKSHOP PRACTICE
WEEK

1 Basic tools Students should be able Basic tools-hack saw, Displays, draw and explain 1Identify, draw and Basic tools: Students to:
used in to: coil spring benders, the basic tools and use the basic tools. -hack saw list five basic
refrigeration identify select and use reamers, tube cutters demonstrate their uses. -coil tools and state
and air- basic tools in etc. -spring benders their uses.
conditioning refrigeration and air- -reamers
system conditioning work. -tube cutters etc.
2 Servicing an Students should be able Tools and procedures 1. Lists tools and explains 1. Identify, tools 1. Tools for Students to:
air-condition to: for servicing window procedures for servicing and procedures for servicing air- use appropriate
use appropriate tools to unit air-conditioner. window unit air- servicing air- conditioner. tools to service
carry out service conditioner. conditioner. 2. Window unit air- window unit air-
maintenance on 2. Demonstrates servicing 2. Service a given conditioner. conditioner.
window unit air- of air-conditioner. air-conditioner.
conditioner.
3 Energy Students should be able 1. Meaning of 1. Explains the meaning of 1. Participate Chart and posters. Students to:
to: internal energy. internal energy. effectively in the 1. define heat
1. define heat energy 2. Enthalpy of a fluid 2. States the properties of a discussion. energy.
2. explain the meaning substance, its fluid substance. 2. Plot enthalpy 2. state at least
of enthalpy in fluid, and pressure, volume or 3. Plots and explains and ph charts. three properties of
its relationship with temperature of enthalpy and ph. chart. a fluid substance.
pressure, volume or internal energy.
temperature of internal 3. The ph. Diagram
energy. of refrigerant.
3. the p.h. diagram of
refrigerant.
4 Power Students should be able 1. The meaning of 1. Explains the meaning of 1. Define power 1. Charts Students to:
to: power. power and state its unit of and state it units. 2. Posters 1. define power.
1. explain the meaning 2. Calculation of measurement. 2. Use appropriate 3. Diagram etc. 2. convert 1500W
of power and state its power used by a 2. Illustrate how power formula to convert to kilowatts and
unit. compressor. consumed by a compressor from one unit to watts.
2. Calculate power used 3. The unit of power can be calculated from the another.
by a compressor. and heat e.g. watts, formula power = mass flow 3. Calculate power
kilowatts, joules, rate (enthalpy (h) out consumed by a
kilojoules etc. enthalpy compressor.
448
SS II
FIRST TERM
WEEK

5 International Students should be 1. The boiling point 1. Explains the need 1. Participate 1. Suction and Students to:
practical able to: of oxygen 182.97oc, for standardized effectively in the pressure gauges. 1. use pressure and
temperature 1. list the acceptable triple point of water temperature and discussion. 2. International suction gauges to
and pressure international practical 0.01oc and boiling pressure values of 2. Use suction practical determine performance
values values of temperature point of water water, silver and gold. and high temperature and of a refrigerant.
and pressure for 100oc, boiling point 2. Demonstrates how pressure gauges pressure value 2. list the boiling point
oxygen and water. of silver 960, 80oc, suction and high to determine charts. of water, silver and
2. state uses of suction boiling point of gold pressure gauges are performance of gold.
and high pressure 1063oc. used to determine refrigerants.
gauges. 2. Uses of suction performance of
3. use suction and high and high pressure refrigerant.
pressure gauges to gauges.
determine the
performance of
refrigerant in the
refrigeration system.
6 Air Students should be 1. Psychometric 1. Explains the 1. Note the 1. Charts and Students to:
conditioning able to: properties of air. psychometric properties of air. posters of air 1. explain the sequence
processes 1. state the 2. The processes of properties of air. 2. Take note of conditioning of air conditioning
psychometric air conditioning: 2. Explains the process the correct processes. process.
properties of air. heating, cooling etc. of air conditioning i.e. sequence of air 2. Chart of a 2. draw the
2. explain air 3. Latent and heating, cooling etc. conditioning property diagram. psychometric properties
conditioning sensible heat, 3. Explains the processes. 3. Psychometric of air.
processes: heating, saturated and super concept of latent heat, 3. Read property chart.
cooling, saturated vapour. sensible heat, saturated diagram.
humidification, air 4. Properly diagram. air etc. 4. Differentiate
cleaning and filtering. 4. Illustrate the between latent
3. differentiate reading of a property hear and sensible
between latent heat diagram. heat etc.
and sensible heat,
saturated air.
4. read property
diagram.
449
SS II
FIRST TERM
WEEK

7 Refrigerant Students should be 1. Types of 1. List and explains 1. Identify 1. Different types Students to:
flow controls able to: refrigerant flow different types of flow different types of of flow controls. 1. list the different
1. list the different controls. controls. refrigerant flow 2. Tools and types of flow
types of refrigerant 2. Construction of 2. Describes the controls. materials for controls.
flow controls and their refrigerant flow construction of 2. Note the servicing flow 2. explain the
applications. controls e.g. TEV, refrigerant flow construction controls. operations of TEV
2. describes the AEV, capillary tube controls. details of flow and AEB control.
construction of etc. 3. Explain the controls.
refrigerant flow 3. Operations of operations of the 3. Install and
controls. refrigerant flow controls. service
3. explains the control. 4. Demonstrate the refrigerant flow
operation of various 4. Installation and installation and controls.
flow controls. service procedures. servicing of the
4. install and service controls.
refrigerant flow
controls.
8 Evaporators Students should be 1. Design and 1. Demonstrates the 1. Design and 1. Copper pipe, Students to:
and able to: construction of design and construct aluminum pipe, 1. identify materials
condensers 1. design, construct evaporator. construction of evaporators. capillary tube. for construction of
and service 2. Heat load evaporators. 2. Calculate heat 2. Oxy-acetylene evaporators.
evaporators and estimates on 2. Calculates heat load load on gas, flux, welding 2. construct an
condenser. evaporators and on evaporators and evaporators and torch, welding evaporators.
2. estimate the load on condensers. condensers. condensers. shield, easy flow 3. estimate diameter
evaporators and 3. Estimate of 3. Estimates the 3. Estimate the etc. and length of pipe for
condenser using the diameter and length diameter and length of diameter and 3. Service tools and a given evaporator.
formula of refrigeration refrigerants piping. length of equipment.
Q = A x U x T.D. piping. 4. Demonstrates how refrigeration
3. estimate the 4. Servicing to service evaporators piping.
diameter and length of procedure for and condensers. 4. Service
refrigerants piping. evaporators. evaporators with
appropriate tools
and equipment.
450
SS II
FIRST TERM
WEEK

9 Piping ducting Students should be 1. Concept of 1. Explains the 1. Differentiate 1. Condenser and Students to:
and trucking able to: piping, ducting and concept of piping, between piping, evaporator pipe, split unit 1. construct an
1. differentiate trucking. ducting and trucking ducting and air-conditioner, flaming evaporator for one-
between piping, 2. Piping a and their advantages. trucking. tools, hack saw, cutter, fifth Norse power
ducting and trucking. condenser and an 2. Demonstrates 2. Select the silver tape, amaflex, PVC fridge.
2. select the evaporator. piping of refrigerants appropriate pipes, boxes etc. 2. install a 1 ph
appropriate tools and 3. Ducting or and air conditioners. materials to
split unit air-
materials to carry out trucking installation 3. Demonstrates construct evaporator
conditioner.
piping, ducting and of air-conditioners. trucking and ducting and condenser.
trucking. 4. Piping, ducting in air-conditioner 3. Install spilt unit
and trucking tools. installation. air-conditioner.
4. Lists tools for
piping, trucking and
their uses.
10 Insulation of Students should be 1. The need for 1. Explains the need 1. Take note of the 1. Cuass, rock, slag, wood, Students to:
air-condition able to: insulation of for insulation of importance of refrigerator, ceramic, air- 1. state the
and 1. state the need for refrigeration and air- refrigeration air- insulating conditioner, etc. importance of
refrigeration insulating refrigerator conditioning system. conditioning system. refrigeration and 2. Tools: hack saw, cutter, insulating
system and air-conditioners. 2. Types and 2. Lists types and air-condition oxy-acetylene gas, etc. refrigeration and air-
2. identify insulating functions of functions of insulting systems. conditioning system.
materials for insulating materials, materials. 2. Identify insulting 2. list the properties
refrigeration and air- e.g. cuass, rock, 3. States the properties materials. of insulating
condition system. slag, wood, ceramic of insulating material. 3. Identify materials.
3. state the properties etc. 4. Demonstrates the properties of 3. Use appropriate
of insulating material 3. Properties of procedure for insulating materials. materials and tools
for refrigeration and insulation materials. insulating refrigeration 4. Insulate a given to insulate a given
air-conditioners. 4. Procedure for and air-conditioner air-conditioning and refrigerator.
4. insulate refrigerator insulating system. refrigeration
and air-conditioners. refrigeration and air- system.
conditioner system.
12 EXAMINATION
451
SS II
SECOND TERM
THEME: TEMPERATURE AND PRESSURE
WEEK

1 Specific heat Students should be able to: 1. Specific heat 1. Guides students to 1. Participate in 1. Chart Students to:
capacity and 1. explain the terms capacity. state define heat classroom 2. Chalkboard 1. define heat
thermal specific heat capacity and 2. Specific heat. capacity and specific discussion. 3. Textbook. capacity.
capacity thermal capacity. 3. Relationship heat capacity. 2. State heat 2. state its unit of
2. calculate the unknown between then 2. Use suitable capacity and measurement.
quantities using the H = Mc 𝜃 = Cp𝜃. demonstrations to specific heat 3. solve problems
relation distinguish heat capacity. involving heat and
H = MCDT. capacity and specific 3. Students specific heat.
3. explain and state the heat capacity. distinguish the
assumption underlying the 3. Set some problem for two.
experiment. the student to solve.
2 The ideal Students should be able to: 1. Ideal gas 1. Teacher note down 1. Participate in 1. Chalkboard Students to:
gas equation 1. explain the theory equation. the fomular of ideal gas classroom 2. Charts. 1. state ideal gas
behind ideal gas equation. 2. Equation on the board for the discussion. 3. Textbooks. equation.
2. to use this equation in = students to copy. 2. Participate in 2. use this formular
solving problem. 2. Use suitable solving problem = to solve
demonstrations to guide on the board.
problem.
the students in
classroom discussion.
3 Kelvin Students should be able to: 1. Temperature 1. Explains the meaning 1. Participate in 1. Charts Students to:
temperature 1. explain the meaning of scale of classroom 2. Graph 1. define Kelvin
scale and -Kelvin temperature scale. 2. Volume of gas. -Kelvin temperature. discussion. 3. Chalkboard temperature.
reduction to 2. identify the temperature 3. -273oc Celsius -absolute scale -273oc. 2. Explain the 4. Textbooks. 2. Convert Celsius
standard scale of -273o, 15oc or - temperature. 2. Discuss the method relationship scale to Kelvin in
temperature 273oc. 4. Thermodynamic and process of carrying between absolute scale or absolute T,
and pressure 3. explain that at scale OK. temperatures from zero scale and 𝜃 + 273 = T.
S.T.P. temperature of -273oc the 5. Conversion from Celsius to absolute zero Celsius scale.
volume gas is absolute Celsius to absolute K. 3. Convert
zero. T𝜃-1273 = T. 3. Explains to the Celsius
4. that this temperature students that a degree in temperature 𝜃 to
scale is called the Celsius is equal to a absolute T i.e.
thermodynamic degree in the Kelvin 𝜃 + 273 = T.
temperature OK (Kelvin). scale.
452
SS II
SECOND TERM

WEEK

4 Reduction to Students should be able 1. Gas volume 1. The method of 1. Participate in 1. Chart Students to:
standard to: collected at various reduction to S.T.P i.e. classroom 2. Chalkboard 1. explain the
temperature 1. the reduction of gas to temperature and 𝜃oc = 273oK and P2 = discussion. 3. Textbooks graph meaning of S.T.P.
and pressure standard temperature. pressure. 760mm. 2. Distinguish 4. Textbooks 2. state formular for
S.T.P and 2. demonstrate ( = ) 2. Pressure and 2. State the formlar as between standard solving problem.
pressure and absolute = for solving temperature and
absolute . temperature. standard
3. state that the pressure problem involving
temperature 3. Pressure at pressure.
of a given mass of gas at temperature scales.
constant volume.
constant volume is 3. Guides students to
directly proportional to its solve problems with the
absolute temperature T. formular.
4. explain that to reduce
to S.T.P. 𝜃oc or 273oK
and P1 = 760mm.
5 Latent heat Students should be able 1. Latent heat 1. Explains the meaning 1. Participate in 1. Charts Students to:
and to: 2. Specific latent of latent heat to the discussion in 2. Chalkboard 1. explain the
specification 1. explain the meaning of heat of fusion. students. classroom. 3. Textbooks. meaning of latent
heat latent heat. 3. Specific latent to 2. Discusses conditions 2. Defines the heat and
2. define specific latent heat of necessary for latent heat term latent heat 2. solves problems
heat. evaporation. to take place. and specific with formular.
3. define specific latent 3. Guides students to latent heat of
heat of fusion of liquid. state and differentiate fusion.
4. use the formular between specific latent
Q = m × L and heat and latent heat.
L = − − − − − (2)
453
SS II
SECOND TERM

WEEK

6 i. Calorimeter Students should be able 1. Meaning of 1. Explains to the 1. Participate in 1. Calorimeter Students to:
and the to: calorimeter. students the meaning of classroom discussion. apparatus. 1. describe the
method of 1. explain the method of 2. Methods of using calorimeter 2. Carry out the 2. Chart calorimetric
mixture. mixture using calorimeter mixture. method of mixture to experiment. 3. Chalkboard method of mixture.
ii. method. 3. Specific heat measure specific heat 3. Observe and 4. Textbook. 2. describe how to
Measurement 2. mention the apparatus measurement. capacity. explains what they measures the
s of specific used in measurement of 4. Precaution 2. Provides students with observed during specific heat
heat capacity specific heat capacity of associated with lagged calorimeter, a experiment. capacity by method
by method of liquid by method of the experiment. solid copper or brass 3. State some of mixture.
mixture. mixture. 5. Derivation of block, two thermometers precautions to be 3. state some
3. explain that the heat the fomular heat Bunsen burner noted. precautions to be
lost by hot substances (MC1 + M1C1) water (H2o) etc. for the 4. Draw the diagram noted in the
equal to heat gained by {𝜃 −𝜃 } = IVT experiment. of the experiment. experiment.
cold substances. 3. Guides students to
carry out the experiment.
7 i. Saturated Students should be able 1. Saturated 1. Sets up the experiment 1. Participate in 1. Apparatus set up Students to:
and to: vapour pressure. for the students to see classroom discussion. for S.V.P. 1. define saturated
unsaturated 1. explain the meaning 2. Unsaturated and observe what is 2. Observe and 2. Variation graph vapour pressure
vapour saturated vapour and vapour pressure. happening. describe how molecule of S.V.P with and unsaturated.
ii. Saturation unsaturated vapour. 3. Graph studing 2. Guides students to escape and return back temperature. 2. to explain what
vapour 2. draw the diagram of the saturation explain the term to the liquid 3. Chalkboard happens when
pressure and saturation vapour pressure curve. saturated vapour 3. Perform the 4. Charts. temperature
boiling point. experiment. pressure. experiment increases.
3. explain the radiation 3. Guides, students to themselves. 3. explain the
graph of S.V.P with identify different 4. Compare and say meaning of
temperature. materials used in the the differences dynamic
4. describe barometer experiment e.g. between saturated and equilibrium.
tubes used in the -thermometers unsaturated.
experiment. -water both heating coil
-mercury etc.
454
SS II
SECOND TERM
WEEK

8 i. Control of Students should be able to: 1. Control of 1. Explains the control of 1. Participate in the 1. Chalkboard. Students to:
humidity 1. define humidity humidity. humidity to students. classroom discussion. 2. Charts. 1. define
using the air 2. explain the following 2. Effects of 2. Describe and uses suitable 2. Observe some 3. Textbooks humidity.
conditioner as term humidity. demonstrations to helps examples the teacher 4. Displayed A.C. 2. explain how to
example. -relative humidity dew 3. Changes that students understand what he is uses for his lesson control high and
ii. Humidity point etc. takes place during explaining. explanation. low humidity.
iii. Dew 3. describe and experiment low and high 3. Guides people to draw the
point. using air-conditioner to humidity. diagram of air-conditioner.
control humidity.
4. state some effects of
humidity.
9 Pressure and Students should be able to: 1. Concept of 1. Explains the concept of 1. Define pressure 1. Charts, posters Students to:
it 1. explain the concept of pressure. pressure. states units of and measuring 1. Pressure
measurement pressure. 2. Pressure 2. Describe type of pressure pressure. derives e.g. describe with
2. state the units of measuring device instruments and their 2. Identify types of barometers, help of diagram
pressure -barometer, application. pressure measuring manometer, -barometer
3. describe the different 2. Pressure 2. Demonstrations on how to devices applications. bourdon on tube -manometer
types of pressure measurement. measures pressure and interpret 3. Measures pressure gauge etc. 2. state the
measuring device. values. and explain values. application of a
4. measure pressure using barometer.
appropriate measuring in
instrument.
10 Refrigerant Students should be able to: 1. Types of flow 1. List and explain different 1. Identify different 1. Different types Students to:
flow control 1. list the different kind of control. types of flow control. types of flow control. of flow controls. 1. list the
refrigerant flow control. 2. Construction of 2. Describe the construction of 2. Note the 2. Tools and different types of
2. describe the construction flow control: TEV, refrigerant flow control. constructional details materials for flow controls.
refrigerant flow control. HEV capillary tube 3. Explain the operations of the of flow control. servicing flow 2. explain the
3. explain the operation of etc. operation of control. 3. Install and service controls. operation of
various flow control. flow control. 4. Demonstrate the installation refrigerant flow TEV, and AEB
4. install and service and servicing of controls. control. controls.
refrigerant flow control.
12 EXAMINATION
455
SS II
THIRD TERM
THEME: ENERGY AND MATTER

WEEK

1 Safety in the Students should be 1. Workshop rules and 1. Explain the 1. Participate 1. Pictures and charts Students to:
workshop able to: regulations. need for safety in effectively in the class showing safe work 1. list at least five
1. state workshop rules 2. Safety device and the workshop. discussion. habit and attitude safety rules and
and regulations. equipment. 2. Demonstrates 2. Demonstrate proper safety devices and regulations to be
2. identify safety 3. Dress code in the proper workshop dress code. equipment e.g. fire observed in the
device and equipment. workshop. dressing. 3. Observe safety rules extinguisher. workshop.
3. dress property to the 4. Accident prevention 3. Displays safety and regulations. 2. Safety baskets 2. demonstrate at
workshop. techniques. posters and 4. Operate safety device software on workshop least four safety
4. observe workshop equipment. and equipment. rules and regulations practices.
rules. 4. Explain computer system. 3. list at least five
5. state some accident different ways of causes of accident in
prevention measures. preventing the workshop.
accident in the
workshop.
2 Energy Students should be 1. Meaning of internal 1. Explain the 1. Participate 1. Charts and poster. Students to:
able to: energy. meaning of effectively in the 1. define heat energy.
1. define heat energy. 2. Enthalpy of a fluid internal energy. discussion. 2. state at least three
2. explain the meaning substance, its pressure, 2. States the 2. Plot enthalpy and ph properties of a fluid
of enthalpy in fluid, volume or temperature of properties of a chart substance.
and its relationship internal energy. fluid substance.
with pressure, volume, 3. The ph diagram of 3. Plots and
and temperature as refrigerant. explains enthalpy
well as internal and ph chart.
energy.
3. draw and explain
the ph diagram of
refrigerant.
456
SS II
THIRD TERM

WEEK

3 Temperature Students should be able 1. Effect of 1. Explains the effect of 1. State the effect of 1. Chart Students to:
and pressure to: temperature pressure temperature pressure temperature, pressure 2. Posters. 1. state the effects of
1. state the effects of and volume in and volume in the and volume in the 3. Diagrams log temperature, pressure
temperature, pressure, refrigeration and air- refrigeration and air- refrigeration system trash rule graph and volume on
and volume on conditioning system. conditioning system. etc. books. refrigeration system.
refrigeration and air 2. Gas law, Boyles 2. Explains Gas law, 2. State gas law, 2. state general gas law,
conditioning system. law, Charles law, Boyles law, Charles Charles law, Boyles Boyles law, Charles
2. state Gas laws, Dalton law. law, Dalton law. law, Dalton law. law and Dalton law.
Boyles law, Charles 3. Calculation 3. Perform calculation 3. Perform 3. perform calculations
law and Dalton law. involving general gas involving general gas calculation involving using general gas law
3.demosntrates law formulae 𝑃 𝑉 = law, formulae. general gas law formulae.
calculation involving 𝑃 𝑉 4. Demonstrates formulae.
gas law formulae. plotting of various 4. Plot various
= temperature scale. temperature scales.
𝑇 =𝑇
𝑉 𝑉
=
𝑇 𝑇
𝑃 𝑉 𝑃 𝑉
=
𝑇 𝑇
4. Plotting various
temperature scales.
4 First Aid Students should be able 1. List First Aid 1. List and states the Demonstrate the 1. First aid Students to:
to: material. uses of first aid application of first material, charts, 1. list at least five first
1. list first aid material. 2. Application of first material. aid on accident posters. aid material.
2. apply the materials in aid materials. 2. Demonstrates the victims 2. Software on first 2. state the uses of each
administering first aid application of first aid aid administration. listed first aid material
on accident victims. on accident victims. 3. Computer above.
system.
457
SS II
THIRD TERM
WEEK

5 Power Students should be able 1. The meaning of 1. Explain the meaning of 1. Define power and 1. Charts. Students to:
to: power. power and state its unit of state its units. 2. Posters 1. define power.
1. explain the meaning 2. Calculation of measurement. 2. Use appropriate 3. Diagram etc. 2. convert 1500W to
of power and state its power used by a 2. Illustrate how power formula to convert kilowatts and watts.
unit. compressor. consumed by a compressor from one unit to
2. calculate power used 3. The unit of power can be calculated from the another.
by a compressor. and heat e.g. watt, formula 3. Calculate power
kilowatt, joules, Power = mass flow rates consumed by a
kilojoules etc. (enthalpy (h) out let compressor.
enthalpy in let).
6 Forms of Students should be able 1. Types and 1. Explains types and 1. Identify and state 1. Chart showing Students to:
refrigeratio to: applications of the application of forms of the application of forms of refrigeration. 1. list at least four
n 1. list the forms of various forms of refrigeration e.g. the various forms of 2. Refrigeration and forms of refrigeration
refrigeration. refrigeration. absorption ice refrigeration. air-condition system.
2. state the application of 2. Principles of refrigeration, 2. Explain the accessories e.g. relays, 2. explains the
the various forms of operation of form of thermoelectric, solar principle of capacitors values, working operation of
refrigeration. refrigeration system. refrigeration etc. operation of the thermostat etc. absorption
3. explain the principle 3. Function of the 2. States the function of various forms of refrigeration system.
of operation of components and components and refrigeration. 3. state the uses of
absorption system. accessories i.e. accessories e.g. relay 3. Identify and relays capacitors and
4. state the function of relays solenoid solenoid values, capacitor, select accessories values.
the components and values, capacitor, thermostat etc. in a for refrigeration.
accessories. thermostat, etc. of refrigeration absorption 4. State the function
absorption system. of each accessory.
7 Nature of Students should be able 1. State of matter i.e. 1. List the states of matter. Participate actively Different from of Students to:
matter to: solid, liquid, gas and 2. Explain how matter can in the discussion. matter e.g. solid, 1. list three state of
1. define matter vapour etc. be changed from one state liquid, gases and matter.
2. list the state of matter. 2. Change of state of to another e.g. liquid to vapour. 2. explain the process
3. explain the process of matter. solid etc. of converting ice
changing matter from block to water.
one state to another.
458
SS II
THIRD TERM
WEEK

8 International Students should be 1. The boiling point 1. Explain the need for 1. Participate 1. Suction and Students to:
practical able to: of oxygen 182.97c, standardized temperature effectively in the pressure gauges. 1. use pressure and
temperature 1. list the acceptable triple point of water and pressure values of discussion. 2. International suction gauges to
and pressure international practical 0.01oc and boiling water, silver and gold. 2. Use suction and practical temperature determine
values values of temperature point of silver 2. Demonstrates how high pressure and pressure value performance of a
and pressure for 960.80oc, boiling suction and high pressure gauges to determine charts. refrigerant.
oxygen and water. point of gold gauges are used to performance of 2. list the boiling
2. state use of suction 1063oc. determine performance of refrigerant. point of water silver
and high pressure 2. Uses of suction refrigerant. and gold.
gauges. and high pressure
3. use suction and gauges.
high pressure gauges
to determine the
performance of
refrigeration in the
9 Liquid receive Students should be 1. Types, purpose 1. Displays types of liquid 1. Identify types of Evaporators Students to:
and service able to: and functions of receiver are service values, liquid receivers, and condenser, service 1. list different types
value 1. differentiate the liquid receiver and explain their functions and state their uses. values service tools of liquid receivers.
types of liquid service values. operation. 2. Explain the oxy-acetylene welding 2. explain the
receivers and service 2. Principle of liquid 2. Demonstrate the principle of set liquid receiver. principles of
values (accumulator). receiver and service installation service and operation of liquid operations of liquid
2. state the purposes values. repair of liquid receivers receivers. receivers and service
and functions of 3. Servicing and and service values. 3. Install and repair values.
liquid receivers and repair procedure for liquid receivers and 3. write the procedure
service values. liquid receivers are service values in the for installing a liquid
3. explain the service values. refrigeration system. receiver in a
principle of operation refrigeration system.
of liquid receiver and
service values.
4. service and repair
liquid receivers and
service value.
459
SS II
THIRD TERM
WEEK

10 Temperature Students should be 1. Concept of 1. Explain the concept of 1. Define 1. Different types of Students to:
and its able to: temperature. temperature. temperature. thermometer, example, 1. define temperature.
measurement 1. define temperature. 2. Different types of 2. Describe different types 2. State units of gas, liquid, etc. 2. describe different
2. state the unit of thermometer e.g. of thermometer and their temperature. types of thermometer.
measuring gas, liquid resistance application. 3. Convent one 3. convert 100oc to
o
temperature. thermocouple etc. 3. Illustrates the conversion temperature scale to F.
3. describe the 3. Temperature of one temperature scale to another.
different types of scales conversion another, example 4. Differentiate one
thermometer. e.g. o F to oC etc. i. centigrade to Fahrenheit type of thermometer
4. convert one by oC = 5 9𝑓 + 32. from another.
temperature scale to
another.
11 REVISION
12 EXAMINATION
460
FABRICATION AND WELDING
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
SUB THEM: WORKSHOP AND STANDARD WORKSHOP PRACTICES

1 Equipment set- Students should be able to: Gas welding Guides student to know Listen and write Gas welding Student to:
up for welding 1. identify gas welding equipment and its parts of gas welding down note equipment charts list gas welding
(gas) equipment and its accessories equipment and its and videos equipment and 2
accessories accessories accessories
2 Equipment set- Students should be able to: Arc welding Guides students to know Listen and write Arc welding Student to:
up for welding 1. identify arc welding equipment and its the use, parts of arc down note on equipment, charts list 5 arc welding
(Arc) equipment and its accessories welding equipment and welding equipment and videos equipment and 2
accessories its accessories and accessories accessories
3. Safety Students should be able to: 1. Standard Guides student to Listen and write Safety equipments Student to:
facilities and 1. identify and observe workshop safety identify protective wears down note on: charts and videos demonstrate the
protective standard safety rules and rules and regulations for: i. Standard workshop use of at least 4
wears regulation 2. Protective wears a. Arcs and gas welding safety rules and protective wears in
2. identify the protective for: b. Fabrication regulations welding and
wears for: a. Arc welding c. Identifies and observe ii. Protective wears fabrication.
a. Arc welding b. Gas welding standard workshop for welding and
b. Gas welding c. Fabrication safety rules and fabrication
c. Fabrication regulations
4 Accidents and Students should be able to: 1. Concept of 1. Explains the causes of 1. Listen and write Charts, video clips, Student to:
their 1. state causes of accidents accidents and their accident in the down note on the pictures showing 1. mention 3
prevention in in the workshop. causes. workshop. causes of accidents in the effects of causes of accident
fabrication and 2. know the methods of 2. Methods of 2. Explains the methods the workshop accidents in the workshop.
welding preventing accidents in preventing accidents of preventing accidents 2. Write down the 2. mention 4
fabrication and welding in the workshop on the workshops various methods of methods of
workshop. 3. First aid 3. Explains the methods preventing accidents preventing
3. know the methods of administration in of administration of first in the workshop accident in the
administration of first aid to workshop aid to an accident victim. 3. Participate in the workshop
an accident victim in the administration of first 3. use first aid to
workshop aid to accident administer on
victims in the accident victims in
workshop the workshop
461
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
5. Gas welding Students should be able Maintenance Explains maintenance Listen and write down Charts and gas Student to:
equipment to: procedure of gas procedures of gas note welding equipment state maintenance
maintenance 1. state the maintenance welding equipment welding equipment procedures of gas
procedure of gas welding equipment
welding equipment
6 Gas Students should be able Preparation of Demonstrates the Listen and write down Chart, video clips and Student to:
preparation to: acetylene from preparation of note on the preparation acetylene gas state the preparation
(acetylene) 1. state the preparation calcium carbide acetylene gas from procedure of acetylene preparation procedure of
of acetylene gas from calcium carbide gas equipment acetylene gas
calcium carbide
7. Arc welding Students should be able Maintenance Explains the Listen and write down Charts and arc Student to:
equipment to: procedure of are maintenance note welding equipment maintenance
maintenance 1. state the maintenance welding equipment procedures of arc and accessories procedures of arc
procedure of arc welding equipment welding equipment
welding equipment
8. Properties of Students should be able Physical mechanical Explains the physical Listen and write down Some pieces of Students to:
metals and to: properties of metals mechanical properties the physical mechanical ferrous and non- list and explain 5
their selection 1. list each of the of metal properties of metal ferrous metals, properties of metals
I physical mechanical magnet
properties of metals
9 Properties of Students should be able Selection of metals Explains suitability Listen and write down Various metallic Students to:
metals and to: for specific job of different types of note articles select suitable metals
their selection 1. select suitable metals metals for specific for specific job
II for specific job job
10 Measuring Students should be able Measuring tools and Explains the uses of Listen and write down Charts and measuring Students to:
tools to: their uses various measuring tools mention at least 5
1. list measuring tools tools measuring tools, and
and their uses their uses.
11 REVISION
12 EXAMINATION
462
SS II
SECOND TERM
SUB THEME: WORKSHOP AND STANDARD WORKSHOP PRACTICES

WEEK
OBJECTIVES GUIDE
1 Standard Students should be Introduction to standard Explains standard Listen and write down Charts of various Students to:
welding able to: welding symbols and welding symbols and note standard codes and give five examples of
symbols Identify standard codes codes symbols welding welding codes and
welding symbols and symbols.
codes
2. Types of joints Students should be Types of joints and Guides students to list Listen and write down Charts and video Students to:
and application able to: application in welding different types of note clips list at least 5 types of
in welding and list types of joint in joints and their welding joints and
fabrication welding application in their application
welding
3. Templates Students should be Application of template Explains the meaning Listen and write down Charts and physical Students to:
able to: in fabrication of template, uses and note. presentation of some 1. define template
1. define template template materials examples of template 2. name 5 template
2. name the material material
for making template 3. name three
3. know the uses of advantages of using
template in templates
fabrication
4. Joints in Students should be Types of joint in Guides students to Write down the Charts and specimen Students to:
fabrication able to: fabrication work: know how to make methods in making examples of various list at least 3 types of
list the various types 1. Solid corner joint the various joints and joints, types of joints joint in fabrication
of joint in fabrication 2. Grooved seam joint their application
and know their
application
5. Joints in Students should be 1. Panned down joint Guides student to Participate in making a Chart and sketches Students to:
fabrication able to: 2. Knocked up joint produce knock up knock up joint on the board produce a knock up
produce knock-up joint joints
joint in the workshop
463
SS II
SECOND TERM
SUB THEME: WORKSHOP AND STANDARD WORKSHOP PRACTICES

WEEK
OBJECTIVES GUIDE
6. Rivet and its Students should be able to: 1. Types of rivet 1. List types of rivet 1. Listen and write Charts and rivet pin Students to:
application 1. list types of rivet 2. Uses of rivet 2. State the uses of down types of rivet list three types of
2. state the uses of rivets rivet 2. Write down uses of rivet
rivet
7. Rivet and its Students should be able to: 1. Defect in rivet 1. State the defect in 1. Write down defect in Rivet pin and pieces Students to:
application 1. state the defect in riveting 2. Size and length riveting riveting. of metal calculate the size of
2. calculate the size and of rivet 2. Calculate the size 2. Write down note the rivet to be used to
length of rivet and length of rivet to rivet two plates of 8
be used for riveting mm thick
8. Bolt and nut Students should be able to: 1. Bolt and nut 1. Explain the term 1. Listen and write Charts, bolt and nut Students to:
1. describe the types of bolt 2. Uses of bolt and bolt and nut down note state the uses of bolt
and nut nut 2. State the uses of 2. Listen and write and nut in fabrication
2. state the uses of bold and bolt and nut down note
nut
9 Pre-fabrication Students should be able to: Pre-fabrication Explain how to Listen and write down Charts Students to:
surface describe the post surface surface operation. prepare surface note list 2 steps to
preparation operation during fabrication before fabrication observe before
fabricating a metal
10 Post- Students should be able to: Post fabrication Explains to the Listen and write down Charts, diagram, Students to:
fabrication describe the post surface surface operation student the reasons note sketches list two steps
surface operation during fabrication during fabrication and steps to take observe after
operation during fabrication fabricating any
metals
11 REVISION
12 EXAMINATION
464
SS II
THIRD TERM
SUB THEME: WELDING SURFACES AND WORKING ENVIRONMENT
WEEK
OBJECTIVES GUIDE
1 Pre-welding Students should be able Post fabrication Explains to the students Write out the need Charts, diagram, Students to:
surface to: surface operation the reason and steps to and the steps of sketches explain the step to
operation describe the post during fabrication take during fabrication preparing the surface observe before the
surface operation before welding welding operation.
during fabrication
2. Port- welding Students should be able Post welding surface Explains the step to Write all the steps to Charts, diagram, Students to:
surface to: operation observe on surface observe on surface sketches explain on surface
operation explain post-welding operation after welding operation after operation after
surface operation welding welding
3. Welding in Students should be able Welding in an award Explains what to Listen write down Charts, diagram, Students to:
awkward to: environment e.g. tank observe when welding in note film, video metals explain the steps to
environment weld in an award (petrol), under or over an awkward location observe when joining
environment head tank welding different metals
together
4. Welding Students should be able Welding different Explains the process Participate in the Charts, diagram, Students to:
dissimilar to: metals together involved when joining welding of two or film, video metals explain the steps
metals explain the steps to two or more different more metals together when joining
observe when welding metals together different metals
different metals together.
5. Arc welding of Students should be able Welding iron bars Explains how to cut Participate in cutting Welding transformer, Students to:
iron bar to: using arc welding some iron bars and of the iron bar and iron bars, vice, demonstrate how to
use welding to weld an demonstrate how to the welding hacksaws, hammers use the gas welding
iron bar weld using gas equipment to weld
iron bar.
6. Gas welding of Students should be able Welding iron bars Explains to the student Listen and write Gas, welding Students to:
iron bar to: using gas welding. on how to cut some iron down note. equipment, iron bar, demonstrate how to
use gas welding to bars and demonstrate vice, hacksaws, fabricate a containers
weld an iron bar. how to weld using gas. hammer. such as cylinder.
7 Fabrication of Students should be able Fabrication of ferrous Explains how to cut a listen and write Snip, stake, mallet Students to:
non-ferrous to: metal into a required sheet metal and bending down note demonstrate how to
(sheet) metals fabricate ferrous metal shape it using a stake mallet to fabricate a container
into a required shape form shapes such as such as cylinder
cylinders
465
SS II
THIRD TERM
SUB THEME: WELDING SURFACES AND WORKING ENVIRONMENT
TEACHING AND
WEEK

OBJECTIVES GUIDE
8. Fabrication of Students should be able Fabrication of non- Explains how to cut a listen and write Snip, stake, mallet Students to:
non-ferrous metal to: ferrous metal into a sheet metal and bending down note demonstrate how to
fabricate a non-ferrous required shape it using a stakes mallet, fabricate a cylinder
metal into a required snip etc. from sheet of non-
shape or object ferrous metal
THEME: BUSINESS ENTREPRENEURSHIP OPPORTUNITY
9 Entrepreneurship Students should be Definition of: Explains the meaning of: Write down the Charts Students to:
able to: 1. entrepreneurship 1. entrepreneurship meaning of: 1. explain the
1. explain the meaning 2. employer 2. employer 1. entrepreneurship meaning of:
of entrepreneurship 3. employee 3. employee 2. employer 1. entrepreneurship
2.who is an employer 3. employee 2. employer
3. who is an employee 3. employee
10 Enterprises Students should be 1. Small scale Explains: Write down: Chart of small, Students to:
able to: enterprise 1. small scale enterprises 1. Small scale medium and large explain the concept
explain the concept of 2. Medium and 2. medium and large enterprise scale industries of small, medium and
small, medium and large scale scale enterprises 2. Medium and large large scale
large enterprises enterprise scale enterprise enterprises
11 REVISION
12 EXAMINATION
466
ELECTRICAL INSTALLATION AND MAINTENANCE WORK
SS II
FIRST TERM
THEME: WORKSHOP SAFETY AND REGULATIONS

WEEK
OBJECTIVES GUIDE
1 Danger in Students should be Dangers arising as a Explains source of Observe displayed Posters, charts and Students to:
electrical able to: result of portable danger in electrical equipment and faulty equipments state at least 3
workshop state the sources of equipments and tools workshop materials and soft wears sources of danger in
dangers in the workshop.
workshop
2 Precaution in Student should be Care of electrical tools Explains and Demonstrate proper Posters, charts and Students to:
handling able to: demonstrates care of handing and care of soft wear east 3 ways of caring
electrical tools state how to handle electrical tools and electrical tools for tools
and materials I and store electrical materials
tools and materials
THEME: ELECTRICAL INSTALLATION TOOLS AND ACCESSORIES
3. Precaution in Student should be Maintenance of electrical Explains and Demonstrate proper Posters, charts and Students to:
handling able to: tools demonstrates car at handing and care of soft wear least 5 ways of
electrical tools store electrical tools electrical tools electrical tools carrying for tools.
and materials and materials
II
4. Electrical Student should be Types of electrical Explains different Observe displayed Various types of Students to:
Accessories I able to: accessories types of accessories accessories accessories (e.g.) 5A, mention at least 3
identify electrical 13A, and 15A socket electrical accessories
accessories out lets, lamp holder
and ceiling roses
5. Electrical Student should be Uses of electrical Explains different Observe displayed Socket out lets, lamp Students to:
accessories II able to: accessories types of accessories accessories holder and ceiling to mention at least 3
state the uses of on their uses roses electrical accessories.
electrical
accessories
6 Electrical Student should be Regulations guiding Discusses regulation Observe displayed Socket out lets Students to:
Accessories III able to: loading of accessories guiding loading of accessories and lampholder and state one regulation
state regulation accessories regulations guiding ceiling roses. guiding use of
guiding the use and loading. electrical accessories.
loading of electrical
accessories
467
SS II
FIRST TERM
THEME: WORKSHOP SAFETY AND REGULATIONS

WEEK
OBJECTIVES GUIDE
7. Armored Student should be Types of armored cables Explains types of Student to list the types Armored cables Students to:
cables I able to: armored cable and of armored cable charts, empire tape state 2 types of
1. identify types of give reason for etc. armored cable
armored cables armoring
8. Armored Student should be Reasons for armoring Explain and give Draw and label armored Armored cable, Students to:
cables II able to: explain and give reasons reasons for armoring cable charts, empire tape draw and label the
1. state the reasons for armoring etc. components parts of
for armoring cable armored cable
9 Armored Student should be Parts of armored cable Draw and label the Draw and label armored Armored cable, Students to:
cables III able to: constructional cable charts, empire tape draw and label the
1. state parts of features of armored etc. components parts of
armored cable cable armored cable
10 Armored Student should be Join and termination of Explains procedure Mention procedure for Armored cable, Students to:
cables IV able to: armored cable for joining and terminating charts, empire tape mention at least 3
1. state how to join termination of P.I.L.C.S.W.A cable etc. procedures for
and terminate armored cable terminating armored
armored cables cable
11 REVISION
12 EXAMINATION
468
SS II
SECOND TERM
THEME: WORKSHOP PRACTICES

WEEK
OBJECTIVES GUIDE
1 Illumination I Student should be Concept and factors of Explains concept and Solve calculation on Different types of Students to:
able to: illumination factors of illumination lamp, photometer list at list 2 factors
define terms used in illumination charts that affect the
illumination e.g. illumination of a
luminous flux room
illumination etc.
2. Illumination II Student should be Types of lamps Mention types of Plan and design the Display different Students to:
able to: lamps illumination of a types of lamp mention at least 3
identify types of classroom or workshop types of lamp
lamps
3. Illumination III Student should be Mathematical Work some example Solve calculations on Display different Students to:
able to: calculations on of illumination illumination types of lamp calculate the
solve problems on illumination calculations and illumination.
illumination mention types of Falling on a working
lamps plane 2m from a light
source of 64cd.
4. Soldering I Student should be Types of conductor Explains types of Observe displayed sizes Different types of Students to:
able to: materials e.g. copper conductor materials of cables and lugs conductors, etc. mention 2 types of
identify types of aluminum etc. copper, aluminum conductors and state
conductor materials their relative
advantages
5. Soldering II Student should be Sizes of cables Identifies different Involved in the use of Different types of Students to:
able to: sizes of cables and pot and candle for conductors mention 3 sizes of
select size of thin suit able lugs soldering big sizes of cable
cable and carry out cable
soldering
469
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
6. Soldering III Student should be The use of pot and ladle Demonstrate the use of Sketch the method Different types of pot Students to:
able to: in soldering. blow-lamp and pot and involved in the use and ladle soldering. explain the methods
demonstrate the use cable. of pot and ladle for of operating blow-
of blow-lamp and pot soldering. lamp.
and ladle.
7. Joints and Student should be Tools and materials List and explain Sketch the tools and Soldering bit, blow- Students to:
Termination of able to: related to cable joining materials and tools used the materials used in lamp, strippers, list at least 5 tools
cables I identify tools and and termination in cable jointing cable jointing soldering iron, flux used in cable jointing
material related to etc and state their uses.
cable joining and
termination
8. Joints and Student should be Conductors and Explain types of Observe various Insulating materials, Students to:
termination of able to: insulating materials conductors and types of conductors conductors and cable fix 2 accessories into
cables II recognize various insulation materials and insulating of various sizes their terminals
types of conductions materials
and insulating
materials
9 Installation I Student should be MICC Cable, Tools And Demonstrate how to Observe tools and Insulating material, Students to:
able to: Materials Used In MICC carryout MICC cable materials used in conductor, tools and mention 3 tools used
identify MICC Installation installation and test the MICC cable materials used in in MICC installation
cables completed installation. installation MICC installation
10 Installation II Student should be Advantages and Explains advantages and Carry out and test MICC cables e.g. Students to:
able to: disadvantages of MICC disadvantages of ducts MICC cable copper conductor, CARRY out simple
identify MICC cables cable and trucking, display installation tolls and materials surface wiring of
advantages and different types of ducts industrial installation
disadvantages and trucking
11 REVISION
12 EXAMINATION
470
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
1 Underground Students should be Types of cable for Identifies different Observe displayed Various types of Students to:
cable able to: underground electrical types of cables used types of cables used for cable e.g. sheeted list at least 4 types of
installation I select appropriate installation for underground underground cable, screened or it cable for
types of cable for installation work installation type cable etc. underground
underground installation
installation
2. Underground Student should be Trench preparation and Explains the method Dig trenches of Gland boxes, pot and Students to:
cable able to: laying of underground of preparing trench appropriate size and lay ladles, plumber, prepare a trench for
installation II prepare to cable underground cable smetal gas/blow laying of
appropriate depth for lamps underground cable.
cable laying
3. Underground Student should be Materials and tools for Display or draw Sketch the tools and Gland boxes, pot and Students to:
cable able to: joints and termination of materials and tools materials for ladles blow lamps mention 3 materials
installation III make cable underground cable used for joints and underground cable or tools used in
joints/terminations, termination underground cable
solder underground work.
cable joint
4. Installation of Student should be Types of cables and wire Display or sketches Observe and sketch Draw vice. Safety Students to:
overhead I able to: use in overhead cable/wire used in tools and equipment belt ladder, charts, mention 3 types of
identify cable wires, distribution and overhead wires used in overhead posters. cable used in over
tools and equipment transmission head installation
used in overhead
wires.
5. Installation of Student should be Types and used of stray Explain types and Observe and sketch Ladder, stray wire, Students to:
overhead wires able to: wires uses of stray wires tools and equipment use standing poles, charts mention one stray
II identify the various in overhead etc wire used in overhead
types and uses of distribution/ cable installation and
stray wire transmission state its use.
471
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
6. Installation of Student should be able Draw of lines and Discusses cross-arms Sketch cross-arm used Ladder, safety belt, Students to:
overhead wires to: cross-arms used in high tension in high tension cross arms charts etc. explain cross-arm
III draw lines with transmission transmission
appropriate tension and
state the uses of
different types of cross-
arms used in
transmission.
7. Installation of Student should be able Joints, termination Demonstrates jointing 1. Carry out overhead Ladder, safety belt, Students to:
overhead wires to: and electrical terminations and cable jointing and cross arms cross arms carryout jointing and
IV termination of joints and continuity electrical continuity termination termination of
continuity 2. Test for continuity overhead cable
8. Inspection and Student should be able Importance of testing Explain and gives Observe the displayed Insulation resistance Students to:
testing of to: and inspection. reasons for testing instruments tester, megger, give at least one
domestic explain the importance and inspection of testing lamp charts. reason for testing and
installation I of testing and inspection domestic installation. inspection
9 Inspection and Student should be able Types of test e.g. State types of test and Demonstrate how to Megger, tester, Students to:
testing of to: polarity, earth, the sequence of the test for polarity earth software, testing list the sequence of
domestic mention the type of tests insulation etc. test e.g. polarity, etc. lamp tests.
installation II earth, insulation and
ring circuit
10 Inspection and Student should be able Instruments for Displays the Observe the displayed Insulation resistance Students to:
testing of to: testing instruments required instruments. tester megger, testing List the instrument
domestic mention the instruments for the test and lamp, software used for domestic
installation III for testing demonstrate their installation.
uses
11 REVISION
12 EXAMINATION
472
RADIO TELEVISION AND ELECTRONIC WORK
SS II
FIRST TERM
SUB THEM: WORKSHOP SAFETY RULES AND REGULATIONS

WEEK
OBJECTIVES GUIDE
1 Safety checks Students should be able 1. Preparation of 1. Explains the 1. Take notes on the 1. Multi-meter Students to:
in servicing to: work areas danger of dirty work danger of dirty work 2. Screw driver 1. Keep the work area
radio receiver I 1. Keep work area clean 2. Working on area and careless environment 3. Power supply clean
and well illuminated power line and handling of live 2. Discharge the high tine 2. Check dead and
and ventilated live circuits circuits. and low voltage point 4. Soldering live circuit
2. Check dead and live 3. Capacitor 2. Instructs students iron/gun and the
circuits discharges to always check the accessories
3. Discharge capacitor discharging of high
charges voltage points
4. Discharge low and
high voltage points
2. Safety checks Students should be able 1. Safety glasses 1. Instructs students 1. Select appropriate As listed on safety Students to:
in servicing to: or goggle for eyes to war safety glasses meter and range for checks in servicing 1. protect their eyes
radio receiver 1. protect their eyes protection when to protect eyes from the measurement radio receiver from molten solder
II from molten solder and using soldering molten and sudden 2. protect eyes from
sudden explosion of iron. explosion of power sudden explosion of
power supply filter 2. Range of supply filter power supply filter
capacitor. electronic capacitor. capacitor
2. handle the electronic measuring 2. Explains the 3. open the windows
measuring instrument instrument danger of working in 4. put on the lighting
with care a dark and not well points in the work
ventilated work areas areas.
3 Resistors I Students should be able 1. Graphic 1. Uses charts to Observe the charts -Charts for colour Students to:
to: symbols of display the graphic showing the graphic code 1. Draw the graphic
1. draw the graphic resistors symbols of various symbols of various -Resistors symbols of the
symbols of various 2. Types, values types of resistors types of resistors. -Multi-meters various types of
types of resistors. and ratings of 2. Displays various resistors.
2. identify types of resistors types of resistors and 2. Identify types of
resistors and determine determine their resistors and
their ratings. ratings determine their
ratings.
473
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
4 Resistors II Students should be 1. Determine Explains how to use 1. Identify the resistors As listed on resistors Students to:
able to: resistance valve the colour bands to and calculate their 1. uses colour code
uses colour code to using colour bands calculate value of values from colour to determine the
determine the value of 2. Comparison of the resistors codes values of carbon
carbon resistors meters and colour 2. Compare the value of resistors
values resistors form the 2. compare values
colour codes and of resistors from
multimeter ratings colour codes and
multimeter reading
3. test resistors
5 Capacitors Students should be 1. Graphic symbols 1. Draws the graphic 1. Copy the symbol 1. Chart multi-meter Students to:
able to: for fixed and symbol for fixed and from the chart or 2. Assorted 1. identify types of
1. draw the graphic for variable capacitors variable capacitors sketches for variable capacitors capacitors and
fixed and variable 2. Types of 2. Displays various and fixed capacitors 3. Chart of assorted draw their symbols
capacitors capacitors types of capacitors 2. Practice how to use capacitors 2. use multi-meter
2. identify types of 3. Testing of 3. Demonstrates multi-meter to test to test capacitors.
capacitors capacitors how to use multi- capacitors
3. use multi-meters to meter to test 3. Identify the various
test capacitors capacitors types of capacitors
6 Diodes Students should be 1. Types of diodes 1. Provides various 1. Identify different Chart of assorted Students to:
able to: and their graphic types of diode and types of diodes diodes 1. identify types of
1. identify types of symbols display chart provided by the teacher. diodes and draw
diodes and draw their 2. Testing for showing the graphic 2. Sketch the graphic their symbols.
graphic symbols diodes (power, symbols of diodes symbols of diode from 2. use multi-meter
2. use multi-meter to signals, LED, 2. Demonstrates the chart displayed by to determine the
determine the anode SCR) with multi-meter the teacher. anode and cathode
and cathode of a how to determine 3. Practice how to of a diode and also
device and also its the anode and determine the anode its condition
condition cathode of a diode and cathode of a diode
and also its
condition
474
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
7 Transistor Students should be able 1. Graphic symbol 1. Displays the chart 1. Sketch symbol for Chart Students to:
sI to: of transistors showing graphic symbol for bipolar and unipolar Assorted transistors 1. draw the graphic
1. draw the graphic (bipolar and bipolar and unipolar transistors from chart Multi-meter symbols for bipolar
symbol for bipolar and unipolar) transistors displayed by the teacher and unipolar
unipolar transistor (NPN, 2. Different types of 2. Provides signal and 2. Identify signal and transistors.
PNP, FET, MOSFET) transistors (signal power transistors power transistors 2. identify the
2. define different types and power) different types
of transistors transistors
- Signal transistor - Signal and power
- Power transistor
8 Transistor Students should be able Transistor Displays and explains the Sketch the CC, CE and Chart to transistor Students to:
s II to: configuration chart showing the common CB configurations from configurations draw the transistor
1. identify and draw - CC collector, common emitter, the displayed chart by the configurations
transistor configurations - CE and common base transistor teacher
- CB configuration
9 Battery Students should be able 1. Graphic symbol 1. Displays chart showing 1. Sketch graphic symbol Chart of batteries Students to:
to: of a battery battery cell graphic symbol of battery cells Multimeters 1. draw the graphic
1. draw the graphic (multicell, single 2. Provides different types 2. Identify different types symbol for battery
symbol of a battery cell) of battery of battery and practice 2. identify different
2. identify different types 2. Different types of 3. Test batteries how to test them. types of battery and
of battery. battery test them.
3. test batteries 3. Testing battery
10 Ohm’s Students should be able 1. Definition of 1. Defines ohm’s law and Listen and participate in Resistors of Students to:
law to: ohm’s law explain relationship between class discussion and different values 1. define ohm’s law
1. define ohm’s law 2. Draw the symbol resistance, current and identify various resistors Vero board 2. calculate the
2. draw the symbol of for ohm voltage. soldering iron and unknown hen two
ohm 3. Relation between 2. Performs mathematical lead multimeter values are given, in
3. calculate the unknown V, I, R. calculation on ohm’s law and DC power V, I, and R.
quantity in V,I,R when 4. Calculation of supply
two values are provided. voltage and current
(V=IR)
11
12
475
SS II
SECOND TERM
SUB THEME: BASIC ELECTRICITY

WEEK
OBJECTIVES GUIDE
1. Ohm’s law Students should be 1. Resistors in series 1. Demonstrates 1. Observe teacher 1. Resistors of Students to:
able to: and parallel connection of resistors in demonstrate connection of different values 1. calculate series-
calculate total 2. Advantages of series and parallel. resistance in series and 2. Vero-board parallel resistance
resistance of resistors parallel connection 2. Performs mathematical parallel Soldering iron and using ohm’s law
in 3. Calculation of calculation on series and 2. Do class exercise on lead 2. connect resistors
a. series parallel and series parallel connection and mathematical calculation 3. Multi-meter and in series and
b. Parallel resistors. use meter to measure the on ohm’s law series and DC power supply parallel and
c. series-parallel values. parallel connection measure their
3. Observe the teacher values with multi-
measure resistance value meter
with multi-meter 3. state the
advantages of
parallel over series
connection
2 Electric power Students should be 1. Definition of 1. Explains electric power 1. Listen and take notes Calculator Students to:
able to: electric power and gives the definition 2. Answer and ask question 1. define electric
1. Define electric 2. Measurement of 2. Solves problems relating to power power
power electric power relating to electric power 2. solve problems
2. Solve problems 3. Power formula 3. State the units of on electric power
relating to dissipation and its application electric power 3. state the units of
when the values of (VI, I2/R, V2/R) electric power
VIR are provided. 4. Unite of electric
3. State the units of power
electric power
3 Alternating and Students should be 1. Definition of AC 1. Defines AC and DC 1. Listen attentively and Multi-meter Students to:
direct current I able to: and DC 2. Uses diagram to observe the teacher draw of 1. Define AC and
1. Define AC and DC 2. Differences explain AC and DC and AC and DC DC
2. State the between AC and DC their characteristics 2. State difference
differences between between AC and
AC and DC DC
476
SS II
SECOND TERM
WEEK
OBJECTIVES GUIDE
4 Alternating Students should be Uses of AC and DC: 1. Explains the uses of Observe the teacher Multi-meter Students to:
and direct able to: - bottled and sachet AC and DC. demonstrate how to 1. state the uses AC and
current II 1. state the water storage. 2. Uses multimeter to measure AC and DC DC
applications of AC - storage facilities of demonstrate how to in a circuit. 2. measure AC and DC
and DC breweries measure AC and DC using multimeter
2. measure AC and - storage facilities for
DC using grains etc.
multimeter
5 RMS values Students should be 1. Definition of R.M.S. 1. Defines and 1. Listen and take Calculator Students to:
able to: value explains RMS values, notes 1. Define RMS values,
1. define R.M.S. 2. Frequency and period peak values and 2. Answer and .ask peak value, average
value, peak value, of a sine wave. frequency. questions value and frequency
average value and 3. Calculation of RMS 2. Draws sine wave to 3. Work exercises 2. Plot graph showing
frequency. value show frequency and on RMS, peak frequency and period
2. plot graph of sine period. value, average value given some values.
wave with given 3. Works some and frequency.
values. examples on how to
3. calculate the calculate RMS peak
RMS value. values and frequency.
THEME: 3 ELECTRONIC TOOLS AND INSTRUMENTS
6 Electronic Students should be 1. Identification uses 1. Displays various 1. Observe and 1. Multi-meter: Students to:
measuring able to: and operation of: measuring instruments identify the various Digital and analog 1. list the functional
instrument I 1. explain the a. Voltmeter 2. Describes the parts, measuring 2. Voltmeter, parts of a multimeter and
operation, uses and b. Ammeter operation and uses of instruments Ammeter, state their functions
list functional parts c. ohmmeter multimeter, voltmeter, 2. Observe teacher Ohmmeter 2. set and read the meters
and limitation of d. multimeter ammeter and demonstrate how to for:
measuring and 2. Basci circuit ohmmeter use the instruments a. AC and DC
indicating measurement of: 3. Demonstrates how in measuring VRI measurement,
instruments a. Voltage to use instrument in and I b. resistance
2. set and read b. current measuring current, measurement
measuring c. resistance in AC and voltage and resistance c. AC and DC current
instrument for AC DC circuits in both AC and DC measurement
and DC
measurement
477
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
7 Electronic Students should be 1. Ohmmeter for testing 1. shows how to use 1. Listen and take As listed on Students to:
measuring able to: semi-conductor devices. multimeter to test notes on how to electronic 1. use ohmmeter to test
instrument II 1. use ohmmeter to 2. faulty meter. diodes, transistor, etc. identify a faulty measuring semi-conductor devices.
test semi conductor 2. Explains how to meter instruments 2. explain how to
devices. identify a faulty meter recognize a faulty meters
2. test faulty meter
8 Power supply Students should be 1. Principle and 1. Introduces PS unit 1. Identify PS units 1. Schematic Students to:
unit I able to: operation of power to students and show on a given receiver diagram of half, full 1. identify PS unit in a
1. explain power supply units. them the PS in a circuit diagram and bridge rectifier schematic diagram
supply unit and 2. Power supply schematic diagram of 2. Observe the 2. Oscilloscope 2. build a simple half and
identify power schematic diagram a receiver circuit various diodes, capacitors, full wave rectifiers
section in a showing stabilized low 2. Explains the components and inductors, Zener circuits
schematic diagram voltage DC power differences between sections in a PS diodes, step-down 3. demonstrate the
2. Identify the supply half, full and bridge unit transformer differences between full
different 3. Rectification half rectifiers and half wave rectifier
components that waves, full waves and 3. Explains functions
make a power bridge of the components in
supply and the 4. Filtration PS units
different sections of
a power unit
9 Power supply Students should be 1. Construction of 1. Demonstrates the 1. Observe the As listed on power Students to:
unit II able to: stabilized low DC construction of a teacher as he supply unit part one 1. build a rectified,
1. construct a power supply unit stabilized PS unit demonstrates the smoothed and stabilized
stabilized low- 2. Explains the construction of a DC power supply unit.
voltage DC power function of a regulator stabilized PS unit 2. use cathode ray
supply unit or a stabilizer in a PS oscilloscope (CRO) to
unit display the wave form at
various points of PS
units
478
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
10 Amplifiers Students should be 1. Classes of Amplifier 1. Defines and 1. Observe an 1. Sketch or chart of Students to:
able to: – A, B, C and AB discusses the operation Amplifier unit in a Amplifier circuits. 1. define
1. define and state 2. Operation of A,B,C, of the various classes receiver 2. Radio or TV Amplifier
the functions of and AB amplifiers of Amplifiers with the 2. Identify the receiver CRO 2. differentiate
Amplifier aid of chart or sketch. various 3. Component for between the
2. describe the 2. Show the Amplifier components of an building Amplifier various classes of
operation frequency units in a radio or TV Amplifier circuit 4. Vero or project Amplifier
of the various set. 3. Observe the bread board
classes of Amplifier 3. Uses CRO to show frequency response
the frequency response of various classes
of various classes of of Amplifiers
Amplifiers
11 REVISION
12 EXAMINATION
479
SS II
THIRD TERM
THEME: ELECTRONIC DEVICES AND CIRCUITS
WEEK
OBJECTIVES GUIDE
1 Amplifiers Students should be able to: 1. Construction of Constructs a signal Construct a single As listed on Students to:
construct a single stage various classes of power or voltage stage signal or power amplifier. construct a single stage
Amplifier. Amplifiers Amplifier. Amplifier. power or voltage
2. Uses of the various Amplifier.
classes of amplifier
THEME: ELECTRONIC COMMUNICATION SYSTEMS
2 Radio Students should be able to: 1. Functions and 1. Explains the 1. Take notes on the Charts of the block Students to:
transmitter 1. explain the functions and operation of radio functions and functions and operation diagram of a radio 1. explain the operation
operation of radio transmitter. operation of radio of radio transmitter. transmitter. of radio transmitter.
transmitter. 2. Block diagram of transmitter. 2. Draw the block 2. draw the block
2. draw the block diagram radio transmitter. 2. Displays the chart diagram of radio diagram of radio
of radio transmitter. 3. Stages of radio of the block diagram transmitter from the transmitter.
3. explain the functions of transmitter. of a radio transmitter. chart displayed. 3. explain the functions
each stage of radio 3. Uses the block 3. Observe the chart of each stage of block
transmitter. diagram in the chart and listen to the diagram draw.
displayed, explains teacher’s explanation
the functions of each on functions of each
stage of radio stage of radio
transmitters. transmitter.
3 Radio Students should be able to: 1. Functions and 1. Explains the basic 1. Take notes on the Block diagrams of Students to:
receiver 1. explain the functions and operation of radio functions and basic functions and the various types of 1. explain the function
operation of a radio receiver receiver operations of radio operations of radio radio receiver and operation of a radio
2. name the various types of 2. Types of radio receiver. receiver receiver
radio receiver receiver CRF, super 2. Provides a chart 2. Draw the block 2. name the various
3. draw the block diagram heterodyne and FM showing the block diagram of a radio types of radio receivers
of radio receiver and receivers diagram of a radio receiver and take notes 3. draw the block
3explain the functions of 3. Block diagram of receiver and explain on the explanation of diagram of a radio
each stage. radio receiver and the function of each the functions receiver
4. state the advantages and function of each stage. 4. state the advantages
disadvantages of the various stage. and disadvantages of the
types of radio receiver 4. Advantages and various types of radio
disadvantages of receiver.
different types.
480
SS II
THIRD TERM
WEEK
OBJECTIVES GUIDE
4 Selectivity Students should be able 1. Definition of 1. Defines a selectivity 1. Observe the Radio receiver set Students to:
and to: selectivity and and sensitivity. Uses a performance of the 1. define
sensitivity 1. define selectivity and sensitivity radio receiver to explain radio receiver used to a. selectivity
sensitivity 2. Processes of tuning the concept. demonstrate selectivity b. sensitivity
2. explain the function and selectivity in 2. Explains the functions and sensitivity 2. explain the function of
of tuner in radio radio receiver of tuner by operating a 2. Watch the tuner in a radio receiver
receiver radio receiver demonstration with a 3. identify the tuner in a
3. identify the tuner in radio receiver for the radio receiver
radio receiver function of tuner
5 Resonance Students should be able 1. Definition of 1. Defines resonance 1. Listen attentively and Chart of resonance Students to:
circuit I to: resonance 2. Uses chart to explain make notes. circuit 1. define resonance
1. define resonance 2. Types of the various types of 2. Draw the sketches 2. explain series,
2. explain series parallel resonance, series and resonance (series, explaining the types of parallel, and
and series – parallel parallel. parallel and resonance series/parallel resonance
resonance series/parallel)
6 Resonance Students should be able 1. Types of resonance 1. Uses chart to explain 1. Perform calculation Chart of resonance Students to:
circuit II to: series/parallel series/parallel involving frequency circuit 1. explain the concept of
1. explain 2. band width 2. Explains bandwidth ranges to determine bandwidth using
series/parallel and gives specific bandwidth frequency ranges.
resonance examples o f frequency
2. explain the concept ranges
of bandwidth using
frequency ranges.
481
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
7 Satellite Students should be 1. Elements of 1. Defines and state 1. Participate actively 1. Satellite radio Students to:
communicatio able to: satellite types of satellites in class discussions receiver (World 1. define satellite
n systems 1. explain the basic communication communication systems 2. Ask and answer receiver set) communication
principles of satellite systems (passive and active) questions relating to 2. TV broadcast systems
system 2. Types of 2. Lists the elements of satellite station 2. list the basic
2. explain the basic satellite systems a satellite system earth communication 3. Satellite location elements of
elements of satellite 3. Transmission station, ground based 3. Observe teacher and footprint manual satellite
communication system and reception of satellite and state their install a satellite dish 4. Measuring tapes communication
3. explain the satellite to functions 4. Visit a satellite 5. Plan (Magnetic) system and explain
transmission and television 3. Discusses and earth station 6. Complete set of their functions
reception of satellite 4. Antenna for explains transmission spanners 3. install a satellite
communication signals satellite and reception of satellite 7. 2.0meters disused communication
4. install a satellite communication communication signals parabolic dish system with given
communication system system 4. Organizes and takes antenna C-band. materials
using right Antenna students to visit a 8. Low noise down
satellite TV and radio converter (LND)
station e.g. AIT, NTA, 9. Coaxioal Cable
etc. 10 Satellite receiver
5. Demonstrates the 11. Colour television
installation of a satellite
dish
8 Electronic Students should be 1. Power supply 1. Provides radio Observe the teacher Radio receiver Students to:
Repairs I able to: unit receiver set and dismantle and Set of Hand tools 1. dismantle and
1. dismantle and 2. R.F. Circuit demonstrates the reassemble the Car radio set reassemble power
reassemble power 3. If Amplifier following: various units in a A car supply unit, IF, AF
supply unit in a radio Circuit a. Dismantles the power radio set Multimeter and detector stages
set. 4. AF Amplifier supply unit RF, IF, AF in a radio set.
2. dismantle and circuit and detector stages
reassemble RF, IF, 5. Car radio
detector stages in a
radio receiver set
3. install and maintain
a car radio set
482
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
9 Electronic Students should be Car radio 1. Provides a car radio 1. Observe the As listed on Students to:
Repairs II able to: set and demonstrates the teacher install a car electronic repairs 1. dismantle and
1. install and installation radio and carry out install a radio set
maintain and car 2. Carries out fault repair on a faulty 2. carry out repair
radio set repairs on a car radio set car radio set on a faulty car
radio set
10 Fault finding 1. Diagnose fault by 1. Types of fault in 1. Lists fault finding 1. Observe the 1. Flow chart 1. Diagnose fault in
and repairs in using fault finding radio techniques after teacher’s 2. Signal tracer radio using fault
radio receiver pieces of equipment 2. Components checking the plug to demonstration on 3. Sweet generator finding equipment
and logical trouble responsible for maintain power supply. how to apply the 4. Loop antenna 2. Identify specific
shooting procedure faults - Flow chart techniques techniques. 5. Frequency components
2. Identify specific 3. Remedies - Signal injection and 2. Practice the fault counter responsible for
components 4. Alignment (IF -signal tracing finding techniques 6. Non-magnetic faults.
responsible for fault and RF). 2. Creates faults in radio and employ the screw-drivers 3. Correct the fault
3. Correct the fault by set for students to trace fault finding by replacing the
replacing faulty the faults. techniques to trace components.
components 3. Provides radio the fault created by 4. Align the RF and
4. Align the RF and if receivers for fault the teacher. IF stages of the
stages of a radio set finding and repairs. 3. Observe radio set using
using the necessary 4. Demonstrates teacher’s necessary pieces of
equipments and tools alignment of RF and IF demonstration on equipment and
using the necessary the procedure of tools
equipment and tools for alignment of IF and
FM and AM radio RF stages using the
receivers necessary
equipment and tools
11 REVISION
12 EXAMINATION
483
BLOCK LAYING/BRICKLAYING AND CONCRETE WORK
SS II
FIRST TERM
WEEK
1 Types Students should be able to: (1) Function and type (1) Lists functions (1) State functions Cement, sand, shovel, Students to:
principles and (1) state functions of walls. of walls. of walls. of walls. spade trowel, head (1) List 4 functions
functions of (2) describe various types (2) Materials for (2) Lists walling (2) Name walling pan, block, timber of wall
load bearing of walls. walls construction. materials. materials. metal sheet etc. (2) list five materials
walls I (3) list materials for walls. for walling.
2 Types Students should be able to: (1) Mortar definition (1) Defines mortar (1) Define mortar Sand, cement, water, Students to:
principles and (1) define mortar (2) Types of mortar (2) Lists types of (2) List types of head pan, (1) define mortar.
functions of (2) List material for mortar (3) Material for mortar mixing. mortar shade/shovel etc. (2) list 4 qualities of
load bearing (3) mention typical mixing mortar (3) States qualities (3) State qualities good mortar.
walls II for mortar (4) Typical mixing of good mortar. of good mortar. (3) carry out
(4) state qualities of good for mortar (4) Explains (4) Mix different appropriate mixing
mortar. (5) Procedure and procedure and type of mortar. for concrete and
(5) describe procedure and precaution in making precaution mixing mortar.
precaution of mixing concrete and mortar. concrete and mortar.
concrete and mortar. (6) Qualities of good
mortar.
3 Construction Students should be able to: (1) Wall-functions of (1) Explains wall (1) List functions Chalkboard. Students to:
of simple (1) state function of brick brick wall. and type. of wall. Sketches. (1) explain
decorative wall (2) Types of wall. (2) Explains (2) List and functions of brick
block/brick (2) identify common wall functions of brick explain types of wall.
walls I type. wall. wall. (2) list types of wall.
(3) sketch different (3) Explains
provision for future difference provision
continuation of job. for future
continuation of wall
(toothing)
(4) Explains types of
wall and their uses
(5) Demonstrates
and guide students
in construction of
wall.
484
SS II
FIRST TERM
WEEK
4 Construction Students should be able (1) Bond (1) Explains (1) List types of Brick, block trowel, Students to:
of simple to: -Definition construction of bond. head pan, sand cement, construct different
decorative (1) Identify common (2) Types of common bond in (2) Construction of water etc. types of bond using
block/brick bond in brick wall bonding application block/brick wall different type of block and brick.
walls II construction. in brick/block wall construction bonds using block
(2) sketch different types construction. (2) Demonstrates or brick.
of bond. and guide students
in construction of
different types of
bond using block or
brick.
5 Material and Students should be able (1) Nigeria or timber (1) Leads students to (1) Visit timber Chalkboard Students to:
method of to: and product for timber yard and yard. Picture (1) list three types
fixing (1) identify Nigeria window and door guide them in (2) List various Sample of timber of timber.
opening I timber and product (2) Opening various operation of Nigeria timber Visit carpentry (2) list 2 functions
suitable for window and function of opening timber used for doors and shop/saw mill etc. of opening.
door. in dwelling. (2) Identifies two windows.
(2) identify two types of type of timber in
timber with example Nigeria and their
(3) State function of location
opening. (3) Explains
function of opening
in dwelling place.
(4) Differentiates
between different
mode of window
and door.
6 Material and Students should be able 1. Conversion (1) Explains 1. Define Timber yard. Students to:
method of to: -Definition conversion and the conversion, Chalkboard 1. define conversion
fixing 1. define seasoning and 2. Methods of methods. seasoning and list Demonstrations and seasoning.
opening II conversion. conversion 2. Explains the method of Chart on types of 2. list 2 method of
2. list method of 3. Seasoning seasoning and conversion and conversion methods etc. conversion.
conversion and 4. Method of methods. seasoning.
seasoning. seasoning.
485
SS II
FIRST TERM
WEEK

7 Method of 1. distinguish between 1. Types of concrete (1) Demonstrates 1. Explain cement Chalkboard Students to:
proportioning design mix and mix (Prescribe mix mix ratio or aggregate ratio Demonstrations etc. 1. explain cement
mixing and prescribe mix and design mix) common range of 2. Water/Cement aggregate ratio.
testing concrete 2. state factors to be 2. Mixing ratio construction. ratio. 2. produce good
I considered in -Cement/aggregate (2) Explains 3. State mix ratio quality concrete
determining mixing -Water/cement. construction. of strip foundation, by manual
ratio. slab floor lintel etc. methods.
(3) define
water/cement ratio and
cement/aggregate
ratio.
(4) state common ratio
for rang of
construction e.g. strip,
slab floor lintel etc.
8 Method of Students should be 1. Definition of 1. Explains batching 1. Operate concrete Concrete mix, Students to:
proportioning able to: batching. and methods mixer Gauge box 1. distinguish
mixing and 1. define batching. 2. Method of 2. Demonstrates 2. Explain different Spade/shovel between different
testing concrete 2. list two method of batching. operation of type of mixer Cement types of mixer.
I batching. different mixer. 3. Manual mixing Fine aggregate 2. operate
3. operation concrete of concrete. Course aggregate concrete mixer.
mixers. Water
Bricklaying tools etc.
486
SS II
FIRST TERM
WEEK

RESOURCES
9 Methods of Students should be 1. Types of Demonstrates use of Transport ready Concrete mixer, Students to:
handing and able to: equipment used in equipment in wet mix concrete by equipments head 1. transport
placing of 1. list types of wet concrete concrete any specified pan, wheel barrow concrete and
concrete I equipment use in wet transportation. transportation ad mould. Sketches placed it.
concrete, 2. Safety precaution placing operation. Chart of different 2. list various
transportation in wet concrete types. equipments for
2. state safety transportation transportation of
precaution when using wet concrete.
the equipment.
10 Methods of Students should be 1. Pump and ready 1. Demonstrates the 1. Carry out Lintels Students to:
handing and able to: mix concrete. use of pumps and concrete Beam 1. transport
placing of 1. explain the use of 2. Factor for ready mix concrete. transportation Columns concrete, placing
concrete II pump and ready mix choosing 2. Guides students and placing Floor, slab etc. and curing using
concrete, stating their transportation of wet in placing wet any methods
advantages and concrete. concrete. manual or
precautions to be taken mechanical.
during application
2. list factors to be
considered in the
choice of method of
transporting wet
concrete.
12 EXAMINATION
487
SS II
SECOND TERM
WEEK
TOPIC PERFORMANC ACTIVITIES TEACHING AND EVALUATION

E OBJECTIVES CONTENT TEACHER STUDENTS LEARNING GUIDE
RESOURCES
1 Compacting Students should 1. Reason for vibrating 1. Explains reasons for 1. Visit Ram Students to:
and curing be able to: or compacting wet vibrating and construction site Temper 1. list two reason for
concrete I 1. state reasons concrete. compacting wet to see how Vehicle etc. vibrating and
for vibrating or 2. Common tools for concrete. compaction is compacting wet
compacting compact wet concrete 2. Demonstrates use of done. concrete
concrete. (manual and common tools for 2. Use tools to 2. identify two
2. identify mechanical) compacting wet effect common tools for
common tools for concrete. compactions. compacting wet
compacting wet concrete.
concrete.
2 Compacting Students should 1. Curing 1. Explains term 1. Carry out Ram Students to:
and curing be able to: -Definition curing simple curing Temper 1. Define curing
concrete II 1. define curing 2. Reason for curing 2. Explains reasons process Vehicle etc. 2. Identify two
2. list method of wet concrete from curing concrete 2. State reasons common methods for
curing wet 3. Methods of curing 3. Describes various for curing curing.
concrete concrete. method of curing concrete. 3. State two reasons
3. state reason for concrete. for curing wet
curing wet concrete.
concrete.
3 Methods of Students should 1. Common jointing 1. Explains common List and explain 1. Ready mix Students to:
construction be able to: materials. jointing materials. jointing materials concrete 1. carry out simple
of joints in 1. name common 2. Types of concrete 2. Discusses types of 2. Block laying construction of joint.
simple jointing materials joint. concrete joint. 3. Bricklaying tools.
concrete and state their 4. Sketch/chart
structure I specific contraction and
application expansion joint etc.
bitumen, asphalt
corking
compound.
488
SS II
SECOND TERM
WEEK
TOPIC PERFORMANCE ACTIVITIES TEACHING AND EVALUATION
4 Methods of Students should be able 1. Types of 1. Explains types of 1. Describe types of Brick/block laying Students to: carry
construction to: concrete concrete construction concrete construction tool, sketch/chart out simple
of joints in 1. describe types of joint construction joint joint. joint. showing construction joint in
simple in concrete. 2. Methods of 2. Demonstrates 2. Carry out simple contraction concrete.
concrete 2. describe method of making method of making construction of a expansion joint.
structure II making construction joint construction joints construction joint in structure. In-beam, concrete
in structure e.g. floor, in concrete structure e.g. column, roof, column, strip
column beam, concrete structure. beam, concrete roof, foundation, pad
roof etc. floor etc. foundation.
3. Guides students to
carry out simple
construction joint.
5 Use of form Students should be able 1. Functions of 1. Explains functions 1. Select appropriate Timber, steel and Students to:
work in to: formwork. of formwork. formwork for specified carpentry tools. 1. select appropriate
construction 1. state function of 2. Requirements in 2. Explains basic construction. formwork specific
work I formwork and identifies formwork requirements in 2. Erect formwork. construction
the basic requirements construction. formwork construction 3. Explain the relative 2. list advantages of
used in formwork. 3. Advantages of e.g. adequate support, advantages of steel and steel and timber
2. explain the relative steel and timber rigidity, use timber formwork. formwork.
advantages of steel and formwork. appropriate materials.
timber formwork.
6 Use of form Students should be able 1. Construction of 1. Demonstrates and 1. Dismantling of Timber, grease, Students to:
work in to: formworks for guide students in formwork materials. soapy water, nail, 1. erect appropriate
construction 1. explain with sketches different structures selection, erection, and 2. Demonstrate procedure etc. formwork in
work II construction of 2. Procedure and dismantling of and preservation of construction.
formworks for different precaution to be formwork. formwork materials. 2. dismantle
structure e.g. column, taken in formwork 2. Leads students to (striking) formwork
beam, slab lintel, concrete construction. visit a construction material.
arches, stair, cases. site. 3. mention how to
2. identify the procedure store and preserve
and precaution to be taken different formwork
in striking formwork for materials.
simple construction
structures
489
SS II
WEEK SECOND TERM
7 Techniques Students should be able to: (1) Properties of 1. Presents for 1. Identify various types 1. Floor tiles Students to:
of laying 1. state the properties of precast floor identification various of floor finishing -Charts of floor 1. list four
precast floor precast floor finishes. finishes. types of floor finishing materials finishing etc. different types of
finishes I 2. describe the procedures (2) Procedures and materials. 2. Visit construction site. precast floor
and precaution to be taken precaution in 2. Specifies the mix and finishing and
in laying materials. laying floor the quality of the mortar bedding materials.
3. specify the mix and finishing materials. for each of the various
quality of bedding mortars. 3. Mix and quality precast floor unit.
of mortars for
bedding finishes.
8 Techniques Students should be able to: 1. Method of 1. Demonstrates method 1. Identify the various Floor tile, charts Students to:
of laying 1. describe the method of laying floor tiles. of laying floor tiles. types of floor tiles and pictures of 1. list common
precast floor laying floor tiles. 2. Defect 2. Discusses defect in 2. Visit a construction floor finishing etc. defect in pre-cast
finishes II 2. list common laying defect -Common defects pre-cast flooring. site. flooring.
in precast flooring. in pre-casting 3. Leads students to 3. List common 2. list four types
flooring. construction site to defection pre-cast of floor tiles.
observe procedures of flooring.
laying floor finishes
materials.
9 Techniques Students should be able to: Synthetic floor Presents the common Observe various 1. Floor tiles Students to:
of laying identify common synthetic tiles and their floor tiles for synthetic tiles for 2. Chart and list three different
synthetic floor tiles and their sizes. sizes. identification. identification. 3. Picture of floor types of synthetic
floor tiles I materials etc. floor tiles.
10 Techniques Students should be able to: 1. Causes and 1. Explains the properties 1. List properties of 1. Floor tiles Students to:
of laying 1. state properties of precaution against of the back ground background suitable for 2. Chart and 1. mention two
synthetic background suitable for defect in PVC suitable for laying floor tiling 3. Picture of floor causes of defect in
floor tiles II laying floor tiles. tiling synthetic floor ties. 2. Mention causes and materials etc. PVC tiling
2. explain the cause and 2. Properties of 2. Explains common precaution against defect 2. mention two
state precautions against back ground defect cause and in PVC tilling precautions in
defect in PVC tiling. suitable for laying precaution in PVC tiling. (3) Demonstrate rate PVC tiling.
floor tiles. 3. Takes students to site tilling operation.
where floor tiling un been
carried out.
11 REVISION
12 EXAMINATION
490
SS II
THIRD TERM
WEEK
ACTIVITIES TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT LEARNING GUIDE
OBJECTIVES TEACHER STUDENTS RESOURCES
1 Organization and Students should be 1. Definition of 1. Explains functions 1. State functions of 1. Fine sand Students to:
execution of able to: rendering. of rendering. rendering. 2. Cement water, 1. define rendering.
external and 1. define rendering 2. Functions of 2. Defines rendering 2. Apply good quality spade/shovel 2. State two types
internal and state its rendering. 3. Explains qualities of mix of mortar of a trowel etc. of rendering.
rendering I functions. 3. Qualities of good good rendering. surface.
2. specified qualities rendering.
of good rendering.
2 Organization and Students should be 1. Types of 1. Lists and explain 1. State different types 1. Fine sand Students to:
execution of able to: rendering types of rendering of rendering 2. Cement water, 1. list four type of
external and 1. explain different 2. Method of 2. Explains methods of 2. Demonstrate method spade/shovel rendering
internal types of rendering applying rendering applying rendering of applying rendering trowel, float shovel 2. apply good
rendering II 2. describe method of mix. mix. mix. etc. quality mix of
applying rendering mortar to a given
mix. wall surface.
3 Functions and Students should be 1. Types of roofs 1. Describes and (1) Design and (1) Drawing Students to:
principle of basic able to: 2. Roofing materials explain component of construct a simple materials nails, design and
roof construction 1. define and describe and maximum span. roofs. model roof. hammer etc. construct a model
I with sketches basic 2. Sketches of roof 2. Sketch a simple (2) Picture, charts, roof.
roof types component in details. model roof with film clip etc.
2. describe materials (3) Shows pictorial maximum span.
and maximum representative of roof
allowable span for plan.
various roof types.
4 Functions and Students should be Roof covering 1. Lists and explains 1. Visit a roof Zinc, Aluminum, Students to:
principle of basic able to: material various roof covering construction site etc. 1. design and
roof construction name and define materials 2. List various roof Picture, charts, film construct a model
II various roof covering 2. Designs and covering material clip etc. roof.
types for tropical use. constructs roof 2. list four types of
structure. roof covering
3. Arranges site material.
visitation of roof
construction.
491
SS II
THIRD TERM
WEEK

5 Types of Students should be able 1. Wall finishes and 1. Demonstrates 1. Apply finishes to Paint, ceiling Students to:
Finishes in the to: their application. practical application of wall surface board, wall tile demonstrate
Building Trade 1. use wall finishes and 2. Function of finishes e.g. paint wall 2. List function of vanish, polish application of
I explain the application. ceiling in houses. tiles. ceiling to a building. Paintbrush etc. finishing on walls
2. state the functions of 2. Discusses functions and ceiling.
ceiling in house of ceiling in houses.
6 Types of Students should be able 1. Type of ceiling 1. Explains types of 1. Apply finish to Polish, stain, Students to:
Finishes in the to: construction. ceiling. ceiling surface lacquer, vanish, 1. list type of
Building Trade 1. describe with 2. Type of ceiling 2. Demonstrates 2. List type of ceiling wax, polish brush, ceiling and joinery
II sketches the type of finishing application of ceiling and joinery finishing. matching stain and finishing.
ceiling contracture and 3. Types of finishes an joinery finishing medium stain 2. demonstrate
ceiling finishing in in joinery work. ceiling board etc. application of
tropic. finishing on
2. list various types of joinery.
finishes in joinery work
and explain their
application.
7 Installation of Students should be able 1. Principle of good 1. Explains basic 1. List principles of Charts, picture Students to:
various to: drainage principle of good good drainage system. slide and film etc. identify various
services in 1. explain basic 2. Types of drainage drainage system 2. Explain types of type of drainage
simple principle of a good system. 2. Discuses type of drainage system. system.
dwelling I drainage system drainage system.
2. explain the types of
drainage system.
8 Installation of Students should be able 1. Construction 1. Demonstrations of 1. Sketch the types of a Slides and film Students to:
various to: standard of domestic construction standard drainage system. pictures chart, 1. explain drainage
services in 1. describe with drainage system. of domestic drainage 2. Explain the term in chalkboard etc. terms.
simple sketches construction 2. Terms in system. drainage system. 2. sketch different
dwelling II standard relating to the domestic drainage 2. Discusses terms in drainage system.
construction of system e.g. drain, domestic drainage
domestic drainage shay sewerage, foul system.
system. water etc.
2. explain terms in
drainage system.
492
SS II
THIRD TERM
WEEK

9 Substructure Students should be able 1. Bearing capacity 1. Explains the bearing 1. Determine the Block, cement, Students to:
Construction I to: of soil. capacity of soil and bearing capacity of sand, gravel, DPM 1. prepare soil
1. determine bearing 2. Types of floors solve some bearing soils. etc. opening capacity.
capacity of soil and and method of capacity. 2. Construction of 2. set out and erect
solve problem construction. 2. Identifies various simple concrete floor. simple straight
involving bearing types of floor and wall.
capacity. demonstrate their
2. describe various construction.
types of floor and
method of construction.
10 Substructure Students should be able 1. Define DPC 1. Explains DPC and Set out and erect simple DPM, Gravel, Students to:
Construction II to: 2. Methods of differentiate between straight wall inciting sand, water, brick 1. construct simple
1. explain the methods placing and DPC and DPM DPC. DPC etc. concrete floor slab.
of placing and positioning DPC in 2. Explains the need 2. erect simple
positioning DPC. wall. for the provision of straight wall
2. explain the need for 3. Need for the weathering structures inciting DPC.
the provision of provision of at opening.
weathering structure at weathering
openings. structures at
opening.
11 REVISION
12 EXAMINATION
493
PAINTING AND DECORATION
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 Still life Students should be Paint sill life Demonstrates by painting still 1. Draw and paint Straw board, canvas, Students to:
painting able to: composition using life composition using: still life pencils, oil colour, 1. draw and paint
paint from still life - Oil colour Oil colour composition using Acrylic paint still live
composition - Acrylic paint Acrylic paint oil colour acrylic Oil pastel composition using
- Oil pastel Oil pastel pain, oil pastel Brushes oil colour, acrylic
2. Guides students to paint still 2. Exhibit their Palettes small containers for paint, oil pastel
life compositions paintings water 2. exhibit their
works
2 Composition Students should be 1. Meaning of 1. Explains the term nature 1. Explain the Straw board Students to:
from nature able to: composition composition term nature Cardboard 1. explain the term
I 1. explain the 2. Study from 2. Explains techniques and composition Papers nature composition
meaning of nature procedures of the use of colour 2. Make studies Canvas 2. discuss the
composition from a. Fruits to produce painting from from nature using Pencils techniques and
nature b. Plants nature correct Poster colour procedure in
2. make studies c. Animal life 3. Asks students to make proportions Water colour valued in painting
from nature on sketches from nature Oil colour from nature
subjects lie fruits, Brushes
leaves and animal Palettes
life Fruits, plant bones,
containers for water
3. Composition Students should be 1. Paint from Guides students to produce 1. Paint Cardboard paper Students to:
from nature able to: nature using painting form nature composition of Canvas 1. draw and paint
II paint nature - Poster colour composition using poster fruits plants and Poster colour composition
composition using - Water colour colour, water colour and oil animals lives Oil colour 2. exhibit the
poster colour, water - Oil paint colour 2. Exhibit their Water colour painted works for
colour and oil colour paintings Water Fruits, plants, criticism
in correct proportion brushes, container for water
and perspective
4 Landscapes Students should be Meaning of the 1. Explains and illustrates 1. Listen and Pencils, Brushes Students to:
and able to: terms landscape seascape painting observe the Poster colour explain landscape
seascapes I discuss the terms landscape/seascap 2. shows and disuses pictures teacher Water colour and seascapes
landscape/seascape e painting of landscapes and seascapes 2. Ask and answer Oil colour painting
paintings question where Cardboard , Papers
necessary Canvas, palette
494
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
5. Landscapes and Students should be 1. Perspective in 1. Explains and Practice the use of Pencil, brushes, poster Students to:
seascapes II able to: landscapes/seascap illustrates perspective view finder in colour, use view finder as
1. mention the two e paintings drawings landscape and Water colour guide in the
types of perspective - Types of 2. Demonstrates the use seascape drawing Oil colourr selection of
2. discuss the term perspective of view finder Cardboard papers landscape painting
used in perspective i. Aerial Canvas, palette container for
drawing and ii. Linear water
painting - Terms in
perspective
painting
i. Horizon
ii. Picture plane
iii. Eye level
iv. Varnishing
point etc.
6 Landscapes and Students should be 1. The use of view 1. Demonstrates the use 1. Sketch 1. Brushes Students to:
seascapes III able to: finder of view finder landscape and Poster colour 1. use view find as
create landscape 2. Drawing and 2. Guides student in the seascape in Water Colour guides in the
seascape painting painting of drawing and painting correct Oil colour selection of
using view finder landscape landscape/seascapes perspective Cardboard landscape/seascape
2. Paint landscape Papers 2. Paint landscape
an seascapes Canvas 3. Display the
using poster Drawing board finished works for
colour, water Palettes exhibition
colour and oil
colour
3. display their
works
7 Decorations for Students should be Advanced beading Demonstrate the 1. Observe the Papers magazine straw, Students to:
body adornment able to: - Roll paper beads production of beads from teacher’s twine/strings scissors 1. produce beads
I produce quality - Straw bead - Roll paper demonstrates using roll papers,
bead from: - Straws 2. Produce bead straw
- Roll paper beads using same 2 display finished
- Straw beads materials product
495
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
8. Decoration for Students should be Advanced beading 1. Demonstrates the 1. Produce beads Pieces of plastic bottle caps, Students to:
body adornment able to: - Seed beads production of beads using same scissors, glass, strings, seed 1. students to
II provide quality - Beads from from materials produce beads
beads from: plastics - Seeds and plastics 2. Produce beads usi8ng seed,
- seed beads - Glass beads - Glass using mixed media plastic, glass
- plastic beads 2. Guides in the e.g seeds and 2. produce
- glass beads cutting and assembling plastics multimedia beads
of the materials 3. display finished
3. Assists in the product
producing the beads
from various materials
9 Contemporary Students should be Introduction to Explains meaning and explain the different Pictures, oil colour, palettes, Students to:
wall decoration I able to: wall decorations types of wall types of wall brushes explain the
1. explain what wall - types of wall decorations decorations meaning and types
decorations are decorations of wall decorations
2. list and discuss a. Wallpaper
different types of designs
wall decoration b. Mural designs
10 Contemporary Students should be Wallpaper designs 1. Demonstrates Design and arrange Pictures oil colour, Students to:
wall decoration able to: - Motifs production techniques motifs for wall Brushes 1. design motifs for
II 1. design motifs - Design in wall decoration decorations Water wall decoration
suitable for wall arrangement 2. Shows students Drawing board 2. produce wall
decorations - Repeat units sample and pictures of Gloss paint paper design.
2. arrange the motifs - Pattern making wall decorations Tuner
to produce wall - Colour schemes
paper designs - Production
techniques
11 REVISION
12 EXAMINATION
496
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 Contemporary Students should be Mural designs Assists students in Make group production Oil colour, Palettes, Students to:
wall able to: - Motif the production of of morals Brushes, drawing 1. produce mural
decorations III 1. design motifs - Composition walls murals board painting groups
suitable for mural 2. design motif
decorations
2. produce mural
compositions
2. Contemporary Students should be Mounting of wall 1. Guides students in Mount wall papers Clay, glaze, water, Students to:
wall able to: papers producing wall paper drawing board glue, 1. produce wall tiles
decorations IV produce wall using design starch rollers etc. using clay
clay 2. Assists students in 2. mount wall
mounting of papers
wallpapers
3. Decorations for Students should be 1. Flower decoration 1. Explains how 1. Discuss the types of Photographs picture Students to:
interiors I able to: 2. Flowers using fabrics flower are used in flower for interior from textbooks and 1. explains the
produce and arrange e.g. organizing interior decoration decoration magazines fabrics processes involved
flowers from fabrics 2. Demonstrates 2. Produce and arrange in the production of
making a flower from flower from fabrics fabric flowers
fabrics 2. arrange flower
from fabric
4. Decorations for Students should be Flower arrangement 1. Demonstrates Participate in the dyeing Dried grasses flower Students
interiors II able to: with dried grass coloum of dried and arrangement of dried vases, scissors, cutter dye and arrange
1. arrange colour grasses from local grasses adhesives, twine etc. dried flower in
dried grass colours vases.
2. arrange the dried 2. Arrange the dried
grasses in flower grasses in pots and
vases vases
5 Decorations for Student should be Arrangement of natural Demonstrates the 1. Arrange virtual Flower vases, Natural Students to:
interiors III able to: flowers arrangement of flowers in vases flower, cutters, 1. arrange natural
arrange natural natural flowers in 2. Display the flower adhesives twine flower in vases
flowers in vases vases arrangement for 2. exhibit finished
assessment flower arrangement
497
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
6. batik design I Students should be able 1. Meaning 1. Explains the meaning Mention and explain the Dyes, dye chemical, Student to
to: 2. Techniques of batik two types of batiking plain cloth, candle list and explain the
1. explain the meding at - Starch application 2. Demonstrates the wax, bee wax, store, two types of
batik - Waxing processes of batilain starch brushes, batiking
2. List the techniques of using starch of war wooden trance
batiking
7. Batik design Students should be able Materials and tools Displays and explains List materials requires in Dye, dy chemical, Students to:
II to: for batik the materials used in batiking plain cloth, bee waw, 1. name the basic
list the materials and batiking stove, starch brushes materials for
tools and explain their batiking
uses 2. explain the uses
of the batik material
8. Batik design Student should be able 1. Making of designs 1. Prepares dye solution 1. Prepare dye solution Dyes, dye chemical, Students to:
III to: 2. Preparation of dye or dye bath 2. Dye the waxed fabrics plain clothes, candle 1. produce designed
design and produce batik solution 2. Dyes and displays 3. Display the finished wax, bee wax, stove, batik fabrics
in many colour 3. Dyeing and the finished product products starch brushes etc. 2. display finished
finishing process works
9 Advanced Student should be able Posters on: 1. Demonstrates the use 1. Observe the teachers Cardboard Students to:
posters I to: - Political themes of text and illustration demonstrations Paper 1. produce poster
1. produce posters with - Educational themes in poster making 2. Produces posters with Pencil, poster colour using both text and
text only - Commercial themes 2. Uses samples of text only Pens, ruler, water, illustration
2. produce posters using - Health themes posters and slides to 3. Produce poster with drawing board water 2. produce poster on
texts and illustrations in explain the qualities of both texts and contend poster works theme given by the
multi colour a good posters illustration etc. teachers
3. Goes round to guide 3. display finished
students at work works
10 Advanced Students should be able Advanced poster on 1. Produces a sample of Produce advanced poster Flex banner computer Students to:
posters II to: - Political theme advanced poster on the on the recommended slides, magazine etc. 1. produce advanced
produce advanced - Educational themes recommended theme theme poster on the them
poster on political - Commercial themes 2. Goes round to guide given by the teacher
educational, commercial - Health themes student to work 2. display finished
and health themes works
11 REVISION
12 EXAMINATION
498
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
1 Package Students should be able Introduction to Explains the meaning 1. Define package Paper, pencil ruler, Students to:
designs I to: package design of package design design cutting knife, pen, explain the
explain what package 2. Take down notes ink poster colours, meaning of
design is brushes packaging
2 Package Students should be able Functions package names and explains 1. Explain the three Chalkboard/marker Student to:
designs II to: design the functions of functions of package chalk discuss the
discuss three functions package design design functions of
of package design 2. Answer and ask package design
questions where
necessary
3. Take down notes
3 Package Students should be able Tapes of package 1. Lists the types of 1. Name the types of Chalkboard /chalk Student to:
design III to: designs package designs packages designs marker paper, paints mention types of
. explain four types of 2. Explains and 2. Explain and show the package design
package design shows the steps of steps of package design
- box package designing
- wrapper
- carton
4 Package Students should be able Production of package Demonstrates the 1. Produce sample of Chalk Student to:
designs IV to: design production of production of the types of package board/chalk/market produce the
design packages for designed packages designed packages design paper, pen ruler, designed packages
variants functions e.g. boxes and cartons e.g. boxes and 2. Produce designed cutting knife, pen
wrappers package ink, poster colour and
brushes
499
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
5 Protect in Students should be able 1. Prospects in Explains the uses of 1. Listen attentively to Chalk/chalk board Students to:
beading wall to: beading beads and things that the teaches Photographs list the uses of
decoration 1. discuss the uses of 2. Prospects in wall can be beaded e.g. 2. take down notes Illustrations beads, and wall
eyeing and beads wall decorations decoration shoes, bags etc. 3. Enumerate the Slides and slide decoration
flower dyeing and flower prospects in the projection etc.
arrangement arrangement decorative arts
2. discuss the economics
value
6 Protect inn Students should be able Prospects in dyeing 1. Explains the use 1. Listen attentively to Chalk board/chalk/ Students to:
dyeing to: and meaning of the teacher marker photograph 1. explain the
1. discuss the uses of dyeing 2. make contributions illustration slides and meaning of dyeing
dyeing 2. Lists and explains 3. Take down notes slide protection etc. 2. explain the
2. discuss the economic the economic values economic values of
values of dyeing dyeing
3. discuss the economic 3. discusses the 3. discuss the
values of designing prospects in dyes and prospects in dyeing
batik
7 Prospect in Students should be able Prospects in flower 1. Explains the uses 1. Listen attentively to Chalkboard/marker Students to:
flower to: arrangement of flower the teacher photographs, 1. list the uses of
arrangement 1. discuss the uses of arrangement 2. Takedown notes illustrations, slides flower arrangement
flower arrangement 2. Lists and explains 3. Make contributions projection etc. 2. explain the
2. discuss the economic the economic values in the discussion economic value of
values of flower of flower 4. Enumerate the flower arrangement
arrangement arrangement prospect I flower 3. discuss the
arrangement prospects in flower
arrangement
500
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
8 Job Students should be able Estimation and 1. explains and 1. Listen attentive to the Chalkboard Students to:
estimation to: costing of given jobs discusses reasons for teacher illustrations estimate and cost
and costing I estimate and cost jobs in considering area and estimating and 2. Take down notes photograph etc. given work in
relation to the area and size of work costing of jobs 3. Answer and ask relation to area and
size of work 2. Discusses methods questions size of work.
involved taking into
consideration area
and size of wok
9 Job Students should be able Estimating and Discusses method of 1. Listen attentively to Chalkboard Student to:
estimation to: costing of given jobs estimation taking into the teacher illustration estimate and cost
and costing estimate and cost job in considering consideration; design 2. Take down notes photograph etc. given works in
II relation to design - design involved involved 3. Answer and ask relation to design
involved. questions involved.
10 Job Students should be able Estimating and Discusses methods of 1. Listen attentively to Chalkboard Students to:
estimation to: costing of given jobs estimation taking into teacher illustration 1. estimate and cost
and costing estimate and cost jobs in considering consideration 2. Take down notes photograph etc. given works in
III relation to - Materials to be used quantity and quality 3. Answer and ask relation to:
- quantity and quality of - Time duration of materials to be question 2. quantity and
materials involved used quality of materials
- time duration. - time involved used time involved.
11 REVISION
12 EXAMINATION
501
PLUMBING AND PIPE FITTING
SS II
FIRST TERM
WEEK

1 Well water I Students should be Types of well 1. Lists and explains the 1. Observe various 1. Chart Students to:
able to: water e.g. (open two types of well (open well visited. 2. Picture list 2 types of well
list and discuss various and plumbing). and plumbing well). 2. Operate various 3. Video clip and describe their
types of well water. 2. Takes students on well visited. functions.
excursion to open and
plumbing well.
2 Well water II Students should be Characteristics Lists and explains each 1. Listen 1. Chart Students to:
able to: of well water. of the characteristics of 2. Jotting down note 2. Video clip list and explain 4
state the well water to the 3. Asking questions 3. Software on characteristics of
characteristics of well students. characteristics of well water.
water. well water
3 Well water III Students should be Advantages and Lists and explains both 1. Listen 1. Chart Students to:
able to: disadvantages of the advantages and 2. Jotting down note 2. Video clip list 4 advantages
state the advantages of well water. disadvantages of well 3. Asking questions 3. Software and disadvantages
well water. water. 4. Picture of well water
2. state the
disadvantages of well
water.
4 Bore hole I Students should be Types of bore Lists the two types and 1. Listen 1. Chart Students to:
able to: hole e.g. explains them very 2. Observing 2. Software explain manually
list and describe bore manually thoroughly to the 3. Asking questions 3. Picture operated bore hole.
hole types. operated and students.
electrically
operated bore
hole.
5 Bore hole II Students should be Sinking bore 1. Explains the step by 1. Observes 1. Chart Students to:
able to: hole step taken to sink a bore 2. Jot down note 2. Software list the steps or
list the procedure or hole 3. Visit local bore 3. Picture procedures for
steps for sinking a 2. Carries out practical hole. sinking a bore hole.
borehole. or visit local ones. 4. Sink one
502
SS II
FIRST TERM
WEEK

6 Bore hole III Students should be Advantage of Explains and lists the 1. Listen 1. Chart Students to:
able to: bore hole over advantages of bore hole 2. Write down note 2. Picture state 3 advantages
state the advantage other form of over any form of water. 3. Ask question 3. Real object of bore role over
of borehole over water. (samples) any other water.
other forms of
water.
7 Sedimentation I Students should be Types of 1. Defines and explains 1. Observe 1. Chart Students to:
able to: sedimentation sedimentation. sedimentation method 2. Picture list and explain 2
1. list types of horizontal and 2. Explains the two demonstrated 3. Video clip types of
sedimentation vertical. sedimentation method 2. Ask questions 4. Container and sedimentation
2. discuss and demonstrate them water.
sedimentation
method.
8 Sedimentation Students should be Experiment to Lists and explains the 1. Listen 1. Real object Students to:
II able to: show the process procedures and steps 2. Observe the (sedimentation list the
carry out of sedimentation involve in sedimentation procedures materials) sedimentation
sedimentation process. 3. Ask questions 2. Chart process.
experiment. 3. Pictures
4. Software
9 Sand filtration I Students should be Types of sand Defines and explains 1. Listen 1. Chart Students to:
able to: filtration (slow each filtration method 2. Observe filtration 2. Picture 1. list 2 types of
list, explain and sand filtration method 3. Video clip filtration
identify types of and rapid sand (demonstrated). 4. Real object 2. list 3 material
sand filiations. filtration). (perforated water, needed for
container, sand, filtration.
grovel etc.)
10 Sand filtration Students should be Experiment to Lists and explains the 1. Observe the 1. Real object (as Students to:
II able to: show sand procedures involved in procedures already mentioned list the procedures
carry out filtration filtration the process of sand 2. Carry out the above) for carrying out
experiment filtration. experiment 2. Chart sand filtration
themselves. 3. Video clips etc. experiment.
11 REVISION
12 EXAMINATION
503
SS II
WEEK SECOND TERM

1 Chlorination I Students should be Chlorination and 1. Defines and explains Observe and practice 1. Charts Students to:
able to: its method (gas, the two methods shown chlorination. 2. Picture 1. explain what
1. define chlorination powder). above. 3. Video clips chlorination is all
2. state and identify 2. Takes student to the about.
chlorination method nearest water works on 2. list 2 methods of
excursion. chlorination.
2 Chlorination Students should be Experiment for Explains the steps or 1. Observe 1. Real object Students to:
II able to: chlorination procedures for carrying 2. Carry out the (chlorination list the procedures
carry out the process. out chlorination experiment themselves. materials) for carrying out
chlorination experiment before the 2. Chart chlorination
experiment. students. 3. Software experiment.
4. Video clips
3 Chlorination Students should be Advantages and Lists and explains the 1. Listen 1. Charts Students to:
III able to: disadvantages. advantages and 2. Jotting 2. Software list the 3 advantages
state the advantages disadvantages. 3. Asking questions 3. Video clips and disadvantage of
and disadvantages. chlorination.
4 Pipes I Students should be Types of pipes for Explains the various 1. Listen 1. Picture Students to:
able to: plumbing work types of pipes used in 2. Jotting 2. Chart list at least 5 types
list and explain the (asbestos, PVC plumbing works. 3. Asking questions 3. Video clip. of pipes.
types of pipes used steel, galvanized
for plumbing work. pipes).
5 Pipes II Students should be Identification and Identifies and explain 1. Observe 1. Picture Students to:
able to: uses of pipes used the uses of each pipe 2. Participate 2. Chart identify 5 types of
identify and state for plumbing used in plumbing 3. Identify. 3. Video clip. pipes and state their
their uses works. works. uses.
6 Pipes III Students should be Condition for Lists and explains those 1. Observation 1. Picture Students to:
able to: selection of pipe conditions that are 2. Ask questions 2. Chart list 3 conditions to
select the correct pipe for a particular considered before 3. Software. be considered before
for the plumbing job. job. selections selecting a pipe.
504
SS II
WEEK SECOND TERM

7 Types of welding Students should be Types of welding Defines and Observe and identify 1. Picture Students to:
I able to: arc, gas, bronze explains each types various types of 2. Chart list 2 types of
list different etc. of welding welding processes. 3. Video clip. welding methods.
methods of
welding metallic
pipes.
8 Types of welding Students should be Tools and Lists, describes and 1. Listen 1. Video clip Students to:
II able to: equipment used shows various 2. Observe and identify 2. Software list 3 tools and
list and identify for arc, gas and welding tools and the various welding 3. Welding tools and equipment for arc,
various welding bronze welding. equipment. tools and equipment. equipment gas and bronze
tools and welding.
equipment.
9 Welding Students should be Welding Explains and Observe the welding 1. Video clip Students to:
processes I able to: processes (Arc, demonstrates demonstration and carry 2. Chart. list 3 types of
state the processes gas and bronze) practically the out welding exercises. 3. Welding tools and welding processes.
of arc, gas and welding processes. equipment
bronze welding.
10 Welding Students should be Carry out of the 1. List and explains Observe the 1. Welding machine Students to:
processes II able to: practical welding each of the welding demonstration and and its equipment weld arc, gas and
carry out the process. processes, arc, gas weld. 2. Software bronze processes.
welding processes. and bronze welding 3. Video clips.
2. Demonstrate
each of them and
weld.
11 REVISION
12 EXAMINATION
505
SS II
THIRD TERM
WEEK

1 Dizing/Dicing Students should be Types of dizing Explains the parts of Observe the 1. Picture Students to:
I able to: machines e.g. (drop threading devices various 2. Chart list 3 parts of a
list and explain head dies, pipe components of the 3. Video clip. threading machine.
various types of threading threading machine 4. Software
threading machine. machines).
2 Dizing/Dicing Students should be Identification of 1. Explains and Observe and 1. Picture Students to:
II able to: threading machines identifies various identify types and 2. Video clip. identify 2 types of
list and identify (Dizing machine). types of threading parts of threading 3. Software threading or dizing
various types of devices. machine. machines.
threading machine. 2. Identify also their
parts.
3 Dizing/Dicing Students should be Threading of pipes. 1. List and explains 1. Observe 1. Dizing material Students to:
III able to: the processes of 2. Carry out the and equipment. dize at least a particular
carry out threading on threading a pipe dizing of a pipe 2. Video clips size of pipe.
pipes. 2. Demonstrate the 3. Software
dizing process using
pipes of size 111,
3 11, 1 11
4 2
(25mm, 19mm,
13mm).
4 Pipe lay I Students should be Pipe laying and 1. Explains Observe and Laying tools, Students to:
able to: processes of laying procedures of laying identify the sketches, note, poster, 1. define pipe laying
state what lay out pipes, (Trenching) pipe various steps in charts. 2. list and describe any
means and list the gradient, laying and 2. Describes various laying a pipe. 2 procedures or steps in
steps in laying pipes. jointing. step in laying pipes. laying pipes.
5 Pipe lay II Students should be Laying tools and Explain the pipe 1. Listen Laying tools and Students to:
able to: equipment e.g. pipe laying tools and 2. Identify equipments chart list and explains 3 pipe
list and identify the wrench, digger, equipment. 3. Observe laying tools and
laying tools and shovel etc. equipment.
equipment.
506
SS II
THIRD TERM
WEEK

6 Sanitary Students should be able Types of sanitary 1. Defines sanitary Observe the various 1. Picture Students to:
appliances to: appliances e.g. appliances. types of sanitary 2. Video clip. list and describe
explain what sanitary water closet (wc), 2. Lists and explains appliances and 3. Charts types of sanitary
appliances are and list urinals baths etc.) types of sanitary materials appliances.
various types appliance.
7 Sanitary Students should be able Assembling 1. Identifies and Observe and 1. Picture Students to:
appliances I to: appliances/tools explains assembling identify the various 2. Video clip. list 3 tools for
1. list and identify tools (identification). tools for sanitary tools and types of 3. Charts assembling
for assembling the appliances sanitary appliance sanitary
appliances. 2. Characteristics of materials. appliances.
2. identify materials and sanitary appliances.
their characteristics.
8 Sanitary Students should be able Installation of 1. Carries out Carry out the 1. Sanitary Students to:
appliances II to: sanitary appliances installation of installation of appliances. mount sanitary
mount sanitary in a building. sanitary appliances. sanitary appliance 2. Assembling tools. appliances in a
appliances in a 2. Explains the on a building. 3. Software building.
building. processes involve.
9 Sanitary Students should be able 1. Various types of Identifies different Observe and 1. Pictures Students to:
fittings I to: sanitary fittings types of sanitary identify various 2. Charts list 5 types of
1. list various types of e.g. taps, valves fittings. types of sanitary 3. Sketches sanitary fittings.
sanitary fitting etc. fittings. 4. Video clips
2. Explain the various
types of sanitary fitting
listed.
10 Sanitary Students should be able Functions of List the sanitary 1. Listen 1. Charts Students to:
fittings II to: various types of fittings and explain 2. Take note 2. Picture state 3 functions
explain the function of sanitary fittings. and their functions 3. Ask questions 3. Video clips of various types
the various types of before the students. 4. Software of fitting.
sanitary fittings.
11 REVISION
12 EXAMINATION
507
MACHINE WOOD WORKING
SS II
FIRST TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Safety in Students should be able to: Safety rules in the 1. Explains and 1. Observe the 1. Safety posters Students to:
the observe necessary rules in operation of: demonstrates, safety teacher’s 2. Machines state five safety
operations the operation of wood 1. cross-cut saw rules in the demonstrations 3. Safety devices rules to be
of wood working machines 2. circular saw operations of the 4 2. Practice safe observe when
work 3. surface planer machines operations of the losing
machines 4. thicknesses 2. Supervises machines a. Circular saw
5.jig saw students activities b. Surface planer
2 Safety rules Students should be able to: 1. Machine safety 1. Explains general 1. Observe safety 1. Machines Students to:
in the 1. list safety rules in rules and regulations safety rules in the rules demonstrated 2. Safety devices 1. list at least 4
machine machine shop 2. Safety devices in machine shop 2. Demonstrate safe safety ruler in the
shop 2. identify safety devices in machine shop 2. Demonstrates the use of machine machine shop
the machine shop use of safety devices 2. name at least 3
in the machine shop safety devices
used in the
machine shop
3. Portable Students should be able to: Portable power Displays and names Operate portable Chart Students to:
power tools list types of portable power planer, sander, drills portable power tools power tool list 4 types of
tools and jig saws portable
4. Uses of Students should be able to: a. Jig saw Demonstrate and 1. Observe the Poster’s Students to:
portable 1. state the uses of each b. Spray gun explains correct use correct use of the Chart state the correct
power tools portable power tool c. Orbital sander of each portable tools use of 3 portable
2. select and use each d. Router etc. power tool 2. Listen power tools
portable power tool 3. Take notes
correctly
5 Machine Students should be able to: 1. General machine Display safety Observe safety rules Safety charts Students to:
safety 1. state general machine shop safety charts and poster’s state 5 machine
shop safety precautions 2. Safety of electrical shop safety
2. state safety precautions in equipment precautions
the use of electrical
equipment.
508
SS II
FIRST TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
6 Safety Students should be able Types of safety Emphasizes correct Use appropriate 1. Push stick Students to:
devices and to: devices and appliance use of safety devices safety devices and 2. Push block list 5 safely
appliances 1. identify safety devices and appliances appliances guards. Vuer all. devices and
and appliance Eye goggles gloves appliances
2. use appropriate safety etc.
devices.
7. First Aid Students should be able Meaning of: 1. Teacher displays 1. Note the position 1. First aid box and Students to:
to: i. first aid first aid materials of first aid box materials 1. define first aid
1. explain first aid ii. first aid material 2. Define first aid 2. Identify and name 2. Charts posters 2. name 5 first aid
2. name first aid materials iii. applying first aid demonstrates how to first aid materials materials
3. apply first aid. apply first aid in 3. Define first aid. 3. describe how to
different situations treat a cut
8. Timber Students should be able 1. Definition of Defines seasoning Actively participate 1. Poster’s Students to:
seasoning to: seasoning and explains reasons in class discussions 2. Moisture meter 1. explain the
1. define seasoning 2. Reasons for for seasoning timber concept of timber
2. state reasons for seasoning seasoning
seasoning timber. 2. state two
reasons for
seasoning
9 Methods of Students should be able 1. Methods of Describes natural Take note’s ask Charts Students to:
Seasoning to: seasoning and artificial question on Posters describe two
timber 1. describe methods of a. Open air seasoning methods advantages and methods of
seasoning timber b. Artificial disadvantages deterring moisture
2. advantages and seasoning or kiln content of timber
disadvantages of different seasoning
methods.
10 REVISION
11 EXAMINATION
509
SS II
SECOND TERM
TEACHING AND
WEEK
PERFORMANC ACTIVITIES EVALUATION
E OBJECTIVES GUIDE
1 Timber Students should Timber defects e.g. Displays samples of Actively participate 1. Poster’s Students to:
Defects be able to: Artificial and natural timber defects in class discussions 2. Actual samples define timber
define defects in defects defects
timber
2. Types of Students should 1. Natural defects 1. Explains natural and 1. Active Samples of timber Students to:
timber defects be able to: 2. Artificial defects artificial defects with participate in class defects name five natural
describe two types e.g. knots, shakes, sketches. discussions defects and five
of timber defects splits etc. 2. Give examples of 2. Observer various artificial defects in
timber defects and their timber defects timber
causes displayed
3. Types of Students should 1. Types maintenance 1. describes types of 1. Differentiate Chart and poster’s Students to:
maintenance be able to: e.g. corrective maintenance among the 3 types 1. name 3 types of
1. describe types preventive and 2. States reasons for of maintenance maintenance
of maintenance predictive maintenance 2. Give reasons for 2. describe the 3
2. state reasons 2. Reasons for maintenance types of
for maintenance maintenance maintenance
3. state 3 reasons
for maintenance
4. Maintenance Students should Machines parts Shows machines requiring 1. Observe Grease, oil brush, Students to:
of machines be able to: requiring oiling and greasing and oiling demonstration grease gun, etc. give 4 reasons for
1. identify greasing 2. Lubricate lubricating
machine parts, machine parts machine parts.
that require correctively
a. greasing
b. oiling
5 Reasons for Students should Reasons for 1. Explains reasons for 1. Pay attention to Grease, oil, grease Students to:
maintenance be able to: lubricating machine lubricating machine parts the explanation gun etc. 1. list 2 types
1. correctly grease parts 2. Explains proper ways 2. Lubricate lubricant
and oil machines of lubricating machine machine parts 2. lubricate
2. give reasons for parts correctly machine parts
oiling and 3. Give reasons for correctly
greasing machine lubrication
parts
510
SS II
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
6. Timber Students should be Hand tools and Demonstrates sequence in Carryout sawing 1. Unplanned Students to:
preparation able to: machines used in timber preparation and planning timber describe sequence
1. select and use timber preparation activities with hand 2. Hand tools and of timber
correct hand tools tools and machines machines preparation
and machines to
prepare timber to
finished sizes
7. Sequence for Students should be 1. Operational 1. Emphasizes safety 1. Observe 1. Real objects Students to:
preparing a able to: sequence in precautions in the use o f necessary safety 2. Visit school list two machines
timber 1. describe the timber preparation machines in timber precautions machine shop used for preparing
correct sequence for 2. Safety preparation 2. Use appropriate, timber to finished
preparing a timber precaution in the 2. Assign sawing and safety devices sizes
2. state the use of hand tools planning activities to
precautions to be and machines in students
taken when using timber preparation
hand tools and
machines
8-11 REVISION
12 EXAMINATION
511
SS II
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Safety in the Students should be able Safety rules in the 1. Explains safety in 1. Pay attention to the Safety poster’s Students to:
operations to: operation of: machine shop explanation 1. define safety rules
of wood 1. define safety i. cross-cut saw 2. Explains and 2. Observe the 2. state five safety rules to
working 2. observe necessary ii. circular saw demonstrates safety teacher’s be observe in the machine
machines rules in the operation of iii. surface planer rules in the operation demonstrations shop
wood working of machines in the
machines work shop
2. Maintenance Students should be able 1. Machine parts 1. Show machine parts 1. Lubricate machine Greasers oil brush Students to:
of machines to: requiring oiling requiring greasing and parts correctly grease gun etc. 1. give 4 reasons for
1. identify machine and greasing oiling 2. Give reasons for lubricating machine parts
parts that required 2. Reason for 2. Explains reasons for lubrication 2. list 2 types of lubricant
i. greasing lubricating lubricating machine
ii. oiling machine parts parts
2. correctly grease and 3. Demonstrates
oil machine parts proper ways of
3. give reasons for lubricating machine
oiling and greasing parts
machine parts
3. Wood work Students should be able 1. Parts and uses 1. Shows and names Participate actively in 1. Machines Students to:
machines to: of parts of the machines class discussions 2. Maintenance 1. mention any four parts
identify parts of i. Jig saw 2. Describes the uses materials of the following:
selected wood work ii. sander of the machines and machines
machines iii. Band saw their parts a. jig saw
iv. Tenoner b. sander
c. band saw
d. tenoner
4 Maintenance Students should be able Types of 1. Explains types of 1. Identify and name Maintenance Students to:
of wood to: maintenance maintenance and parts of the machines materials oil grease 1. state two reasons for
working 1. state the uses of demonstrates how to 2. Carryout gun etc. proper maintenance of
machines machines parts maintain machines maintenance on wood working machines
2. clean and lubricate 2. Gives practical machines 2. demonstrates
the machines and their exercises on machine appropriate cleaning and
parts appropriately maintenance lubrication of machine
parts and accessories
512
SS II
THIRD TERM
OBJECTIVES GUIDE
5. Wood Students should be able Machine operations 1. Demonstrates machine Observe teachers 1. Machines Students to:
machining to: a. Cross cutting operation demonstration 2. Timber 1. cross cut a given timber
use selected machines b. Ripping 2. Supervises students 3. Safety devices to given lengths
for various operations c. Grooving activities 2. plane one of the pieces
d. Surface planning to a given size
e. Shooting 3. rip the planed timber
into three
6. Uses of Students should be able Machine Supervises students To perform some Machines timber Students to:
machining to: a. Shooting activities on the various of the operations safety devices 1. chamfer the second
operations uses selected machines b. Chamfering machine mentioned piece
for various operations c. Beveling and 2. taper the third piece to
tapering a given angle
d. Sanding
e. Curve cutting
f. Miter cutting
g. Tanning
7. Wood Students should be able Wood work joints: Describes types, Describes classify Wood hand tools Students to:
work to: types classification classification and and state practical and machines sketch 3 wood work joints
joints identify name, classify and uses practical uses of wood applications of
and describe wood work work joints wood work joint
joints
8. Joints Students should be able 1. Uses, sketching 1. Illustrates good Sketch and label Wood, hand tools Students to:
to: of wood work sketching techniques of wood work joints and machines classify wood work joints
1. state the use of each joints wood work joints
wood work joint 2. Tools and 2. Demonstrates correct
2. make sketches of machines use of tools and
various wood work machines for making
joints wood work joints
9 Assemblin Students should be able 1. Construction of Engagers students in Make and assemble Wood, band tools Students to:
& g of joints to: joints making and assembling wood work joints and machines make and assemble 4
10 1. make joints 2. Assembling for wood work joints different wood work
2. assemble joints sugariness and joints
proper fitting
11 REVISION
12 EXAMINATION
513
CARPENTRY AND JOINERY
SS II
FIRST TERM
THEME: SAFETY RULES IN THE MACHINE SHOP

WEEK
OBJECTIVES GUIDE
1 Safety Rules Students should be able to: Machine safety rules Explains general Observe machine Machines Students to:
in the list safety rules in machine and regulations safety rules in the safety rules list at least 5
machine shop shop. machine shop demonstrated. safety rules in
the machine
shop.
2 Safety Students should be able to, Safety devices in Demonstrates the 1.Demonstrates safe Safety devices Students to:
devices in the 1. identify safety devices in machine shop. use of safety devices use of machine name at least 3
machine the machines shop. in the machine shop. 2. Demonstrates the safety devices
shop. 2. observe safety rules in the use of safety devices used in the
machine shop. in machine shop. machine shop.
3. Portable 1. list types of portable 1. portable power 1. Displays and 1. Operate portable Chart Students to:
power tools power tools. planer sander drills and name portable power tools portable power 1. list 4 types of
and 2. explain the uses of jig saws power tools 2. Observe safety tools portable power
maintenance. portable power tools and 2. Maintenance and 2. Demonstrates the rules when using tools.
their safety precautions safety precautions. use of portable portable power 2. describe the
power tools. tools. uses and
maintenance of
at least 4 power
tools.
THEME: MACHINE AND MAINTENANCE
4. Portable Students should be able to: Maintenance and safety Explains in process Keep portable Chart Students to:
power tools maintain portable power precaution of maintenance and power tools in good Portable power explain at least 3
tools safety precaution working condition tools. types of
precautions to
observed when
using portable
power tools
5. Machine and Students should be able to: Cross cut saw Names and describe Observe safety rules Charts Students to:
maintenance list types of machines. each of the machine when using a list at least 3 types
machine. of wood work
machines
514
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
6 Maintenance and Students should be 1. circular saw 1. Explains the 1. Carry out 1. Machine Students to:
operation of able to: 2. surface planer maintenance simple 2. Lubricants 1. explain
machine. 1. explain the (Jointer) operation of maintenance of maintenance and
maintenance and 3. Thicknesses machines. machines operation of
operation of 2. Demonstrates the 2. Demonstrate machines.
machines. safety use of safe use of 2. state the safety
2. explain safety machines. machine. precautions to be
precaution in the observed on
use of machines. machines.
7. Adhesives Students should be 1. Adhesives (Animal 1. Discusses uses of Use adhesives Project ready for Students to:
able to: glue casein glue area various adhesives. on a given gluing adhesives 1. list at least 4 types
1. identify various e. t. c.) 2. Explains project. clamp of adhesives.
types of adhesive 2. Uses and characteristics of 2. explain at least 4
2. explain the uses characteristics of adhesives. characteristics and
and characteristics adhesives. uses of adhesives
of each adhesive. 3. Demonstrate use of listed in 1.
adhesives
8. Ironmongery Students should be 1. Ironmongery; 1. Displays various 1. Fix hinges Ironmongery Students to
able to: screws, nails, hinges, ironmongery and and locks to 1. list 3 types of a.
1. identify name e. t. c. states the uses of projects screws
and state the uses 2. Sketches of each. 2. Sketch b. locks
various types of ironmongery. 2. Sketches various various c. nails
ironmongery. ironmongery ironmongery. d. hinges.
2. sketch and fix 2. sketch 3 types of
various screw and hinges
ironmongery. listed in I.
9 Specifications for Student should be 1. Fixing of hinges, Demonstrates how 1. Fix hinges Ironmongery Students to;
common able to; locks etc. to fix hinges and and locks to prepare specification
ironmongery. make specifications 2. Specification for locks projects. for ordering
for ordering ordering 2. sketch a. screw
common ironmongery. various b. hinges.
ironmongery ironmongery.
515
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
10 Doors and Students should be Types of doors Displays doors Construct simple 1. Wood Students to;
windows able to: (flush, panel, batter, and windows doors and window 2. sample of doors and list 4 types of structure
list types of doors and etc.) and windows models. frames and sashes. windows requiring formwork.
windows (sash, happen, 3. Charts and posters.
casement etc.) .
THEME: DOOR AND WINDOWS
11 Doors and Students should be 1. Sketches and Demonstrates Construct simple 1. Sample of doors and Students to:
windows able to; construction of doors process of doors and window windows. state the types of joints
frames 1. sketch and make window frames. constructing doors frames and 2. chant and posters used in construction of
joints form doors and 2. door and window and windows. sashes. doors/windows frames
windows frames. construction. and sashes.
2. construct doors
and windows.
12 REVISION AND EXAMINATION
516
SS II
SECOND TERM
THEME: FORMWORK AND CENTERING
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 Formwork and Students should be Types of doors, Displays doors and Construct simple doors 1. Wood Students to
centering able to; flush, panel, windows models. and window frames and 2. sample of doors list 3 types of doors
construct various types batten, etc. and sashes. and windows. and windows.
of formwork. windows (sash, 3. Charts and
happen, casement posterns.
etc.)
2. Doors and Students should be 1. Sketches and 1. Demonstrates Construct simple doors 1. Sample of doors Students to:
windows frames able to: construction of process of and window frames and and windows. 1. list 3 types of
1. sketch and make doors window constructing doors sashes. 2. Charts and posters. doors and windows.
joints for doors and frames. and windows. 2. State the types of
windows frames 2. Door and joints used
2. construct doors and window construction of doors,
windows. construction. windows, frames and
sashes.
3. Formwork and Students should be Form work for Displays samples of Construct simple 1. Templates Students to:
contenting able to: lintels, columns, prepared would for formwork. list 4 types of
construct various types Beans e. t. c. formwork and structure requiring
formwork. centres. formwork.
4. Construct centres Students should be 1. Centres for 1. Demonstrates 1. Prepare templates for 1. Timber materials Students to:
for arches able to: various shape of construction of various shapes of 2. Tool 1. list 4 types of
1. design and construct arches. formwork and arches. structure requiring
centres for arches. 2. Timbering to cantering. formwork
2. state purpose of trenches. 2. Explains purpose 2. describe the
timbering. of timbering. purpose of timbering
to trenches.
THEME: ESTIMATION AND COSTING

5. Estimation and Students should be Working drawing Selects sample Cost a simple joinery Timber materials Students to;
costing able to: and sketches. projects. item select a simple
interpret drawing and furniture item sketch
sketches. and dimension it.
517
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
6. Estimate cost Students should be 1. Interpretation of 1. Analyses the pants Estimate the quantity of Finished project. Students to:
of materials able to: drawings. 2. Makes a cutting list materials and calculate prepare a cutting list
for calculate and 2. Calculation and 3. Makes the cost and the cost. of the item.
construction. estimate cost of estimation of cost of estimate of the
materials materials. project
constructing a simple 3. Making cost
project. estimation.
THEME : ESTIMATION AND COSTING
7. Finishes Students should be 1. Types, uses and 1. Lists various types Identify various types Finishes wood Students to:
able to: characteristics of of finishes. of finishes on wood project. 1. list three types of
1. identify and state finishes, e. g. varnishing 2. Discusses the uses project. finishes.
the uses and lacquer, paint etc. and characteristics of 2. state at least two
characteristics of 2. Using finishes. finishes. characteristics of the
finishes 3.Demonstrates the finishes list in 1.
2. demonstrate the use of finishes. 3. apply finishes on a
use of finishes. wood project.
8. Wood finishes Students should be 1. Wood finishes types, 1. Describes types, 1. Describe, classify 1. Various wood Student to:
and finishing able to: uses and properties. classification, uses and state the uses and finishes. 1. name 5 wood
1. identify and state 2. Tools equipment and and characteristics of characteristics of wood 2. Spray gun, hand finishes.
the uses of different materials for application wood finishes. finishes. brush, cotton, wool, 2. state 4
wood finishes. of finishes. 2. Demonstrates the 2. Prepare wood surface glass paper, nose characteristics. Of the
2. name the tools, 3. Processes involved in process involved in for application of mask etc. listed wood finishes.
equipment and preparing timber preparing timber finishes.
materials for surfaces for application surfaces for 3. Apply finishes to
applying finishes. of wood finishes application of wood surface.
3. state properties of finishes.
wood finishes.
4. proper surfaces for
wood finishing.
5. Apply finishes to
wood surfaces.
518
SS II
SECOND TERM

PERFORMAN ACTIVITIES TEACHING AND
WEEK
EVALUATION
TOPIC CE CONTENT LEARNING
GUIDE
9 Wood Abrasives Students should 1. Production of 1. Identifies local 1. Identify local 1. Local materials for Students to:
be able to abrasives from local materials for materials for production producing wood 1. define abrasives.
1. produce materials production of wood of wood abrasives abrasives 2. state grades of
abrasives using 2. Abrasive grades abrasives from local 2. Produce wood 2. Planned timber. abrasives
local materials. available in the market. materials. abrasives from local 3. state 3 precautions
2. identify 3. correct use and 3. Demonstrates materials. to be taken when
abrasive. Grades selection of wood correct use of 3. select and use using wood
available in the abrasives abrasives. abrasives correctly abrasives.
market 4. Emphasizes correct
3. correctly use selection and use of
abrasives. abrasives grades
10 Roofing and Students should 1. Common roofing and 1. Displays samples Observe samples of Sample of roofing Students to:
ceiling materials be able to: ceiling materials of common roofing common roofing and and ceiling materials 1. list at least 5
1. name and 2. Advantages of and ceiling materials. ceiling materials in common use. roofing materials and
identify types of common roofing and 2. lists common displayed. 5 ceiling materials in
common roofing ceiling materials roofing and ceiling common use.
and ceiling materials and state 2. state 1 advantage
materials their advantages. of each materials
2. state the listed in 1 above.
advantages of
common roofing
and ceiling
materials.
11 REVISION
12 EXAMINATION
519
SS II
THIRD TERM
THEME: MASS PRODUCTION
WEEK
OBJECTIVES GUIDE
1 Mass Students should be able to: Definition of concept and Describe mass Design produce Templates, jigs Students to
production describe the concept and principles of mass production production, and templates cardboards differentiate
principles of mass principles and plywood, tools etc. between jigs and
production and allied terms allied terms. fixtures
2. Simple Students should be able to: 1. Definition of terms related to 1. Designs, Design produce Templates jigs Students to:
templates make and use simple mass production e. g. templates produces and uses and use templates candy play wood, 1. design and make
for mass templates for mass fixtures, jigs division of labour templates tools etc. a template for mass
production production. production line, production 2. Develops producing circular
team, supervisors, line mangers production line. stool tops 6oomm
quality controller prototype, diameter
trials run etc. 2. define the
2. Design and production of following terms in
templates relation to mass
3. Mass production line production
process. prototype, trial run
template,
production line.
3. Quality Students should be able to, Quality control: definition, Discusses quality Visit furniture Inspection devices, Students to:
control state the purpose and purpose and methods, e. g. go- control in wood industry and e. g. go-no-goguage, 1. describe the
techniques of quality no-goguage, observation, etc working understudy posters and charts observation method
control. entrepreneurship quality control in quality control
measures in 2. state 3 purposes
practice of quality control .
THEME: ESTIMATING AND COSTING
4. Managing Students should be able to: Production planning, Explains. Production 1. Choose a 1.Organisational Students to:
Woodwork demonstrate understanding materials procurement, planning material furniture. charts describe 3 activity
production of what it takes to estimating and costing procurement, estimating Production out fit 2. Flow charts areas in managing a
system effectively and efficiently sourcing for fund and costing, fund and understudy 3. Charts showing woodwork
manage personal and managing finances, sourcing, managing management of workshop and production system.
resources in woodwork division of labour customer human and financial the enterprise machine layout
production system. rations and salesmanship. recourses, division of 2. Subunit a report 4. Video clips on
labour, customer production systems.
reaction and 5. Simulation
salesmanship materials
520
SS II
THIRD TERM
WEEK
OBJECTIVES GUIDE
5. Case Students Students should be able 1. Merchandising 1. Guides students 1. Expiate and Charts showing Students to:
in to: enterprise timber, logs, into exploring and choose business business enterprises submit business
entrepreneurshi 1. explore business manufactured board, choosing business enterprises in in woodworking plans.
p woodworking opportunities in fittings, finishes, tools and enterprises in woodworking
woodworking machines etc. woodworking. 2. Develop
2. develop interest in 2. Service enterprise 2. Assigns interest and
chosen woodworking interior finishing wall and students. To business plans
business enterprise floor paneling woodworking
3. develop business 3. Production enterprise enterprises of their
plans. choice, preferably
during vacation
period
THEME: ROOFS AND CEILING
6. Types of roofs Students should be able Common types of roofs Lists and Visit site, observe Roofing and ceiling Students to:
and ceilings to: and ceilings and their demonstrates and take part in materials. name, describe and
name and describe the members common types of roofing and sketch at least 4
common types of roofs roofs and ceilings. ceiling work. types of common
and ceilings and their roofs.
parts.
7. Roofs and Students should be able Roof framing ceiling and Names and Visit site, observe 1. Modes of various Students to:
ceilings to: coverings describe common and take part in roofing types. name describe. And
frame roofs and ceiling roofing and ceiling roofing and 2. Roofing and sketch at least 4
and coven them materials ceiling work. ceiling materials. types of common
roofs
8. Furniture Students should be able Design requirements of a Explains basic Design furniture Timber and other Students to:
making to good furniture item. design items. materials. explain the design
design furniture item to a requirements and process.
given specification. processes, costing,
bill of materials,
etc
THEME: FINISHING
9 Cost of Students should be able Design process Assign projects Prepare bill of Tools Students to,
furniture items. to: materials and state at least 5
cost furniture items costing design principles.
521
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
10 Finishing Students should be able 1. Finishing processes 1. Explains the Prepare surfaces 1. Finishing Students to:
to: (scrapping, filling in finishing process ready for materials 1. describes
1. prepare surface for staining, sanding e. t. c.) 2. Demonstrates application of 2. Furniture items a. scrapping
application of finishes. 2. Finishing materials application of finishes to 3. Spray gun b. filling
2. apply finishes by hand 3. Hand application and finishes by hand surfaces using c. sanding
and spray gun. spraying and by spray gun. hand and spray 2. list at least 3
gun. finishing materials
3. describe how to
apply finishes to by
hand.
11 REVISION
12 EXAMINATION
522
FURNITURE MAKING
SS II
FIRST TERM
SUB THEME: SAFETY IN MACHINES

WEEK
OBJECTIVES GUIDE
1 Machine tool Students should be able General machine To states and Observe posters 1. Posters Students to:
safety to: tools safety rules explains machine tool displayed 2. Chart state at least five
state machine tools and regulations safety rules and 3. Board machine tool safety
safety rules and regulations. rules and
regulations regulations
2 Specific Students should be able Machine and their 1. State specific Participate in Software on safety Students to:
machine tool to: specific safety rules machine tool safety demonstrating machine tool safety state at least three
safety 1. state specific and regulations rules and regulations. machine tools rules and specific machine
machine tool safety 2. Demonstrates safety rules and regulations tool safety rules
rules and regulations machine tools safety regulations practice and regulations for
2. observe machine tool rules and regulations. each machine
safety rules and 3. Display safety
regulations during use. posters and charts
3. Portable power Students should be able Portable power tool State and explains Observe posters 1. Posters Students to:
tool safety to: safety rules and port able power tools displayed 2. Charts state at least three
state portable power regulations safety rules and 3. Boards port able power
tool safety rules and regulations e.g. 4. Video clips tools safety rules
regulations orbital sander power and regulations
machine
4. Specific port Students should be able Specific port able 1. Specific port able Participate in Software on safety Students to:
able power tool to: power tool safety power tool safety practicing portable machine tool safety 1. state at least two
safety 1. state specific port rules and regulations rules and regulation power tool safety rules and specific portable
able power tool safety 2. Demonstrates port rules and regulations power tool safety
rules and regulations able power tools regulations in class rules and
2. observe port able safety rules and regulations
power tool safety rules regulations e.g. 2. demonstrate at
and regulations during drilling machine least two portable
use power tool safety
rules and
regulations.
523
FURNITURE MAKING
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
5. Manufactured Students should be able 1. Manufacture 1. Defines observe the term Samples of Students to:
boards to: boards manufacture board definition of manufactured 1. define
1. define manufacture 2. Types of 2. State and board boards manufactured boards
board. manufacture boards describes different Charts 2. state at least three
2. state different types of and their uses e.g. types of different types of
manufactured boards and block board, lamina manufacture board manufactured, board
their uses board etc
6 Methods of Students should be able Types of States and Participate in Samples of Students to:
producing to: manufactured boards describes different describing various manufactures boards sketch two methods
board 1. observe two methods and their uses methods of board methods of board e.g. veneer of producing board
of manufacturing board production production 1. charts
2. state different methods 2. Software on
of producing manufactured
manufactured boards boards
7. Advantages of Students should be able Advantaged of Explains the Take note of the 1. Video clips Students to:
plywood to: manufactured boards advantages and explanation 2. Software on list at least three
state advantages of disadvantages of manufactured advantages of
plywood manufactured boards manufactured boards.
board
8. Wood Students should be able 1. Adhesives 1. Guides students 1. Pay attention to 1. Samples of Students to:
adhesives to: 2. Types and uses to define the term the definition adhesives 1. define adhesive
1. define the term adhesive 2. To observe 2. Charts 2. state different
adhesive 2. State the types their uses types of adhesives
2.state different types of and their uses and their uses
adhesives and their
characteristics
524
FURNITURE MAKING
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
9 Types of Students should be 1. Characteristics of 1. To states the 1. Characteristics of 1. Samples of prepare Students to:
Adhesives able to: adhesives. characteristics of adhesive adhesives. 1. list two types of
1. to list two types of 2. Preparation on adhesives. 2. Prepare and apply 2. Charts adhesives
adhesives. and application of 2. Demonstrates adhesives 3. Posters 2. state the
2. explain the use of each type of the application of 4. Software characteristics of
each of the adhesives. adhesive different types of adhesive
3. prepare glue for use adhesives 3. prepare and apply
adhesives on a
prepare joint
10 Nail and Students should be Nails and their uses 1. Define the 1. Observe the 1. Different types of Students to:
their uses able to: term Nail definition nails 1. define nail
define and list 2. List different
2. Take note of 2. Chart 2. list at least three
different types of nails types of nails various types of different types of
Nails nails
11 REVISION
12 EXAMINATION
525
FURNITURE MAKING
SS II
SECOND TERM
SUB THEME: FURNITURE FITTINGS
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 Types of Nails Students should be able 1. Methods of driving 1. Displays samples 1. Note the uses of 1. Different types of Students to:
to: nails. of nails. each nails. nails 1. sketch different
1. sketch different types 2. Tools used in 2. States their uses 2. Practice the 2. Charts nails.
of nails and states their driving nails. 3. Demonstrate different methods 3. Posters 2. state their uses.
uses. different methods of of driving nails. 4. Soft wares of nails. 3. illustrate different.
2. illustrate different driving nails. methods of driving
methods of driving nails. 4. Guides students in nails.
sketching different
types of nails.
2 Screws Students should be able 1. Definition of screw 1. Define the term 1. Observe the 1. Different types of Students to:
to: 2. Screw and their uses screw definition screw 1. define screw
1. define screw 2. List different types 2. List different 2. Charts 2. list at least three
2. list different types of of screws types of screws 3. Posters types of screws
screws
3 Types and uses Students should be able 1. Types of screws 1. Displays samples 1. Guide students to 1. Soft ware on screw Students to:
of screws to: 2. Methods of driving of different screws make sketches of 2. Screw drivers and 1. sketch different
1. sketch each types of screws 2. States their uses different screws drills screws.
screw and state its uses 3. Explains and 2. Note the use of 2. state their uses
2. describe the method of demonstrates screws 3. drive in screws
driving screw methods of driving 3. Practice how to using appropriate
screw drive in screws methods
4 Portable power Students should be able Portable power tool States and explain Observe posters 1. Posters Students to:
tool safety to: safety rules and portable power tool displayed 2. Charts state at least three
state portable power tool regulations safety rules and 3. Video clips portable power tool
safety rules and regulations safety rules and
regulations regulations.
5 Portable power Students should be able Portable power tools, Explains port able Observe the Samples of port able Students to:
tools to: types and their uses power tools displayed port able power tools explain portable
1. explain portable power tools power tools
power tools
2. differentiate between
portable power tool and
machine tool
526
FURNITURE MAKING
SS II
SECOND TERM
SUB THEME: FURNITURE FITTINGS
WEEK
OBJECTIVES GUIDE
6 Types and uses Students should be able to: 1. Operations of 1. Demonstrates the use 1. Take part in 1. Soft ware’s on Students to:
of portable 1. state the types of port able portable power tool of each portable power operating portable portable power 1. state the types of
power tools power tools and their uses. 2. Planning, drilling tool power tool tools port able tools and
2. operated port able power sawing, mitering, etc. 2. Displays portable 2. Visit furniture 2. Video clips their uses
tools using portable power power tools industries to 2. operate port able
tools observe the use of power tools
power tools
7 Design Students should be able to: Elements of design 1. Explains elements Note and 1. Board Students to:
principles 1. list elements of design and principles of design appreciate the 2. Charts 1. list at least three
2. state and explain principles 2. Explains the elements, and 3. Posters elements of design.
of design difference between principles of 2. explain principles
elements and principles design of design
of design
8 Element of Students should be able to: 1. Elements of design 1. Explains the Take part in class 1. Soft ware’s Students to:
design and differentiate between element 2. Principles of difference between activity. 2. Models of 1. explain principles
principles of of design and principles of design elements and principles designed projects of design
design design of design. 2. design an item
2. Demonstrates the applying the
application of elements elements and
and principles principles of design
9 Stages in Students should be able to: Preliminary sketches Discusses different Observe the 1. Samples of Students to:
furniture design 1. state the different stages in stages in design different stages different design list three stages in
design 2. Charts design
2. explain the different stages
in design
10 Simples Students should be able to: 1. Preliminary full- Design a simple Observe and take 1. Posters Students to:
furniture item 1. design and produce simples size drawing furniture item, part in the design 2. Soft ware on design simple
furniture item 2. Final drawings following, the stages of of simple design models furniture projects
2. design items applying the design furniture items
elements and principles of
design
11 REVISION
12 EXAMINATION
527
FURNITURE MAKING
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
SUB THEME: FURNITURE CONSTRUCTION

1 Furniture Students should be able Frame construction Displays 5 different Note different Samples of different Students to:
construction to: samples of furniture methods of designs of furniture describe the
1. describe the different items furniture items different types of
methods of furniture construction furniture
construction. constructions
2. sketch different
methods of furniture
construction
2. Different methods of Students should be able 1. Car case Sketches different Observe, and 1. Poster Students to:
furniture construction to: construction types of furniture sketch simple 2. Charts sketch different
construct different types 2. Box construction construction furniture items 3. Video clips methods of
of furniture items furniture items
3. Upholstery Students should be able Definition of Define upholstery Definition of 1. Samples of Students to:
to: upholstery upholstery upholstery item define upholstery
define upholstery 2. Catalogue of
upholstery
4. Form of upholstery Students should be able Forms of upholstery Explain the forms of Note the forms of 1. Charts Students to:
to: upholstery upholstery 2. Posters list at least two
explain the forms of 3. Soft ware of forms of
upholstery upholstery items upholstery
5. Tools used in Students should be able Upholstery tools and 1. Lists and Note and sketch 1. Samples of Students to:
upholstery to: their uses describes upholstery different types of upholstery tools. 1. list at least five
construction list, describe and sketch tools with the upholstery tools 2. Charts upholstery tools
upholstery tools and state students and state their 3. Poster and state their
their uses 2. States their uses uses 4. Soft ware’s on uses.
upholstery tools 2. sketch at three
upholstery tools
6 Machine tools used in Students should be able Types of upholstery lists and describes To observe the 1. Samples of Students to:
upholstery of to: machines and their the various types of different types of upholstery tools. describe different
construction describe different types uses upholstery machine upholstery 2. Charts types of
of upholstery machines machines machines
528
FURNITURE MAKING
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
7. Types of Students should be able to: Types of various States the uses of Note the uses of 1. Sample of Students to:
upholstery identify various types of upholstery upholstery machines each machine and each machines upholstery machines 1. identify at
machine machines and state their uses explain the and mention any 2. posters least three types
operations of the one they have 3. Soft ware’s on of upholstery
machines seen upholstery machine machines
2. state the uses
of the machines
8. Traditional Students should be able to: Traditional padding Describes traditional 1. Note the types Samples of Students to:
padding 1. define traditional padding material padding materials of padding traditional, padding, list at least three
materials materials materials material traditional
2. list traditional materials 2. Touch and feel padding
the available materials
materials
9 Modern Students should be able to: 1. Modern 1. Describes modern 1. Note the types 1. Samples of modern Students to:
padding 1. list padding materials 2. Padding materials of modern padding materials 1. list at least
materials 2. state the characteristics of the 3. Materials 2. States the materials 2. Charts showing the three modern
materials properties and 2. Touch and feel class padding
characteristic of the the available materials
material materials 2. state the
characteristics of
any two materials
in each group.
10 Design and Students should be able to: 1. Design of a simple 1. Makes a simple 1. Observe the 1. Sample of half Students to:
construction 1. design a simple upholstery item upholstery item design of upholstery demonstration padded upholstery 1. design a
of 2. describe the methods of framing 2. Construct a simple item 2. Make simple item simple
upholstery for upholstery work upholstery item 2. Shows the upholstery item 2. Charts, Posters upholstery items.
frames process of making a 4. Soft ware on 2. describe at
simple upholstery upholstery least one method
item of framing for
upholstery work
11 REVISION
12 EXAMINATION
529
UPHOLSTERY
SS II
FIRST TERM
THEME: SAFETY IN UPHOLSTERY WORK

WEEK
OBJECTIVES GUIDE
1 Safety in upholstery Students should be able 1. Safety in the 1. Explains the 1. Listen 1. Safety charts. Students to:
machine operations to: upholstery machine importance of 2. Take notes 2. Safety posters 1. explain safety
1. explain safety shop and safety and habits 3. Demonstrate 3. Safety devices precautions on
working habits in environment on machines. safety habits in ICT software on each machine
upholstery machine 2. Specific 2. Demonstrates machine shop upholstery 2. demonstrate
shop machines safety safety operation 4. Explain the machines safety work habits
2. state safety precautions. of upholstery safety precautions manufacturers in the work shop
precautions to be 3. Appropriate use machines on individual manual
observed on each of safety devices. machines.
upholstery machine.
2 Safe storage of materials Students should be able Methods of storage Demonstrates Demonstrate safe Storage facilities Students to:
in upholstery workshop to: of various materials, appropriate storage of tools 1. discuss
state methods of storing tools and equipment storage habits and materials and appropriate storage
upholstery equipment procedures equipment methods
tools and machines 2. demonstrate
proper of tools and
materials.
Meaning and importance
Students should be able Meaning of Explains the Listen and take Real objects Students to:
of maintenance and
to: maintenance and meaning of notes Charts. explain the
repair of tools and
explain the term: repair maintenance and meaning of
machines (a) maintenance repair. maintenance and
(b) repair repairs
THEME: MAINTENANCE OF TOOLS
4. Importance of Students should be able The general Discuss the Listen and take 1. Charts Students to:
maintenance to: importance of importance of notes and ask 2. Real objects state the
state the importance of: maintenance and maintenance and questions 3. ICT software importance of
(a) maintenance repair repair 4. Manufacturers maintenance and
(b) repair manual repair.
530
UPHOLSTERY
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
5. Types of Students should be 1. Types of 1. Discusses the 1. Take notes 1. Charts Students to:
Maintenance able to: maintenance: various types of 2. Apply the activities 2. Models 1. state the types of
1. state types of (a) Routine maintenance in maintenance 3. Drawings maintenance
maintenance. (b) Preventive 2. Demonstrates 3. Discuss types of 4. ICT software on 2. identify
2. state activities for (c) Corrective various maintenance maintenance appropriate
each type (d) Diagnostic maintenance 5. Manufacturers maintenance
3. demonstrate types 2. Basic activities activities. manual activities in a given
of maintenance.. 3. Application situation.
3. carryout a given
maintenance
activity.
6 Maintenance of Students should be Maintenance, tools, Discuss the 1. Listen 1. Charts Students to:
tools, machines, able to: machines, equipment various 2. Take notes 2. Machines list types of
equipment and list maintenance: and materials maintenance of 3. Discuss in small 3. Tools maintenance tools
materials (a) tools tools, machines, groups 4. Equipment
(b) equipment equipment and
(c) materials materials
THEME: UPHOLSTERY MATERIALS
7. Uses of Students should be Application of demonstrates the Carryout various 1. Equipment Students to:
maintenance of able to: maintenance: Tools, use of activities in 2. Various materials demonstrate the
tools, machines, state the uses of a machines, equipment maintenance, maintenance 3. ICT software on uses of
equipment and maintenance tools, and materials tools, machines, individually and in maintenance maintenance tools,
materials. equipment or materials equipment and small groups 4. Manufacturers materials,
materials manual equipment and
materials..
531
UPHOLSTERY
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
8. Platform Materials Students should be Platform materials: 1. List and 1. Listen 1. Real objects Students to:
able to: Metal, Wood, Web discusses various 2. Take notes 2. Charts 1. list the materials
1. observe the safety Springs Hessian etc. types of plat 3. Select appropriate 3. Pictures for platform
rules guiding bat. form materials materials for a given 4. Posters 2. select
every electrolyte 2. Demonstrates platform. 5. Catalogues appropriate
mixing and battery the application of 6. ICT software materials for a
charging. the materials in given platform.
2. mix acid with water upholstery.
in correct ratio
3. wash batteries
scrupulously clean
9 Padding and Students should be Padding cushion 1. List and 1. Listen 1. Real objects Students to:
cushion materials able to: materials: discusses various 2. Take notes 2. Charts 1. list the covering
1. state the difference - Latex foam types of padding 3. Select appropriate 3. Pictures materials
between trickle and - Polyester foam and cushion materials for a given 4. Posters 2. select covering
boost charge. - Calico materials padding and cushion 5. Catalogues materials
2. know when to use - Coir fibre, grass 2. demonstrates project. 6. ICT software
trickle or boost charge - Sisal feather etc. the application of 7. Manufacturers
padding and manual
cushion
materials
10 Covering Materials Students should be Covering materials: 1. List and 1. Listen 1. Real objects Students to:
able to: 1. Fabric discuss types of 2. Taken notes 2. Charts 1. list the covering
1. list covering 2. Natural leather covering Select appropriate 3. Pictures materials.
materials 3. Synthetic leather materials covering materials for 4. Posters 2. select covering
2. select appropriate 4. plastic etc. 2. Demonstrates a given upholstery 5. Catalogues materials
covering materials for the application of work 6. ICT software.
a given job. the covering
materials.
11 REVISION
12 EXAMINATION
532
UPHOLSTERY
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 Fasteners and Students should be able Types of fasteners, List and sketch types 1. Listen Various fasteners Students to:
Fittings to: e.g. hooks, metal of fasteners and 2. Take notes and fittings list fasteners and
1. list types of plates, screw hooks fittings fittings
fasteners and fittings. etc.
2 Uses of Students should be able Types of fittings, e.g. States the uses of : Observe the: Fasteners and Students to:
. Fasteners and to: - Casters - fasteners and - uses of fastener fittings 1. state the uses of
Fittings 1. state the uses of a - Carpet fittings and fitting catalogues a given fastener or
given fastener - Guard, legs etc. - demonstrates fixing - take notes fitting.
2. fix fasteners and of fastener’s and - fix a given 2. fix a given
fitting fittings fastener’s to a model fastener or fitting
correctly.
3 Application of Students should be able 1. Preliminary free 1. Guides students to 1. Make Pictures and Students to:
Design to: hand sketches generate useful preliminary sketches alternative sketches 1. make free hand
principles in 1. produce the 2. Selection of the alternative, sketches. of a given produced. sketches of useful
upholstery preliminary sketches of ‘best’ sketch. 2. Guides students to upholstery design ICT software. upholstery item.
work a given upholstery, 3. Production of select one sketch and problem 2. give reasons for
design working drawings: gives reasons for the 2. Listen and take selection.
2. select the best - Orthographic, selection notes, ask questions 3. produce a
sketch. details and pictorial and select the ‘best’ complete set of
3. produce working views. alternative working drawings
drawing. 3. Produce a
complete set of
working drawings.
4 Uses of design students should be able 1. Preparation of 1. Explains the 1. Prepare the 1. Cutting list Students to:
principles in to: cutting list methods of preparing cutting list for the format 1. Prepare the
upholstery 1. prepare the cutting 2. Preparation of route cutting list design 2. Samples of cutting list
work list sheet. 2. Guides students to 2. Prepare the route cutting list. 2. Prepare the
2. cutting list. 3. Estimation of produce the route sheet 3. Estimation route sheet for the
3. prepare the route materials sheet 3. Prepare the formats and design
sheet 3. Discusses the estimate cost of the samples of 3. Prepare the cost
4. estimate the materials guide lines for project. estimation. estimate..
needed for the design. estimation and guides
students.
533
UPHOLSTERY
SS II
SECOND TERM
WEEK
OBJECTIVES GUIDE
5 Upholstery students should be able The workshop road 1. Discusses the use 1. Listen 1. Models Students to:
Workshop to: of workshop rod: 2. Take notes 2. Templates 1. State the uses of
Road develop a work-shop - demonstrates the 3. Develop 3. ICT software on workshop rod
road, and mark out development of workshop rod rod 2. Develop a
from the rod workshop rod. workshop rod.
2. Guides students to 3. Mark out form a
use workshop rod. given work-shop rod
THEME: PRODUCTION OF TEMPLATE UPHOLSTERY
6 Production of Students should be able Template materials: 1. Discusses the 1. Listen 1. Templates Students to:
Template to: - Manufactured importance of 2. Take notes 2. Models 1. explain template
1. define the template. board plywood, template 3. Develop, 3. ICT software 2. develop a template
2. state the uses of a cardboard metal etc. 2. Demonstrates the produce and use a 4. Materials 3. demonstrate the
template production of the template. application of a
3. set out, mark out and template. template.
cut the template
7 Design and Students should be able 1. Design of a simple 1. Makes a simple 1. Observe the 1. Sample of half Students to:
construction of to: upholstery item design of upholstery demonstration padded upholstery 1. design a simple
upholstery 1. design a simple 2. Construct a simple item 2. Make simple item. upholstery item
frames upholstery item upholstery item 2. Demonstrates the upholstery item 2. Charts 2. describe at least one
2. describe the methods process of making a 3. Posters method of framing for
of framing for simple upholstery 4. Software on upholstery work
upholstery work item. upholstery 3. produce a simple
upholstery item.
THEME: UPHOLSTERY CONSTRUCTION
8 Frame Students should be able 1. Preparation of Demonstrates the Observe the 1. Working Students to:
Construction to: materials: (wood, operations and guides operations, and drawings. 1. discuss the
1. prepare framing metal, etc). the students. practice the 2. Workshop rod. sequence of operation
materials. 2. Marking out operations. 3. Route sheet 2. construct and
2. mark out and cut 3. Joints construction 4. ICT software upholstery frame
joints 4. Sub-assembly 5. - Real objects
3. assemble various (seatback and arm)
parts 5. Final assembly
4. couple all the parts
9- REVISION
12 EXAMINATION
534
UPHOLSTERY
SS II
THIRD TERM
TEACHING
ACTIVITIES
WEEK
PERFORMANCE AND EVALUATION

TOPIC CONTENT
1 Traditional and Students should be able 1. Traditional Describes traditional Note the types of Samples of Students to”
Modern to: padding padding materials and padding materials traditional and list at least two
Padding list traditional padding materials modern padding materials modern, padding traditional padding
Materials materials and modern 2. Modern materials materials and modern
padding materials. padding padding materials.
materials
2. Characteristics Students should be able Properties of the Explains the properties and 1. Note the Charts showing Students to:
of Traditional to: materials. characteristics of the explanation and take the two classes. state the
and Modern state the characteristics materials notes. characteristics of any
padding of the materials 2. Touch and feel the two materials in each
materials available materials. group..
3. Padding Students should be able 1. Preparation of Demonstrates the 1. Listen 1. Charts, Students to:
to: materials; Web, operation of padding 2. Practice operation 2. Drawing pad upholstery article.
1. prepare materials Hessian, foam, 3. ICT software
2. fix the materials stuffing etc. 4. - Real objects
2. Padding fixing
4 Upholstery
Students should be able The workshop Discusses the use of 1. Listen 1. Models Students to:
workshop Rod
to: rod workshop road. 2. Take Notes 2. Templates state the uses of
develop a workshop rod Guides students to 3. Develop 3. ICT software on workshop rod
and mark out from the workshop rod workshop rod rod
rod
5. Padding and Students should be able 1. Padding and 1. Describes padding and 1. Note the 1. Samples of Students to:
Stuffing to: stuffing stuffing. description of padded and 1. describe padding
1. describe padding and 2. Types of 2. Demonstrates padding padding and stuffing. stuffed upholstery and stuffing
stuffing materials padding and and stuffing of materials 2. Pad and stuff a items 2. list at least two
2. list padding and stuffing materials simple upholstery 2. Samples of padding materials and
stuffing materials item. padding and two stuffing materials.
3. pad and stuff a stuffing materials.
simple upholstery item 3. Charts, posters,
video clips
software
production of
upholstery item
535
UPHOLSTERY
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
6. Production of Students should be able Template materials: 1. Discusses the 1. Listen 1. Templates Students to:
Template to: - Manufacture board importance of 2. Take notes 2. Models 1. explain template
1. define the template plywood cardboard. template 3. Develop, 3. ICT software 2. develop a
2. state the uses of 2.Demonstrates the produce and use a template.
template. production of the template
3. set-out mark out and template
cut the template
7 Frame Students should be able 1. Preparation of The operations and Listen and practice Working drawings Students to:
Construction to: materials (wood, metal guide the students the operations workshop rod, 1. make free
1. produce the prepare etc) Reuter sheet discuss the
framing materials 2. Marking out ICT software sequence of
2. mark out and cut 3. Joints construction. Real object operation.
joints 4. Sub-assembly (seat 2. construct an
3. assemble various back and arm) upholstery frame
parts
8 Covering Students should be able 1. Development of 1.Demonstrates Carryout the The prepared: Students to:
to: patterns each operation operations in (a) working discuss the
1. develop pattern for 2. Setting out and 2. guides the sequence drawing processes of
covering marking out students in carrying (b) workshop rod covering
2. measure and mark cutting out out the operations (c) templates upholstery article.
out covering materials.
9 Covering Continue Students should be able Development of patterns: Guides students in Carry out the Pictures Students to:
to: (a) Cutting out carrying out the operations in ICT Software cover the design
1. cut out the covering (b) Sewing: final operations sequence Catalogues upholstery article.
materials. covering materials Real object
2. sew the covering Pipe, duffs,
materials Trimming, etc.
3. fix the covering (c) Fixing: tacks, gimp,
materials pins etc.
10- REVISION
11
12 EXAMINATION
536
CATERING CRAFT
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
THEME: KITCHEN EQUIPMENT AND THEIR USES
1 Types of kitchen Students should be 1. Define kitchen 1. Explains kitchen Participate in the 1. Pictures of various Students to:
equipment and able to: 2. Types of kitchen 2. Explains the discussion. kitchen equipment 1. state three major
their uses I define kitchen and layout kitchen layout 2. Kitchen equipment categories of kitchen
kitchen layout e.g. steamers, over, equipment.
range, brain marine, 2. list five equipment
knives, graters etc. from each categories
3. use one equipment
from each category
2 Types of kitchen Students should be Kitchen equipment Explains the three Participate in the Students to:
equipment and able to: basic categories of discussion identify the three
their uses II identify the three kitchen equipment categories of kitchen
categories of kitchen equipment
equipment
3. Practical Practical Practical Classifies the Participate in the Practical
equipment into the discussion
three main
categories
4. Uses of kitchen Uses of kitchen Demonstrates the Participate in the
equipment equipment uses of different discussion
kitchen equipment
5. Practical Students should be Uses of kitchen Participate in the 1. Kitchen equipment Students to:
demonstration on able to: equipment discussion e.g. steamer iron 1. describe the
how to use this use the equipment in pots, aluminum pots, procedures for the
equipment each category microwave brain cleaning and
marine etc. maintenance of the
2. Cleaning materials various kitchen
e.g. vim, ash, equipment
detergent etc. 2. clean and maintain
3. Cleaning kitchen equipment of
equipment e.g. different types.
bucket, brush etc.
537
CATERING CRAFT
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
6 Care and Students should be Care of various Participate in the Students to:
maintenance of able to: kitchen equipment discussion describe how to clean
kitchen describe how to clean the various kitchen
equipment I the various kitchen equipment
equipment
7. Care and Students should be Maintenance of Participate in the Students to:
maintained of able to: kitchen equipment discussion 1. clean the various
kitchen 1. clean the various equipment
equipment I equipment 2. store the various
2. store the various kitchen equipment
kitchen equipment appropriately
appropriately
8. Practical Practical Practical Participate in the Practical
discussion
9- REVISION
12 EXAMINATION
538
CATERING CRAFT
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
THEME: FOOD COMMODITIES AND METHODS OF FOOD PREPARATION
1 Principles of Students should be 1. Principles of 1. Explains the 1. Participate in the 1. Ingredients for Students to:
cooking methods able to: cooking methods principles, of cooking discussion stock, soups, and 1. prepare and cook
I explain the skills 2. Methods of methods. 2. Practice boiling sauces. stocks, soups and
required to carry out cooking: 2. Uses the food method e.g. sock, 2. Ingredients for sauces
each method of a. boiling e.g. commodities to soups, and sauces. pastry and yeast 2. prepare two
cooking stock, soups and demonstrate: 3. Practice baking e.g. product. different pastry and
sauces a. Boiling e.g. stock, pastry and 3. Ingredients for confectionery
b. Roasting e.g. soups and sauces. confectioneries fondant, butter and products
fish, beef, and b. Baking e.g. pastry 4. Practice the royal king etc. 3. bake and decorate
poultry and confectionery preparation of cake 4. Equipment and celebration cake.
c. Grilling e.g. fish, c. Roasting e.g. fish, covering and cake utensils for cake king
meat etc. beef, poultry etc. decoration using and decoration
different methods.
5. Practice roasting
method of cooking e.g.
poultry.
2. Principles of 2. Prepare the Participate in the
cooking methods various ingredients discussion
I according to the
methods of cooking
3. Principles of 3. use appropriate Participate in the
cooking methods method of cooking discussion
II as required by each
recipe
4. Practical Students should be Participate in the
able to: discussion
Practice on the
different methods of
cooking
539
CATERING CRAFT
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
5. Practical Students should be Practical on the Uses the food Participate in the 1. Ingredients for the Students to:
demonstrations able to: different cooking commodities to practical cooking involving 1. prepare and cook
demonstrate safe and methods demonstrate the different the different cooking different dishes
hygienic practices for cooking methods e.g. methods. using the various
each methods of boiling, baking, roasting, 2. Equipment and cooking methods.
cooking stewing, steaming, utensils reequipped 2. bake and decorate
frying etc. for the cooking celebration cake.
6. Principles of Students should be Meaning and Explains the meaning Participate in the 1. Charts and pictures Students to:
menu planning able to: scope of menu and scope of menu class discussions showing type of 1. define menu
define menu menu 2. explain five
factors affecting
menu planning
7. Principles of Students should be Factors that Explains the factors Copy board Catering textbook Students to:
menu planning II able to: affects menu affecting menu planning summary explain five factors
state the factors that planning affecting menu
affect menu planning planning
8- REVISION
12 EXAMINATION
540
CATERING CRAFT
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
1 Types of menu Students should be 1. Types of menu 1. Explains the 1. Participate in the 1. Charts showing Students to:
& and able to: e.g. table d’ hote a different types of discussions different types of 1. list and discuss
2 demonstrations 1. enumerate La carte, special menu. 2. Practice the cooking menu. five types of menu
I different types of occasions 2. Demonstrates the of dishes for the 2. Equipment for and their use.
menu 2. Other breakfast, preparation of dishes different types preparing the dishes. 2. show their skills
2. explain the tea, dinner, supper for the various types 3. Ingredients for in preparing three
different types of luncheon, carte the of menu. preparing the different menus
menu and their uses jour, plate du jour different dishes
etc.
3. Types of menu Students should be Students to:
and able to: demonstrate the
demonstrations demonstrate the preparation of the
II preparation of the dishes in a menu
dishes in a menu
4. Types of food Students should be Different types of Demonstrates the Observe and practice Flatware’s, Students to:
service able to: food service e.g. various types of food alongside with the glassware’s etc. serve two different
mention types of food guerdon. Silver service teacher. types of menu.
service service, vending,
buffet and banquet
service
5. Table laying Students should be Types of table Lays different types Observe and practice Pictures of the Students to
able to: laying. of table with correct along with the teacher various table laying lay tables for
1. mention types of covers indifferent table laying and cover different covers.
table laying
2. lay table for
different types of
cover
6- REVISION
12 EXAMINATION
541
GRAMENT MAKING
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
THEME: FIGURE TYPES AND GARMENT MAKING
1 Figure types Students should be able 1. The three 1. Guides discussion 1. Participate in 1. Charts showing Student to:
to: main figure types on the different figure the discussion various figure types 1. describe the three
1. state the three main 2. Variations of types and their 2. Critically 2. Full length mirror, main figures types.
figure types the main figure variations analyze their measuring tapes etc. 2. explain four
2. identify the variation types 2. As some students to figure to variations of the figure
of the figure types come out so that the ascertain their types
class can analyze their figure group
figure characteristics
and group them
accordingly.
2 Fabric selection Students should be able Colour suitable 1. Leads discussion on 1. Participate in Colour wheel Student to:
for the various to: for the various colours suitable for the the discussion 1. identify colours
figure types 1. identify colours figure types various figure types 2. Evaluate suitable for a tall slim
suitable for a tall-slim 2. Uses colour wheel themselves to figure
figure to demonstrate colour determine the 2. identify colours
2. identify colour characteristics colours suitable suitable for tall-plump
suitable for a tall-plump for each person figure.
figure 3. identify colours
3. identify colours suitable for a short-
suitable for a short- plump figure.
plump figure
4. choose colour for a
short-slim figure.
3 Fabric selection Students should be able Textures Leads discussion on 1. Participate in Fabrics of various Student to:
for the various to: appropriate for textures suitable for the discussion textures 1. select fabric texture
figure types 1. select fabric texture the various the various figure 2. Ask and for tall-plump figure
for a tall-slim figure. figure types types answer question 2. identify the fabric
2. identify the fabric texture appropriate for a
texture appropriate for a tall-plump figure
tall-plump figure 3. identify fabric for a
3. identify fabric texture short-slim and short-
for a short-slim and plump figure
short-plum figures
542
GRAMENT MAKING
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
4. Fabric selection Students should be able Design/patterns Leads discussion 1. Participate in the Fabrics of various Student to:
for the various to: suitable for the on patterns design discussion design e.g. bold floral 1. identify prints
figure types 1. identify prints various figure suitable for the 2. Ask and answer design, tiny floral suitable for the various
suitable for the various types e.g. lines, various figure question design, strips tec. figure types.
figure types prints etc. types 2. describe lines
2. describe lines appropriate for the
appropriate for the various figure types
various figure types
5. Choice of styles 1. mention the styles Styles suitable Leads discussion 1. Participate in the 1. Dresses of various Student to:
suitable for a figure for various figure on the choice of discussion. styles 1. mention the styles
with large hips types e.g. styles suitable for 2. Modeling of 2. Full length mirror suitable for a figure
2. identify the styles 1. Figure with various figure styles to determine 3. Measuring tapes, with large hips
suitable for a figure large hips types styles most pencils for making 2. identify the styles
with thin waist 2. Figure with appropriate for sketches of styles etc. suitable for a figure
3. identify the style thin waist various figure with the waist
suitable for a figure 3. Figure with types 3. identify the styles
with big tummy large bust suitable for a figure
4. Figure with with big tummy.
large waist/big
tummy etc.
6 Choice of styles 1. enumerate various Solving figure 1. Leads discussion . Participate in the 1. Dresses of various Student to:
figure problems/faults problems using on how to solve discussion. styles 1. enumerate various
2. state how to solve styles features figure problems 2. Modeling of 2. Full length mirror (four) figure faults or
these figure problems using styles styles to determine problems
or faults features styles most 2. state how to solve to
2. Select students appropriate for solve four figure faults
to model some various figure or problems
style to determine types
their effect on the
figure
543
GRAMENT MAKING
SS II
FIRST TERM
WEEK
OBJECTIVES GUIDE
7. Drafting of 1. identify the body 1. Measurements 1. Leads discussion 1. Participate in the Brown paper, pencils, Student to:
bodice block parts to be measured for drafting on body parts discussion measurement tope, 1. identify four body
2. draft the front bodice bodice blocks necessary for 2. Draft their own pins T-square, long parts to be measured
block 2. Drafting front drafting bodice bodice block rulers, arm hole guide, in drafting the front
bodice block block pairs of scissors etc. bodice block
2. Demonstrate the 2. draft the front
actual drafting of bodice block
front bodice block
8. Drafting of Students should be able 1. Measurement Demonstrate the Draft their own back Brown paper, pencils, Student to:
bodice block to: for drafting actual drafting of bodice block measurement tope, 1. identify three body
1. identify the body bodice block back bodice block pins T-square, long parts to be measured
parts to be measured 2. Drafting back rulers, arm hole guide, in drafting the back
2. draft the back bodice bodice block pairs of scissors etc. bodice block
block 2. draft the back
bodice block.
9 Drafting of shirt Students should be able 1. Measurement 1. Leads discussion 1. Participate in the Brown paper, pencils, Student to:
block to: for drafting shirt on body parts discussion measurement tope, 1. enumerate the body
1. enumerate the body blocks necessary for 2. Draft the front pins T-square, long parts to be measured
parts to be measured for 2. Drafting front drafting shirt shirt block rulers, arm hole guide, in drafting shirt block
drafting of shirt blocks shirt block blocks pairs of scissors etc. 2. draft the front shirt
2. draft front shirt block 2. Demonstrate the block correctly
drafting of front
shirt block
3. Supervises
students practice
10 Drafting of shirt Students should be able 1. Measurement 1. Demonstrate the 1. Ask and answer Brown paper, pencils, Student to:
block to: for drafting shirt drafting of black questions measurement tope, 1. Mention three body
1. mention the body block shirt block 2. Draft their own pins T-square, long parts to be measured
parts to be measured for 2. Drafting ob 2. Supervises back shirt block rulers, arm hole guide, for drafting shirt
drafting shirt block back shirt block students’ practice pairs of scissors etc. block.
2. draft back shirt block 2. draft back shirt
block correctly
11 REVISION
12 EXAMINATION
544
GRAMENT MAKING
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
THEME: PATTERN DRAFTING

1 Drafting of Students should be 1. Measurement for 1. Guides discussion 1. Participate in the Brown papers, Students to:
basic sleeve able to: drafting the sleeve on body parts discussion pencils, erasers, T- 1. list the body parts
block 1. enumerate the block necessary for 2. Draft the sleeve square, long rulers, to be measured for
body part to be 2. Drafting of the drafting the sleeve block arm holes curves, drafting sleeve
measured in drafting sleeve block block scissors, block.
the sleeve block 2. Demonstrates the measurement tapes 2. draft the sleeve
2. draft the sleeve drafting of the etc. block correctly
block sleeve block
2. Drafting of Students should be 1. Measurement for 1. Guides discussion 1. Participate in the Brown papers, Students to:
basic collars able to: drafting the basic on body parts discussion already drafted front list the body parts to
1. enumerate the collars necessary for 2. Draft peter-pan/flat and back bodice be measured in
body parts to be 2. Drafting of peter- drafting peter- collar blocks, pencils, drafting peter-
measured for drafting pan/flat collar. pan/flat collar. erasers, T-square pan/flat collar.
peter-pan/flat collar 2. Demonstrate the cello tape long ruler,
2. draft peter-pan/flat drafter of peter- scissors etc.
collar pan/flat collar
3. Supervises
students’ practice
3. Drafting of Students should be 1. Measurement for 1. Guides discussion 1. Participate in the Brown papers, pins Students to:
basic collars able to: drafting on body parts discussion pencils, erasers, 1. list the body parts
1. enumerate the i. Shirt collar necessary for 2. Draft shirt collar scissors, already to be measured in
body parts to be ii. Tie collar drafting shirt collar and tie collar drafted front and drafting shirt collar
measured in drafting 2. Drafting of and tie collar back bodice block, T- and tie collar
shirt collar and tie i. Shirt collar 2. DemonstrateS square cello tape etc. 2. draft shirt collar
collar ii. Tie collar drafting of shirt and tie collar
2. draft shirt collar collar and tie collar correctly.
and tie collar 3. Supervises
students practice
545
GRAMENT MAKING
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
4. Drafting of Students should be 1. Measurement for 1. Guides discussion 1. Participate in the Brown papers, pins Students to:
basic collars able to: drafting shawl collar on body discussion pencils, erasers, 1. list the
1. enumerate the 2. Drafting of shawl measurement 2. Draft shawl collar scissors, already measurement that
measured that should collar and other collars necessary for drafted front and should be taken
be taken for drafting drafting shawl back bodice block, T- for drafting shawl
shawl collar collar. square cello tape etc. collar
2. draft shawl collar 2. Demonstrates 2. draft shawl
drafting of shawl collar correctly
collar
3. Supervises
students’ practice
5. Adaptation of Students should be 1. Meaning of pattern 1. Leads discussion 1. Participate in the Front and back Students to:
blouse pattern able to: adaptation on: discussions bodice blocks, brown 1. explain the
1. explain the 2. Techniques of i. pattern adaptation 2. Practice adaptation papers pencils, pins meaning of
meaning of pattern pattern adaptation dart ii. Techniques of of blouse styles eraser, paper scissors, pattern adaptation
adaptation manipulation pattern adaptation through dart long ruler, cello tape 2. explain the
2. distinguish 3. Adaptation of 2. Demonstrates manipulation etc. techniques of
between techniques pattern using the adaptation of blouse pattern adaptation
of pattern adaptation bodice block styles through dart 3. adapt blouse
3. adapt blouse styles manipulation styles using dart
from the bodice block 3. Supervises manipulation
using dart students practice
manipulation.
6. Adaptation of Students should be 1. Techniques of 1. Leads discussion 1. Participate in the Already drafted Students to:
blouse pattern able to: pattern adaptation on the techniques of discussion bodice block brown 1. explains the
1. explain the term a. Slashing and slashing and 2. Practice adaptation paper, pins pencil, term slashing and
slashing and spreading spreading of blouse styles by eraser, paper scissors, spreading
spreading 2. Adaptation of 2. Demonstrates slashing and ruler, cello tape etc. 2. adapt two
2. adapt blouse styles blouse pattern by adaptation of blouse spreading blouse styles by
through slashing and slashing and spreading styles by slashing slashing and
spreading and spreading spreading
3. Supervises
students practice
546
GRAMENT MAKING
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
7. Adaptation of Students should be 1. Techniques of 1. Guides discussion 1. Participate in the Front and back Students to:
shirt pattern able to: pattern adaptation on techniques of discussion bodice blocks, brown 1. state the
1. explain the (continued) pattern adaptation 2. Practice adaptation papers, pins pencils, meaning of
techniques of pattern 2. Adaptation of shirt 2. Demonstrates the of shirt styles using eraser, paper scissors, pattern adaptation
adaptation styles using the shirt adaptation of shirt shirt blocks long ruler, arm hole 2. explain the
2. adapt shirt styles blocks styles using shirt curves, cello tapes techniques of
from the shirt blocks blocks etc. pattern adaptation
3. Supervises 3. adapt shirt
students’ practice styles correctly
8. Adaptation of Students should be 1. Techniques of 1. Demonstrates the Practice the Basic sleeve block Students to:
shirt pattern able to: pattern adaptation with adaptation of sleeve adaptation of sleeve bodice block, brown 1. explain the
1. describe the emphases on slashing styles e.g. puffed styles using the basic paper, paper scissors, slashing and
slashing and and spreading method sleeve, flare/bell sleeve block pencils, pins, eraser, spreading
spreading techniques 2. Adaptation of sleeve, Magyar cello tapes, long techniques of
of pattern adaptation sleeve styles using the raglan etc. rulers, arm hole pattern adaptation
2. adapt sleeve styles basic sleeve blocks 2. Supervises curves, etc. 2. adapt sleeves
from the basic sleeve students’ practice styles correctly
block using the sleeve
block
9 Practical Students should be Practical construction 1. Demonstrates the Practice construction Already drafted Students to:
construction of able to: of sleeve styles vis construction of of puffed sleeve and bodice block brown 1. construct 2
sleeves 1. construct puffed 1. Puffed sleeve i. Puffed sleeve flare sleeve paper, pins pencil, puffed sleeve
sleeve 2. Flare sleeve ii. Flare sleeve eraser, paper scissors, correctly.
2. construct flare 2. Supervises ruler, cello tape etc. 2. construct two
sleeve students’ practice flare sleeve
correctly
10 Practical Students should be Practical construction Demonstrates the Practice construction Already drafted Students to:
construction of able to: of Magyar raglan construction of of Magyar raglan bodice block brown make Magyar
sleeves construct Magyar sleeve and others Magyar raglan and paper, pins pencil, raglan correctly
raglan sleeve any other sleeve eraser, paper scissors,
ruler, cello tape etc.
11 REVISION
12 EXAMINATION
547
GRAMENT MAKING
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
THEME: ADAPTATION OF PATTERN
1 Adaptation of Students should be Adaptation of collar 1. Demonstrates the Adapt collar styles Already drafter peter- Students to:
collars able to: styles using peter adaptation of collar using peter-pan/flat pan collar, brown adapt three collar
adapt collar styles pan/flat collar styles using peter collar paper, pencils eraser, styles using peter-
using peter pan/flat pan/flat collar pins etc. pan/flat collar
collar 2. Supervise students’
practices
2. Adaptation of Students should be Adaptation of collar 1. Demonstrates Adapt collar styles Already drafter shirt Students to:
collars able to: styles using shirt collar adaptation of collar using peter-pan/flat collar, brown papers, draft two collar
adapt collar styles styles using shirt collar collar pencil, pins eraser styles using shirt
using shirt collar 2. Supervises students scissors etc. collar
practice
3. Adaptation of Students should be Adaptation of collar 1. Demonstrates Adapt collar styles Already drafter shirt Students to:
collars able to: styles using shirt collar adaptation of collar using peter-pan/flat collar, brown papers, draft two collar
adapt collar styles styles using shirt collar collar pencil, pins eraser styles using tie
using shirt collar 2. Supervises students scissors etc. collar
practice
4. Adaptation of Students should be Adaptation of collar 1. Demonstrates Practice adaptation Already drafter shawl Students to:
collars able to: styles using shawl adaptation of collar of collar styles collar, brown papers, adapt two collar
adapt collar styles collar styles using shawl using shawl collar pencil, pins eraser styles using shawl
using shirt collar collar scissors etc. collar
2. Supervises students
practice
5. Adaptation of Students should be Adaptation of some 1. Demonstrates Practice the Drafted collars Students to:
collars able to: collars from necklines adaptation of the adaptation of collar bodice blocks brown adapt three collars
adapt some collars of blouses necklines of blouses styles using shawl paper scissors, from necklines of
from the necklines of 2. Supervises students collar pencil, eraser ruler, blouses correctly
blouses practice cello tape, pins etc.
6. Adaptation of Students should be Adaptation of some 1. Demonstrates Practice the Drafted collars, Students to:
collars able to: collars from necklines adaptation of collars adaptation of bodice blocks brown adapt three collars
adapt some collars of shirts from the necklines of collars from papers, pencils, pins from neckline of
from the necklines of shirts necklines of shirts eraser, ruler, cello shirts correctly
shirts 2. Supervises students tape etc.
practice
548
GRAMENT MAKING
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
7. Practical Students should be 1. The unit methods of 1. Guides discussion 1. Participate in the Adapted blouse Students to:
construction of able to: sewing on the unit method of discussion patterns, sleeves, 1. define the term
blouses I 1. explain the unit 2. Application of the sewing 2. Ask and answer collars, facings unit method of
method of sewing unit method and basic 2. Discusses how to questions interfacing fabric, sewing
2. outline the sewing processes in apply the unit method sewing tools 2. describe the
procedure for the unit making blouses in making blouses procedure for the
method of making unit method of
blouses sewing a blouse
8. Practical Students should be Making of blouses 1. Demonstrates Practice making a Needles, pins, Students to:
construction of able to: making of a blouse blouse matching thread, make a blouse
blouses II make a blouse 2. Supervises student tailors chalk etc. correctly
practice
9 Practical Students should be The unit method of Guides discussion on Participate in the Sewing tools Students to:
construction of able to: sewing shirts the method of making discussion explain the
shirts I explain the procedure a shirt procedure for
for the unit method of making shirts
making shirts
10 Practical Students should be Making of shirts Demonstrates how to Practice making a Sewing tools Students to:
construction of able to: make a shirt shirt make a shirt
shirts II make a shirt correctly
11 REVISION
12 EXAMINATION
549
CLOTHING AND TEXTILE
SS II
WEEK FIRST TERM

1 Patterns: Students should be able to: 1. Adaptation of 1. Describes the meaning 1. Participate in 1. Chart on pattern Students to:
Adaptation 1. state the meaning of patterns. of adaptation of patterns. class discussion. adaption. 1. list five block pattern
of patterns adaptation of patterns. -meaning 2. Demonstrates how 2. Draft their block 2. Paper pattern pieces.
(Block 2. draft their blocks -drafting block patterns are drafted e.g. pattern. 3. Block pattern 2. state the meaning of
patterns) I pattern. patterns block pattern. 4. Brown paper adaptation of pattern.
3. adapt drafted block -adapting block 3. Demonstrates how 5. Ruler
pattern to different styles. patterns to bodices block is adapted 6. Tape measures
different styles. to a given style e.g. 7. Pencil
mayor bodices.
2 Patterns: Students should be able to: 1. Construction 1. Displays the paper 1. Participate in 1. Paper pattern Students to:
Adaptation 1. explain the markings of the adapted pattern and explains the class discussion. 2. Ruler 1. with the aid of a
of patterns and notations on a paper pattern style. marking and notations on 2. Observe the 3. Tape measures diagram show three
(Block pattern. 2. Advantages them. markings and 4. Pencil types of pattern marking.
patterns) 2. discuss the advantages and 2. Leads discussion on notations on the 2. state two advantages
II and disadvantages of using disadvantages the advantages and pattern on display. and two disadvantages of
pattern in the construction of using pattern disadvantages of using using pattern in garment
of garment. in garment pattern in garment construction.
construction. construction.
3 Patterns: Students should be able to: 1. Alteration of 1. Demonstrates the 1. Adjust their own 1. Chart on pattern Students to:
Alteration 1. adjust a pattern to a pattern for fit adjustment of a pattern to block pattern where adaption. 1. use their own pattern
for fit and given measurement and and style. a given measurement. necessary. 2. Paper pattern to:
style style. 2. Adjustment 2. Leads discussion on 2. Identify different 3. Block pattern -enlarge waist
2. discuss figure faults and of patterns: figure faults and lays figure faults and 4. Brown paper -reduce under arm width.
styles. -commercial emphasis on styles which how to disguise and 5. Ruler 2. list two types of figure
3. discuss how to disguise patterns disguise faults and enhance them. 6. Tape measures faults.
figure faults and enhance -block patterns. enhance figure. 3. Participate in 7. Pencil 3. state how to disguise
the figure. 3. Demonstrates how to enlarging and 8. Textbook figure faults and enhance
4. enlarge or reduce pattern reduce or enlarge pattern reducing pattern 9. Chalkboard. figure.
sizes proportionately. sizes. sizes.
550
SS II
WEEK FIRST TERM
4 Patterns: free-hand Students should be able 1. Free-hand 1. Leads discussion 1. List the body 1. Scissors Students to:
cutting I to: cutting. on measurement measurement 2. Pins 1. list five body
1. list the body -Bodice: required for a required for 3. Material measurement required
measurements required i. front garment garment 4. Tape measure for garment construction.
for making a garment. ii. back construction. construction. 5. Tailor’s chalk 2. discuss how under
2. cut a pattern freely -Skirt 2. Demonstrates 2. Participate in 6. Chalkboard. arm and waist darts are
without using a block i. front how to cut a class discussion. made on a bodice front.
or commercial pattern. ii. back garment freely 3. Participate in
-Sleeve without using a the demonstration
block or commercial of free-hand
pattern. cutting of
garment.
4. Copy notes.
5 Patterns: free-hand Students should be able 1. Making of a 1. Demonstrate how 1. Participate in 1. Scissor Students to:
cutting II to: baby dress using to cut a baby dress class discussion. 2. Tape measures 1. make a baby dress
1. make a baby dress free-hand cutting. using free-hand 2. Demonstrate 3. Pins using free-hand cutting
using free-hand cutting 2. Advantages and cutting method. the cutting of 4. Tailor chalk method.
method. disadvantages for 2. Leads discussion baby dress using 5. Needle 2. state two advantages
2. discuss the free hand cutting. on the advantages free-hand cutting 6. Thread and disadvantage of free-
advantages and and disadvantages and making of 7. Sewing machine hand cutting.
disadvantages of free- of free-hand cutting. baby dress. 8. Material
hand cutting. 9. Sample of a finished
garment.
6 Garment features: Students should be able 1. Arrangement of 1. Leads discussion 1. Participate in 1. Garment with Students to:
arrangement of to: fullness: on the basic rules class discussion. different styles and 1. state two rules that
fullness I 1. list the basic rules -darts that govern the 2. Ask and answer fullness features. should be observed when
that govern the -gathering arrangement of questions copy 2. Tape measures arranging fullness.
arrangement of fullness. -pleats fullness. notes. 3. Ruler 2. list three factors to
2. use the different -tucks. 2. Leads discussion 4. Materials consider when arranging
fullness features such as on the use of 5. Textbooks. fullness.
gather, darts, pleats etc. different fullness 3. state where darts
effectively and features effectively could be arranged on a
appropriately. and appropriately. garment.
551
SS II
FIRST TERM
WEEK

7 Garment Students should be able 1. Arrangement of 1. Leads the students 1. Participate in 1. Material Students to:
features: to: fullness: to list the different class discussion. 2. Needle 1. list three ways of
arrangement of 1. list the different types -smocking types of fullness. 2. Participate in the 3. Thread arranging fullness.
fullness II of arrangement of -shirring etc. 2. Discuss the factors demonstration of 4. Pins 2. list three factors to
fullness. 2. Factors to to consider when making the 5. Tape measures. consider when
2. list the factors that consider when arranging fullness. different 6. Catalogues arranging fullness.
consider when arranging arranging fullness. 3. Demonstrate how arrangement of showing different
fullness. to make each of the fullness. arrangement of
fullness features on a fullness.
garment. 7. Magazines.
8 Garment Students should be able 1. style features: 1. Demonstrates how 1. Observe the 1. Garments with
features: style to: -collars to draft pattern for teacher different these style
features I 1. draft pattern for the -sleeves. the style features. demonstration. features.
different types of these 2. Leads discussion 2. Draft pattern for 2. Brown paper.
style features. on how these style the different types 3. Pencil
2. use the different style features can be used of these style 4. Eraser
features to flatter the to flatter the figure. features. 5. Tape measure
figure during garment 3. Guides students to 3. Identify the 6. Chalkboard
construction. list the functions of figure faults that 7. Textbooks.
3. discuss the functions of these style features. could be flattered
these style features. by using these style
features.
552
SS II
FIRST TERM
WEEK

9 Garment features: Students should be 1. Style features: 1. Demonstrate how 1. Observe teacher 1. Brown paper Students to:
style features II able to: -yoke to draft pattern for demonstration. 2. Tape measure 1. list two functions
1. draft patterns for -belt these style features. 2. Draft patterns for 3. Pencil each of the following
these style features. -frills 2. Leads discussion these style features. 4. Eraser style features.
2. use these style on how these style 3. Identify the figure 5. Garment with -Yoke
features to flutter the features can be used fault that could be these features -Frills.
figure during to flatter the figure. flattered by using 6. Chalkboard.
garment 3. Guides students to these style features.
construction. list the functions of
3. discuss the these style features.
functions of these
style features.
10 Garment features: Students should be 1. Style features. 1. Demonstrate how 1. Observe teacher 1. Garments with Students to:
style features II able to: -cuff to draft pattern for demonstration. different style 1. list four style
1. draft patterns for -pockets. these style features. 2. Draft patterns for features. features.
these style features. 2. Leads discussion these style features. 2. Brown paper 2. list three functions
2. use the different on how these style 3. Make a garment 3. Pencil of each style features.
style features to features can be used using these style 4. Eraser 3. demonstrate how
flatter the figure to flatter the figure. features. 5. Tape measure to make any of the
during garment 3. Guides students to 6. Needle style features.
construction. list the functions of 7. Thread
3. discuss the these style features. 8. Material
functions of these 9. Chalkboard.
style features.
11 REVISION
12 EXAMINATION
553
SS II
SECOND TERM
WEEK

1 Costume and 1. trace the fashion 1. Trends in fashion 1. Leads discussion on 1. Participate in 1. Display Students to:
fashion trend over the gears. design. the fashion of discussion by photographs 1. briefly explain
designing 2. compare the fashion 2. Different between yesterday and today. sharing their own -parents what the fashion
trends of over the years and fad and fashion. 2. Guides the students view about the -grand parents. was like over the
that of today. to sketch a design for trend in fashion. 2. Old magazines. past years.
3. predict the fashion the on-coming years. 2. In two groups 3. Catalogues 2. list two
for the coming year. 3. Leads the debate over the 4. Newspapers cut- similarities and
4. distinguish between a discussion on fashion of out differences between
fashion and a fad. comparing the fashion yesterday and 5. Family album. the fashion of
of today and that of today. yesterday and that of
yesterday. 3. Participate in today.
4. Explain between fad sketching a fashion 3. design an outfit
and fashion. for the coming that will project
years. what the fashion of
4. Copy notes. the coming years
would look like.
4. Give two
differences between
fad and fashion.
2 Costume and Students should be able 1. Adaptation of 1. Leads discussion on 1. Participate in the 1. Catalogue Students to:
fashion to: basic blocks for how our social values class discussion. 2. Magazine 1. identify three
adaptation of 1. incorporate social costume designing. can be incorporated 2. Draw the style of 3. Block pattern social values that
basic blocks for values into costume -bodice block into our costume their interest for the 4. Tape could incorporate in
costume design. -skirt block design. costume designing. 5. Pencil our costume design.
designing I 2. sketch a style for -sleeve block 2. Guides students in 3. Participate in 6. Scissors 2. sketch three styles
which pattern is to be -shirt block. sketching appropriate adapting the style 7. Pin that could be used
made. pattern for costume of their choice 8. Chalkboard. for costume design.
3. adapt block to make designing. from their block.
patterns for different 3. Guides students to
styles. adapt the sketched
style on their block
patterns.
554
SS II
SECOND TERM
WEEK
3 Costume and Students should be able to: 1. Cutting out 1. Guides students 1. Participate in the 1. Block patterns Students to:
fashion 1. make a self garment, adapted basic block to cut out the cutting out of the 2. Material 1. make a garment
adaptation of draft pattern for different patterns. patterns. patterns. 3. Scissors using the block
basic blocks style features. 2. Making the 2. Demonstrate to 2. Make their 4. Tape pattern.
for costume 2. use the different style garment. students, how to designed garment 5. Pin 2. make an album of
designing II features to flatter the figure make garment. under teacher 6. Tailor’s chalk different types of
during garment supervisions. 7. Needle costume.
construction. 8. Sewing machine.
4 Decorative Students should be able to: 1. Decorative stitches 1. Leads discussion 1. Participate in 1. Album showing Students to:
designs: 1. enumerate different e.g. satin stitch, stem on decorative class discussion. decorative stitches. 1. list five decorative
embroidery decorative stitches used in stitch, chain stitch stitches and guides 2. Identify the 2. Fabric stitches
work I embroidery. etc. the students in different types of 3. Pressing iron. 2. state two points to
2. state the points to 2. Points to consider enumerating them. embroidery designs. considers when
considers when planning when planning 2. Discusses points planning an
an embroidery work. embroidery work. to consider when embroidery work.
3. identify the types of 3. Types of planning an 3. state three types of
designs used for embroidery design embroidery work. design used for
embroidery. e.g. 3. Guides students embroidery.
-self-made to identify different
-designs iron an types of designs
transfers etc. used for
embroidery.
5 Decorative Students should be able 1. Materials for 1. Discusses 1. Participate in 1. Sample of Students to:
designs: to: embroidery extensively the class discussion. different embroidery 1. mention three
embroidery 1. list different types of -thread e.g. anchor, materials used for 2. Identify the threads. embroidery threads
work II embroidery materials. raffene lurex etc. embroidery. different types of 2. Samples of and three embroidery
2. identify the different -needle e.g. crewel 2. Guides students embroidery designs. different embroidery needles.
types of embroidery work. needles, sharp needles to identify the 3. Carry out the needles. 2. list two types of
3. transfer embroidery beading needles etc. different types of transfer of designs 3. Fabric embroidery work.
designs unto fabrics. 2. Types of embroidery work. to fabrics under the 4. Pressing iron. 3. demonstrate
embroidery work. 3. Discusses and teacher supervision. 5. Embroidery mastery of
3. Transferring designs demonstrates the machine. embroidery work by
unto fabric e.g. using methods of 6. Textbooks transferring designs
tracing paper/carbon transferring designs 7. Chalkboard. on a fabric.
etc. unto fabrics.
555
SS II
SECOND TERM
WEEK

6 Decorative Students should be able 1. Traditional 1. Leads discussion 1. Participate in 1. Sample of beads. Students to:
designs: to: background of beads on the using beads class discussions. 2. Sequins 1. list three materials
traditional 1. discuss the traditional and sequins. and sequins to form 2. Participate as the 3. Textbooks used for making
designs I background of beads and 2. Method of decorative design. teacher demonstrate 4. Chalkboard traditional designs on
sequins embroidery. designing beads and 2. Demonstrates the methods of 5. Embroidery fabrics.
2. list the different sequins e.g. the method of designing beads and thread. 2. list decorative
methods of designing -beads stitched down designing beads sequins. 6. Embroidery stitches.
beads and sequins. separately. and sequins. 3. Ask and answer needle. 3. mention three
-beads/sequins thread questions. methods of making
linked and sewn down. 4. Copy notes. designs using beads
-beads/sequins thread and sequins.
linked and sewn down. 4. demonstrate the
-scale effect with use of beads and
sequins. sequins in making
designs.
7 Decorative Students should be able Method of designing 1. Leads discussion 1. Participate in 1. Sample of beads. Students to:
designs to: beads and sequins. on the methods of class discussion. 2. Sequins 1. mention three
traditional 1. list the different -beads and sequins using beads and 2. Participates as the 3. Textbooks methods of making
designs II method of designing made with back stitch. sequins to form teacher 4. Chalkboard designs using beads
beads and sequins. -beads and sequins decorative designs. demonstrates the 5. Embroidery and sequins.
2. work with beads in with single back stitch. 2. Demonstrates methods of thread. 2. demonstrate the
designing personal cloths. -sequins held in place the methods of designing beads and 6. Embroidery use of beads and
with small beads. designing beads sequins. needle. sequins in making
and sequins. 3. Ask and answer designs on a garment.
questions.
4. Copy notes.
8 Decorative Students should be able Types of needle craft Discusses the Participate in the 1. Chart showing Students to:
designs: to: -tatting different types of discussion on the pictures of different list four types of
needle craft I list different types of -crotchet needle craft. different types of needle craft. needle craft.
needle craft. -appliqué needle craft. 2. Textbooks
-patch work 3. Chalkboard.
556
SS II
SECOND TERM
WEEK

9 Decorative Students should be able 1Making decorative Demonstrates the Practice how to 1. Tatting tool. Students to:
designs: to: articles using different students how to make different types 2. Pair of scissor demonstrate the
needle craft II make decorative articles types of needle craft make the different of needle craft. 3. Knitting needles skills in making the
using different types of e.g. tatting, crotchet, types of needle pins following needle
needle craft. knitting. craft and then 4. Tape measure craft.
supervises the 5. Hooks. -tatting
students as they 6. Chart showing -crotchet.
carry them out. pictures of different
needle craft.
7. Textbooks.
10 Decorative Students should be able 1. Making decorative 1. Demonstrates to 1. Practice how to 1. Pair of scissor Students to:
designs: to: articles using different the students how to make different types 2. Materials 1. demonstrate the
needle craft III make more decorative types of needle craft make the different of needle craft. 3. Needles/pins skill in making the
articles using different e.g. appliqué, patch types of needle 2. Apply the 4. Thread following needle
types of needle craft. work and macramé. craft and then knowledge obtained 5. Twine craft.
2. Making of soft toys. supervises the in the study of the 6. Chart showing -patch work
students as they different decorative pictures of different -macramé
carry them out. designs in making needle craft. 2. use an appliqué to
2. Guides the soft toys. 7. Textbooks finish a soft toy.
students in 8. Chalkboard.
applying the
knowledge
obtained in the
study of the
different decorative
designs in making
soft toys.
11 REVISION
12 EXAMINATION
557
SS II
THIRD TERM
WEEK

1 Household laundry: Students should be 1. Dry cleaning 1. Leads discussion 1. Participates in 1. Sample of different Students to:
dry-cleaning able to: agents e.g. on the different types class discussion. dry cleaning agents. 1. list five dry
1. list different dry methylated spirit, of dry cleaning 2. Carry out a 2. Sample of soiled cleaning agents.
cleaning agents used kerosene, talcum agents. demonstration on George wrapper. 2. state two rules to
for cleaning clothes. powder, French 2. Discusses the the use of dry 3. Textbooks. be observed when
2. observe the chalk etc. general rules for cleaning agents in 4. Chalkboard. removing, stains
general rules for 2. Advantages of removing stains removing stains. during dry cleaning.
removing stains dry cleaning during dry cleaning. 3. Copy notes. 3. mention three
during dry cleaning. 3. Types of dry 3. Leads discussion advantages of dry
3. state advantages cleaning. on the advantages of cleaning.
of dry cleaning -home dry cleaning clothes. 4. state two methods
clothes. -commercial 4. Leads discussion of home dry cleaning.
4. state the types of 4. General rules for on home dry cleaning 5. demonstrate their
dry cleaning. removing stains and commercial dry skill in the use of
5. demonstrate the during dry cleaning. cleaning. some dry cleaning
use of some dry 5. Demonstrates use agents in removing
cleaning agents to of dry cleaning agent stains from personal
remove stains in removing stains. garments.
during laundry.
2 Care of clothes: Students should be 1. Meaning of 1. Leads discussion 1. Participates in 1. Sample of torn Students to:
clothing repair I able to: repairs on the meaning of class discussion. garment. 1. explain the
1. explain the 2. Types of repair repairs in clothing 2. Observe teacher 2. Pieces of plain meaning of repair in
meaning of repairs e.g. and textiles. demonstration and fabric. clothing and textile.
in clothing and -patching 2. Guides students in effect repairs on 3. Needle 2. list two types of
textiles. -darning etc. listings the different clothes. 4. Thread. repairs given to
2. list the types of types of repair in 5. Sewing machine clothes.
repairs given to clothing and textile. 6. Textbooks 3. repair a torn
clothes. 3. Demonstrates how 7. Chalkboard. garment.
3. carry out different to make some kinds
repairs on personal of patches and drains
clothes. on clothes.
558
SS II
THIRD TERM
WEEK
3 Care of clothes: Students should be Other simple 1. Leads discussion 1. Participate in 1. Sample of garment Students to:
clothing repair II able to: repairs e.g. on other simple class discussion. with loose button, 1. list four other
1. effect other repairs -loose button repairs in clothing 2. Observe teacher broken zipper, slack simple repairs in
on clothes. -broken zippers and textiles. demonstration and elastics. clothing and
2. determine the types -slack elastics etc. 2. Demonstrates effect repairs on 2. Garment textile.
of repair to effect on how to effect clothes. 3. New button, zip 2. repair broken
clothes. different types of and elastic. zipper, loose
these simple repairs 4. Needle button and slack
on clothes. 5. Thread. elastics.
6. Sewing machine
7. Textbook
8. Chalkboard.
4 Care of clothes: Students should be 1. Renovation 1. Explain the 1. Participates in 1. Sample of torn Students to:
renovation able to: processes a meaning meaning of class discussion. household articles. 1. explain the
processes I 1. explain the meaning of reconstruction / 2. Renovate any 2. Scissors meaning of
of reconstructions / -renovation remodeling, household 3. Needle and thread. remodeling /
remodeling and -reconstruction / renovation and articles. 4. Textbooks. reconstruction.
renovation. remodeling differentiates them. 5. Chalkboard. 2. list three
2. discuss the 2. Techniques of 2. Leads discussion techniques of
techniques of renovation. on renovation renovation.
renovation. techniques. 3. reconstruct a
3. renovate some specific
household articles and household article.
old garment.
5 Care of clothes: Students should be Dyeing 1. Defines dye and 1. Participate in 1. Sample of different Students to:
renovation able to: -definition of dye leads discussion on class discussion. dyes 1. list three types
processes II 1. define dye -types of dye e.g. the different types of 2. Renovate old 2. Faded garment. of dyes.
2. list different types acid dyes, basic dye-stuff available. garments by 3. Plastic basin 2. list two
of dye and methods of dyes etc. 2. Leads discussion dyeing. 4. Hand gloves methods of
dyeing clothes. -method of dyeing on the different 5. Wooden stick dyeing.
3. renovate and old e.g. tie and dye, methods of dyeing. 6. Water 3. dye a personal
garment by dyeing. batiks etc. 3. Supervises 7. Textbooks faded garment.
students as they 8. Chalkboard.
renovate old
garment by dyeing.
559
SS II
THIRD TERM
WEEK
6 Dress sense: good Students should be Principles of good 1. Explains the 1. Participates in 1. Magazines Students to:
grooming I able to: grooming: general principles of class discussion. showing 1. state three
1. discuss the general -balanced diet good grooming. 2. Ask and answer 2. Pictures of a well principles of good
principles of good -personal hygiene 2. Distinguish questions. groomed individuals. grooming.
grooming. -good posture between proper and 3. Copy notes. 3. Charts 2. state two
2. distinguish between -exercise improper dressing. 4. Textbooks differences
proper and improper -relaxation 5. Chalkboard etc. between a
dressing. -sleep. properly and
improperly
dressed
individual.
7 Dress sense: good Students should be Harmonization of Leads discussion on 1. Participate in 1. Chart showing Students to:
grooming II able to: colours: colour combination class discussion. colour wheel. 1. draw a colour
combine colours -colour wheel as a guide for an 2. Ask and answer 2. Textbooks. wheel.
effectively using -colour groups e.g. individual to questions. 3. Chalkboard. 2. state two types
colour, wheel, colour warm colours. understand the art of 3. Copy notes. of colour
group and colour tpes. -colour combination assembling colour combination.
e.g. contrast colours, and style.
monochromic
colour.
Dress sense: Students should be 1. Meaning of 1. Explains the 1. Participate in 1. Sample of different Students to:
8 wardrobe able to: wardrobe. meaning of class discussion. dresses. 1. define a
planning I 1. explain what is 2. Principles of wardrobe. 2. Ask and answer 2. Wardrobe wardrobe.
meant by the term wardrobe planning: 2. Leads discussion questions. /cupboard. 2. list any four
wardrobe. -basic rules for on the points to 3. Copy note. 3. Hanger points to consider
2. discuss points to wardrobe planning. consider when 4. Textbooks when planning a
consider when -clothes for different planning the 5. Chalkboard. wardrobe.
planning a wardrobe. occasions. wardrobe. 3. list five
materials that
constitute a
wardrobe.
560
SS II
THIRD TERM
WEEK
9 Dress sense: Students should be 1. Factors 1. Leads discussion 1. Participates in 1. Samples of Students to:
wardrobe able to: influencing decision on the factors that class discussion. different dresses. 1. mention two
planning II 1. discuss the factors to buy or make influence decisions 2. Ask and answer 2. Textbooks. factors that can
that influence cloth. to buy or make questions. 3. Chalkboard. influence the
decisions to buy or 2. Selecting and clothes. 3. Copy notes. decision to buy or
make a clothes. purchasing ready- 2. Guides students make clothes.
2. select and purchase made clothes. on ways of selecting 2. mention three
good ready-made and purchasing good points to look out
clothes. ready-made clothes. for when selective
and purchasing
ready-made
clothes.
10 Dress sense: dress Students should be 1. Definition of 1. Guides students 1. Participate in 1. Chart showing Students to:
accessories able to: dress accessories. to list the different class discussion. different accessories. 1. list four types
1. define dress 2. Types of types of accessories. 2. Make simple 2. Sample of beads, of accessories to
accessories. accessories. 2. Explains how to accessories using necklace, earrings be worn with
2. identify the types of 3. Factors to be select matching beads. etc. different clothes.
accessories to be worn considered when considered when 3. Textbooks 2. list four factors
with different clothes choosing accessories for: 4. Chalkboard. to be considered
and at different times. accessories. -different clothes when choosing
3. mention the factors 4. Making simple -different occasions. accessories.
to be considered when accessories e.g. hat, 3. Lists the factors 3. make simple
choosing accessories. necklace etc. to be considered beaded hand bag.
4. make simple when choosing
accessories. accessories.
4. Demonstrates
how to make simple
accessories.
11
12
561
DYING AND BLEACHING
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
1- Tie/dyeing (by Students should be Materials tools and 1. Discusses 1. Participate in the 1. 100% pure cotton. Students to:
3 pleating or able to: equipment for materials and tools discussion. 2. Assorted dye stuff. explain the meaning
folding with enumerate materials pleating and for pleating and 2. Observe displayed 3. Assorted coloured of tie and dye by
coloured fabric and tools for pleating folding. folding. materials. fabric (not white. pleating and folding.
in two colours) and folding. - 100% pure 2. Displays 3. Observe teachers 4. Nylon twine or
cotton coloured etc. materials for demonstration. raffia rope.
pleating and folding. 5. Bowl
6. Iron etc.
4 -5 Students should be 1. Procedures Explains the
able to: involve in pleating procedures in
describe the and folding colour pleating and folding.
procedures in pleating fabric.
and folding of colour 2. Use of water
material. proof thread or
nylon twine.
6- Students should be Demonstrates Practice pleating and
7 able to: folding and pleating folding of materials.
produce a two yard materials.
each of coloured
material by pleating
and folding method.
8. 1. Preparation of Student to:
dye bath. produce two yards
2. Deep fabric in each of coloured
dye bath. materials by
pleating and folding
method.
9. Allow oxidation to Student to:
take places. displayed finished
product.
10 - REVISION
12 EXAMINATION
562
DYING AND BLEACHING
SS II
SECOND TERM
TEACHING AND
WEEK PERFORMANCE ACTIVITIES EVALUATION
OBJECTIVES GUIDE
1–3 Tie and dye by Students should be 1. Tie and dye by 1. Explains twisting in 1. Pure (100%) Students to:
twisting in two able to: twisting. tie and dye cotton fabric. 1. explain the
colours 1. explain twisting 2. Types of 2. Display fabric with 2. Assorted by stuff. meaning of twisting
in tie and dye. twisting method different types of 3. Chemicals e.g. method in tie and
2. list the type of e.g. twisting. Caustic soda and dye.
twisting method in - Knotting. hydrosulphite. 2. enumerate types
tie and dye designs. - Twisting 4. Nylon twine of twisting method.
- Coiling twisting. 5. Spoon. 3. lists materials and
6. Water, tools for twisting.
stove/boiling ring.
7. Iron/mallet.
4–5 Students should be Materials and Guides students in Students to:
able to: tools for twisting. enumerating materials mention the
mention the - Fabric medium and tools for twisting. materials and tools
materials and tools - Dye stuff. used for twisting.
used for twisting. - Chemical twine
etc.
6–7 Students should be Preparation of the Demonstrate the dyeing Display finished Students to:
able to: dye bath in two procedures of using two work. twist and dye
explains the different colours. colours. materials in two
working principles colours.
of the materials and
tools.
8-9 Students should be Dyeing and 1. Displayed finished Students to:

able to: finished process. fabric work. displayed finished
twist and dye fabric 2. Dispose production products.
in two colours. waste.
10- REVISION
12 EXAMINATION
563
DYING AND BLEACHING
SS II
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
1-2 Tie and dye by Students should be able 1. Meaning of bolting 1. Guides discussion in 1. Participates in 1. Raffia ropes. Students to:
bolting or to: and crisscrossing of bolting and discussion. 2. Nylon twine. 1. explains the
crisscrossing 1. explain the meaning iron and wood in tie crisscrossing in tie and - Observe and 3. Flat iron rod. meaning of tie and dye
with iron or of tie and dye using bolt and dye dye. touch materials 4. Assorted dye using wooden bolt or
flat wood in or cross iron. 2. Materials and tools 2. Displayed materials for tie and dye. stuff. crossed iron.
two colours. 2. lists the types of for bolting in dyeing for bolting and 2. Practices tie 5. Chemicals e.g. 2. mentions materials
tools and materials used e.g. crisscrossing. and dye materials Caustic soda and for bolting and
in bolting techniques. - Fabric. 3. Demonstrate tie and on wooden bolt hydrosulphit crisscrossing in tie and
- Dye stuff. dye materials on or crossed iron. 6. Water dye.
- Chemical wooden bolt or crossed 3. Displayed 7. 100% cotton 3. tie and dye materials
- Rubber hand gloves iron. work. fabric. on wooden bolt and
- Twine 4. Displayed finished 8. Rubber hand crossed iron.
- Iron rod/flat wood. work or articles. gloves. 4. displayed finished
3. Design formation. work.
4. Dyeing and
finishing process.
3-4 Students should be able
to:
1. explains the uses of
the materials and tools
for bolting and
crisscrossing.
2. tie and dye materials
or fabric on wooden
bolt or crossed iron.
5-6 Fabric design Students should be able 1. Meaning of 1. Explains the meaning 1. Listen and 1. Coloured shed or Students to:
by bleaching. to: bleaching. of bleaching. participates. brocade (100% pure 1. explains the
1. state the meaning of 2. Types of 2. Explains different 2. Observe and cotton). meaning of bleaching
bleaching. bleaching. types of bleaching. touch materials 2. Jik/ Parazone 2. name two bleaching
2. state different type of 3. Materials and tools 3. Displayed materials for bleaching. 3. Caustic soda materials.
bleaching. for bleaching. and tools for bleaching. 3. Create design mixed with 3. describe the process
3. list materials for to be transferred hydrosulphite of making design with
bleaching. on fabric. 4. Carbon paper. bleaching.
5. Atomizer.
6. foam etc.
564
DYING AND BLEACHING
SS II
THIRD TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
7-8 Students should be 1. Drawing of Draws design on Transfer design on Students to:
able to: design on paper. fabric. fabric by tracing or create design,
make the basic design 2. Transfer of direct from cut out transfer design on
on paper. design and fabric stencil. fabric and apply
(colour). bleaching solution.
9. Students should be Application of jik Apply jik and fabric Apply jik or parazone Students to:
able to: or parazone on via design areas on on design areas. displayed finished
transfer design on design. coloured fabric. work.
coloured materials or
fabric
10. Students should be Finished and Finished bleaching Students to:
able to: displayed work or process on fabric. displayed finished
apply bleaching articles. 2. Iron fabric and work.
solution on area of display
design
11 REVISION
12 EXAMINATION
565
PRINTING CRAFT
SS II
FIST TERM
WEEK
TOPIC PERFORMANCE CONTENTS ACTIVITIES TEACHING AND EVALUATION

TEACHER STUDENTS
RESOURCES
1 Mechanical Students should be able (1) Safety rules in (1) Highlights the safety (1) Learn the (1) Text books Students to:
composition I to: mechanical rules in a mechanical safety rules in a (2) Pictures of (1) mention the rules
(1) state the safety rules composition room. composition room. mechanical mechanical of mechanical
in a mechanical (2) Mechanical (2) Compares the layout composing room. composing room composing room.
composition room. composition as old of the two systems (2) Compare the (3) Keyboard (2) describe the
(2) describe mechanical method of layout of the (4) Caster mechanical
composition in letter generating image. systems. composition of
assembly. assembly.
2 Mechanical Students should be able Types and (1) Explains the (1) Discuss the (1) Die case Students to:
composition II to: components of composing method with principles of (2) Paper ribbon (1) enumerate
(1) list 3 accessories mechanical reference to keyboard and linotype (3) Molten cooling accessories and their
each of mono type and composition casters. circulatory system functions for
linotype machines, machine monotype (2) Discusses the matrices (4) Pipes monotype machines
mentioning their roles. linotype materials principles and types of (2) Identify (2) differentiate
(2) discuss the accessories and their mechanical composition between a monotype
difference between a uses. describing the and linotype
monotype and linotype components of each type. machine.
machine.
3 Strike on Students should be able (1) Impart (1) Refers to image (1) Learn to use (1) Pictures of Students to:
composition to: generating source character system of image the typewriters typewriters (1) identify a
(1) identify the for reproduction generating system. (2) Justified (2) Correcting fluid typewriter
typewriting as method in (2) Image (2) Explains the use of the script. (3) Paper. (2) set the machine
letter assembly generating source typewriter and its and type a justified
(2) type to produce a for reproduction. accessories script.
justified script. (3) Guides students in
justification method.
4 Photo Students should be able (1) Meaning of (1) Explains Learn and observe (1) Text books Students to:
composition to: photo composition photocomposition. safety rules in (2) Paper/Bromide (1) define photo
(1) state the meaning of (2) Principles of (2) Enumerates the safety photo composing composition
photo composition photo composition. rules photo composing industry. (2) make an outline
(2) principles of photo and highlights the of the principles of
composition hazards. photo composition.
566
PRINTING CRAFT
SS II
FIST TERM
WEEK

TEACHER STUDENTS
RESOURCES
5 Photo Students should be able (1) Safety rules in Displays the components Study the (1) Picture of photo Students to:
composition 2 to: photo composition. of the photo composing components of composing (1) state the safety
(1) identify safety rules (2) Components of machine and guide photo composing machine rules in photo
in photo composition photo composing students to identify them. machine and their (2) Real machine composition.
(2) state components of machine. accessories. (where available) (2) list the
photo composing components of photo
machine. composing machine.
6 Layout Students should be able (1) Layout planning (1) Explains the processes (1) Make (1) Text books Students to:
planning 1 to: for film assembly. of layout planning for measurement of (2) Negatives (1) define lithography
(1) define lithography (2) The negative film making. sheet. (3) Masking Brown layout planning.
layout planning positive film. (2) Familiarizes students (2) Mark and rule paper. (2) describe the
(2) explain the processes with tools, materials and the sheet. (4) White tape process of layout
of layout planning for equipments for layout (3) Identify (5) Pencil planning for film
film making. planning for film gripper’s margin. (6) Biro making.
assembly. (7) Red tape
(8) Brushes.
7 Layout Students should be able (1) The Negative (1) Locates the margin (1) Locate the Tools and Students to:
planning to: positive Film. and position of the film margin and equipments carryout procedure
list some materials tools (2) Discusses the negative on the sheet. position of the - Light table for layout planning in
and equipments for procedures in (2) Following the negative on the - Glass top table a chronological order.
layout planning in a chronological order teacher’s instruction, sheet. - Stripping knife.
chronological order. for layout planning carry out the activities (2) Following
for film assembles. (a-f) in No 4 of teacher teacher instruction
(3) Shows students activities. carryout the
how to: (c) Slides the negative activities (a-f) in
(a) Examine the onto masking sheet No 4 of teacher
negative for (e) Tapes the negative on activities.
pinholes to the planning sheet.
(b) Determine (f) Opaque the negative
emulsion and non ready for exposure of
emulsion side of the plate making.
negative.
567
PRINTING CRAFT
SS II
FIST TERM
WEEK
TEACHER STUDENTS
RESOURCES
8 Film making Students should be able (1) Darkroom (1) Explains the (1) List and Pictures. Students to:
process to: - Definition operational safety observe t5he Text books, films (1) define the
camera 1 (1) define the darkroom. - Qualities environment in the safety rules in chemicals. darkroom
(2) enumerate the safety - Functions darkroom. darkroom. Original at work, (2) enumerate 5
rules in the darkroom. (2) Displays the safety (2) Discuss and Beakers, Funnels, safety rules in the
rules in the darkroom. list the materials Darkroom timer darkroom.
(3) Shows students the for film making and safety light.
equipments and materials stating equal use.
for film making.
9 Film making Students should be able (1) Safety rules in (1) Explains the functions Discuss different Thermometers Students to:
process to: the darkroom of important parts of a types of original process camera (1) describe a process
camera 2 (1) describe a process (2) Equipment and process camera. art work and contact printing camera.
camera. materials for film (2) Explains different equipment pail frame, fiberglass. (2) state the qualities
(2) state the qualities of making. types of original art contact screen. Developing sink, of a good art work for
a good art work for (3) Original art works. stainless steel sink, reproduction
reproduction. work. Mixing tools.
10 Offset Students should be able (1) Safety offset (1) Revises safety rules in (1) Study the Safety and Students to:
lithographic to: workshop a lithographic workshop. displayed safety maintenance (1) state the safety
machine (1) state the safety (2) Maintenance of (2) Displays the rules posters. precautions in an
printing I precautions in an offset offset machine. maintenance chart for (2) Lubricate the offset workshop
workshop oiling and lubrication of press, check the outline.
(2) enumerate the lithographic machine. bearing and (2) describe offset
maintenance procedures recommended oil lithographic machine
for an offset machine. level in the blower printing.
pump jars weekly.
11 REVISION
12 EXAMINATION
568
PRINTING CRAFT
SS II
SECOND TERM
WEEK

TEACHER STUDENTS
RESOURCES
1 Offset Students should be Lithographic printing: (1) Discusses (1) Check the rollers (1) Textbooks Students to:
lithographic able to: - definition lithographic printing for proper setting. (2) Offset (1) outline
machine (1) define - brief history tracing the history from (2) Define lithographic machines paper. maintenance
printing II lithographic Lois senefelder through printing. (3) Ink. procedures in an
printing invention in 1798 to (3) Study the offset machine
(2) describe the discovery offset characteristic of the (2) define
major systems of chemical printing by Ira images source. lithographic
the lithographic Rubel in 1905 printing.
machine. (2) Explains the
configuration of
lithographic machine.
2 Offset Students should be Major systems offset (1) Teaches students the (1) Practice plate (1) Gasoline Students to:
lithographic able to: printing techniques. process of plate mounting. (2) Oil describe five major
machine (1) explain mounting (2) Learn all methods (3) Grease units of a
printing III techniques of offset (2) Demonstrates of machine (4) Hand gloves. lithographic
printing different methods of adjustments in machine.
(2) work with machine adjustments. correcting image
offset machine (3) Teaches students position on the sheet
operation explaining during the printing
and demonstrate each process.
process. (3) Run the press and
(4) Describe the paper explain the functions
feeling system and it’s and important parts of
components the press.
(5) Demonstrates the
paper feeding process.
3 Relief printing Students should be (1) The letter press Highlights the (1) Observe safety (1) Relief machine Students to:
I able to: equipments and tools. dangerous parts of a rules in the press. (2) Types (1) describe letter
(1) describe letter (2) Safety precautions in relief printing machine (2) Learn how to oil, (3 Spacing press
press. relief printing. and explain necessary grease and wash up materials. (2) mention ten tools
(2) identify safety precautions. rollers. and equipments uses
equipments, tools in letter press.
and machines in
the letter press.
569
PRINTING CRAFT
SS II
SECOND TERM
WEEK

TEACHER STUDENTS
RESOURCES
4 Relief printing Students should be (1) Maintenance of (1) Demonstrates (1) Narrate the (1) Chase Students to:
II able to: relief printing maintenance procedures invention of relief (2) Quoin (1) list three
(1) define relief machine for a relief machine printing. (3) Solvents machines
printing and explain (2) Relief printing (2) Discusses the origin (2) List the importance (4) Oils (2) carryout
the principles of - Definition. from Chinese wood parts of the relief imposition of 8
relief printing. block printing by printing machines pages.
(2) list three types of Jonannes Gutenberg
letter press machine. (1436-1500)
5 Relief printing Students should be (1) Relief printing (1) Explains the process Describe the three (1) Posters of letter Students to:
III able to: - Principles of relief printing with types of image press machines. (1) define relief
1. undertake the - History three types of letter carriers. (2) Pictures of printing
processes in relief - Types of relief press machines. printing press. (2) explain the
printing. machines. (2) Discusses each process with letter
(2) Carryout - Job imposition. method of imposition, press machines.
imposition of 4 demonstrates type of
pages, 6 pages, 8 paper folding.
pages and 16 pages.
6 Gravure Students should be (1) Origin and (1) Explains the origin Mention three types of (1) Samples of Students to:
printing able to: concept of Gravure of gravure printing image carriers gravure image (1) explain the
(Intaglio) (1) explain the printing. among Italians. carriers. concept of gravure
concept of gravure (2) Image carriers for (2) Discusses the (2) Products from printing.
printing. Gravure printing and method of printing gravure printing. (2) name three types
(2) describe three types. (from a surface etc had of gravure image
types of gravure below the image carriers.
image carriers. carriers)
7 Gravure Students should be (1) Advantages and (1) Describes the Discuss the various (1) Colour adverts Students to:
printing able to: disadvantages of advantages of gravure method of gravure (2) Magazines (1) mention three
(Intaglio) (1) mention three gravure printing printing. printing. (3) Packaging advantages and two
advantages of products from (2) Enumerates the (4) Brochures disadvantages of
gravure printing gravure printing. products of gravure (5) Labels gravure printing.
(2) list five products (2) Products from printing. (6) Hand bags (2) list three
from gravure printing. (7) Upholstery products from
printing. gravure printing.
570
PRINTING CRAFT
SS II
SECOND TERM
WEEK

TEACHER STUDENTS
RESOURCES
8 Flexographic Students should be (1) Concept of (1) Explains (1) Define flexography (1) Text books Students to:
printing I able to: flexography flexography (2) Explain (2) Pictures of (1) define
(1) define (2) Flexographic (2) Shows pictures of flexography. flexographic flexography
flexographic printing. image carriers flexography if images machines. (2) name five
(2) distinguish carrier is unavailable. products of
flexographic printing flexography
from other machine printing.
printing.
9 Flexographic Students should be Products of Discusses products of Discuss the (1) Poster of Students to:
printing II able to: flexographic printing. flexographic printing importance of flexographic image distinguish between
name three products e.g. cellophane bags flexographic printing carriers flexographic and
of flexographic - Pharmaceutical to packaging industry. (2) Samples of other printing
printing. packages products with machines
- Fold packaging flexographic
products. printing.
10 PRINTING PRACTICAL
11 REVISION
12 EXAMINATION
571
PRINTING CRAFT
SS II
THIRD TERM
WEEK

TEACHER STUDENTS
RESOURCES
1 Photographic Students to be able (1) Making a (1) Uses silk to (1) Watches and imitates (1) Silk or (organdie Students to:
screen making to: screen make a (2) Make designs on screen) gelatin (1) prepare a screen
I (1) prepare a screen photographically photographic screen. screen (2) Potassium with organdie or silk
using silk or and making design (2) Leads students dichromate plate. material
organdie. on the screen. make designs on the (3) Glass (2) make ready for
(2) expose the Blocking of design. tracing paper and (4) Board. printing photographic
screen with gelatin (2) Coating of print design with screen.
solution in screen with gelatin black poster.
sunlight. and sensitizer
solution.
2 Photographic Students should be (1) Method of (1) Leads students (1) Watch teacher (1) Sunlight squeegee Students to:
screen making able to: stocking design to stuck design to (2) Wash and (2) Tracing paper expose the screen with
II (1) make a plate glass. screen with glass demonstrate. (3) Block paint gelatin solution in
complete (2) Exposing the plate and board. (opaque) strong sunlight.
photographic pile (screen, design (2) Leads students (4) Darkroom.
stencil. and plate glass in expose the pile of
(2) explain the strong sunlight) stuck design to
process of (3) Washing away sunlight.
photographic the gelatin with
screen making warm water.
3 Image Students should be Making points with Leads students to Hold screen on paper (1) Silk or (organ diet Students to:
reproduction I able to: the screen. move squeegee once and move the squeegee screen) plate, move the squeegee
(1) moose the on the street using with the teacher. (2) Glass with the light amount
squeeze once on the right quantity of (3) Board of dye/ink.
the light amount of dye/ink. (4) Sunlight squeegee.
dye/ink.
(2) list the
materials of image
reproduction.
4 Image Students should be Reproduction of Leads students to Demonstrate making (1) Tracing paper Students to:
reproduction II able to: design. make reproduction reproduction or prints. (2) Black paint make reproduction of
make reproduction of the design using (opaque) the design with the
of design using the the screen. (3) Poster. screen.
screen.
572
PRINTING CRAFT
SS II
THIRD TERM
WEEK
TEACHER STUDENTS
RESOURCES
5 Types of binding Students should be Book binding (1) Discusses the Ask questions on Text books Students to:
I able to: - Meaning meaning, book binding and (1) state the
state the binding of - Purpose purpose of book print finishing. importance of
book binding - importance binding book binding
(2) Types of binding (2) Describes the (2) state 5 types of
(a) Pamphlet binding 5 types of book binding.
(b) Perfect binding binding briefly
(c) Padding. viz: a-e of
contents 2.
6 Types of binding Students should be (1) Types of edition case (1) Explains Discuss and compare Samples of different Students to:
II able to: binding print finishing the different types of types of book (1) mention 5
(1) mention types of (2) Loose sheet binding. and it’s book binding binding. types of book
book binding (3) Print finishing: importance binding. identify
(2) explain print - measuring (2) Demonstrates the differences in
finishing. - importance print finishing. the wood block
printing and relief
printing
(2) explain print
finishing.
7 Perfect building I Students should be (1) Concept of perfect (1) Displays (1) Read about (1) Paper Students to:
able to: building. books with perfect building (2) Building tools (1) define perfect
(1) recognize perfect (2) Importance of perfect different kinds of (2) List the and equipments. building.
building. building. binding and importance of perfect (2) differentiate
(2) differentiate describe the building. perfect building
between perfect distinguishing and other types of
building and other features of building.
types of building. perfect building
(2) Shows
students
materials, tools
and equipments
for perfect
building.
573
PRINTING CRAFT
SS II
THIRD TERM
WEEK

TEACHER STUDENTS
RESOURCES
8 Perfect Students should be Process of perfect (1) Demonstrates Following the Perfect binding Students to:
binding II able to: binding. the procedures of teacher’s machine. (1) mention 3
(1) enumerate the Define perfect perfect binding instruction carryout advantages and 2
advantages of binding. (2) Guides students perfect building. disadvantages of perfect
perfect binding. to carryout perfect binding.
(2) illustrate binding. (2) carryout perfect
perfect binding. binding.
9 Pamphlet Students should be (1) Pamphlet (1) Explains (1) Discuss the (1) Paper Students to:
binding I able to: binding. /describes pamphlet process of (2) Scissors (1) explain pamphlet
(1) explain (2) Process of binding. pamphlet binding binding.
pamphlet binding pamphlet binding. (2) Demonstrates (2) Carryout the (2) describe the
(2) describe the pamphlet binding. following: processes of pamphlet
stages/processes of - cutting and binding.
pamphlet binding. folding of papers.
- collating
- stitching.
10 Pamphlet Students should be Importance of Assesses and score Display your (1) Stitching machine Students to:
binding II able to: pamphlet binding. students pamphlet finished pamphlet. (2) Guillotine carryout pamphlet
carryout pamphlet on display. binding procedure.
binding
procedures.
11 REVISION
12 EXAMINATION
574
COSMETOLOGY
SS II
FIRST TERM
SUB-THEME: FACE AND BODY CARE
WEEK
OBJECTIVES GUIDE
1 Feet and hands Students should be 1. Feet and toes 1. Guides students 1. Participate actively Real objects (feet Students to:
able to: 2. Hands and fingers in the discussions in class discussion and hands) 1. mention how many
1. explain and show 3. Mention ways 2. Copies chalk 2. Copy down chalk toes and fingers we have
them the feet and taking care of the feet beard summary on board summary 2. how many finger and
hands and hands the board for toe nails.
2. state ways of caring students to copy 3. explain two ways of
for the feet down taking care of the feet
3. mention ways of and hands
taking care of the
hands
2 Feet and hands Students should be 1. Massaging of feet 1. Explains 1. Participate in class 1. Pumice sterner Students to:
(massaging) able to: 2. Reasons for massaging of feet discussion massaging creams. 1. list two disorders of
1. state the reason for wearing good shoes 2. Reasons for 2. Ask and answer 2. Pictures of toes, feet and hand
massaging of feet. massaging of feet. question various types and 2. explain how to
2. state reasons for 3. Copies chalk 3. Copy down chalk styles of shoes, massage the feet
wearing good shoes board summary on board summary poster in good shoes
the board
3. Feet and hands Students should be 1. Complete 1. Guides students 1. Take part in class Pictures and charts Students to:
(care) able to: massaging of: in the discussions discussions 1. carry out techniques
1. practice the - feet 2. Writes the chalk 2. Copy down notes for caring of feed and
complete massaging of - hand board summary on hands on a volunteer
feet and toes. - application of oil the board 2. mention two materials
2. care of the hand and use of hand for the care of feet and
(massaging) lotions hands
2. List common toes
feet and hand
disorders
575
COSMETOLOGY
SS II
FIRST TERM
WEEK
OBJECTIVES GUIDE
4. Feet and hands Students should be 1. Meaning of 1. Mentions the 1. Participate Real objects and Students to:
(diseases and able to: manicure and names and uses of attentively pictures 1. mention four tools
nail disorders) 1. explain manicure pedicure the tools 2. Ask and answer used for manicure and
and pedicure 2. Tools for 2. Explains how questions pedicure
2. mention tools for manicuring and work manicure and 2. state their uses.
both manicure and pedicure pedicure
pedicure - nail buffer effectively
3. list all diseases and - clippers
nail disorders - scissors
- file or emery board
- nail polishes
5. Feet and hands Students should be 1. Mention diseases 1. Lists the various 1. Listen attentively to Picture charts and Students to:
(guidelines for able to: and nail disorder foot problems the teacher video clips 1. mention two common
choosing foot 1. list diseases and nail - athlete’s foot 2. Guides students 2. Ask and answer feet problems
wears) disorders - calluses on the discussion question 2. state three guidelines
2. mention common - corns etc. for choosing foot wear
problems of the feet 2. Guidelines for
3. state guide lines for choosing feet wear
choosing foot wear
6 Feet and hands Students should be 1. State the 1. Guides students 1. Participate actively Picture charts Students to:
(importance of able to: advantages of clean to discuss actively in class 1. mention two
keeping them 1. state the advantages hands and feet in class 2. Copy down chalk advantages of regular
clean) for regular washing of 2. Mention the 2. Writes chalk board summary washing of hands and
hands importance of clean board summary on feet.
2. importance of clean hands and feet the body 2. state three importance
hands and feet. 3. Invites a of clean feet.
resource person
576
COSMETOLOGY
SS II
FIRST TERM
WEEK
OBJECTIVES GUIDE
7. Skin Students should be 1. Explain the 1. Defines skin 1. Define skin Charts, pictures Students to:
(structure) able to: meaning of skin 2. Draws and labels 2. Draw and label skin 1. define skin
1. define/explain the 2. Draw the structure parts of the skin 3. Listen to the teacher 2. names three
meaning of skin of the skin attentively parts of the skin
2. draw and label the 3. Label the parts of 4. Ask and answer 3. draw the
structure of the skin. the skin questions structure of the
skin.
8. Skin (types Students should be 1. Mention the types 1. Lists the various 1. List the various Charts, pictures and Students to:
and functions) able to: of skin types of skin types of skin video clip 1. list three types
1. list the types of skin 2. Mention the 2. Guides students 2. Take active part in of skin
2. mention the functions of the skin in the discussion the class discussion 2. mention four
functions of the skin 3. Write the chalk 3. Write down notes functions of skin
board summary on into their books
the board
9 Skin (care) Students should be 1. Ways of caring for 1. Demonstrates 1. Listen attentively to Charts and pictures Students to:
able to: the skin ways of taking care the teacher 1. explains three
1. state ways of caring 2. Mention products of the skin 2. Take part in the ways of taking
for the skin for taking care of the 2. Mentions skin discussion care of the skin
2. list some skin care skin care products 3. Copy down 2. list three skin
products and steps in chalkboard summary products
application
10 Skin (common Students should be 1. Skin care 1. Lists some skin 1. Listen attentively Charts pictures and Students to:
problem) able to: 2. Skin care products care products 2. Copy notes real objects 1. carry out sink
1. explain skin defects 3. Common skin 2. Lists common 3. Identify common treatment on a
2. mention common problems and skin problems skin problems volunteer
skin problems treatments 3. Mentions 4. Carry out simple 2. mention two
3. treatments for skin corresponding treatment skin defects
problems treatment 3. explain how to
carry out
treatment.
11 REVISION
12 EXAMINATION
577
COSMETOLOGY
SS II
SECOND TERM
SUB-THEME: GENERAL SAFETY PRECAUTIONS

WEEK
OBJECTIVES GUIDE
1 Colour Students should be 1. Classification of 1. Draws and 1. Participate in class Poster colours, charts Students to:
wheel/CH able to: colour explains a colour discussion brutes, pencils, 1. make a colour
ART 1. classify colours - primary colour wheel/chart 2. Draw a colour cardboard sheets etc. wheel poster.
2. name the primary - secondary colour 2. Demonstrates wheel/chart 2. practice
colours - neutral colours the combination of 3. Practice combination of
3. name the secondary - tertiary colour create new ones. combination of colour
colours - intermediate colour colour on drawing
4. mention the neutral - complementary books using poster
colours 2. Colour wheel/chart colours
5. draw a colour
wheel/chart.
2. Colour Students should be 1. Draw colour wheel 1. Explains the 1. Listen to teachers Charts, pictures Students to:
wheel/CH able to: charts classes of colour explanation 1. make a colour
ART 1. state characteristic 2. Differentiate between 2. Mentions the 2. Ask and answer wheel
of colour primary and secondary characteristics of questions 2. differentiate
2. demonstrate colour colours colours between
combination. 3. Guides students secondary,
discussion. primary, neutral
and tertiary
colours.
3. Rules of Students should be 1. Personal hygiene 1. Explains good 1. listen attentively Charts posters Students to:
personal able to: (definition and grooming 2. identify good showing well 1. explain
hygiene 1. explain what meaning) 2. Identifies good grooming materials groomed personal hygiene
personal hygiene is 2. Good grooming grooming cosmetology 2. list three good
2. explain what good 3. Good grooming materials gloominess
grooming is materials. materials.
578
COSMETOLOGY
SS II
SECOND TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
4. Rules of Students should be 1. Enumerate the 1. Displays pictures of 1. Practice good Posters showing Students to:
personal able to: appearance of a well well groomed grooming well groomed 1. make an album
hygiene 1. list and identify groomed cosmetologist 2. Copy down notes cosmetology of well groomed
grooming materials cosmetologist 2. Guides students cosmetologist.
2. describe the 2. Characteristics of discussion 2. demonstrate the
appearance of a well grooming (daily bath, 3. Lists grooming use of grooming
groomed daily teeth care etc) materials materials
cosmetologist
5. Sterilization Students should be 1. Meaning of 1. Defines sterilization 1. Define sterilization Sterilizes video Students to:
(types and able to: sterilization 2. Guides students in the 2. Observe video film clips etc. 1. define
functions) 1. define sterilization 2. Types discussion 3. Copy down notes sterilization
2. list the various 3. Functions of 3. Copies down the chalk 4. Ask questions and 2. list types of
types of sterilization sterilization board summary answer sterilization
3. mention the 3. mention four
functions of functions of
sterilization sterilization
6. Sterilization Students should be 1. Methods of 1. Guides students 1. Observe video film Sterilizes washing Students to:
(methods) able to: sterilization. discussion and sterilization pan backets etc. 1. list three
1. list methods of 2. Materials for 2. Writes down chalk practice methods of
sterilization sterilization board summary 2. Ask and answer sterilization
2. mention the 3. Differences in each 3. States methods of question 2. differentiate
differences in the of the methods sterilization between each of
various methods the methods.
7 Sterilization Students should be 1. For sterilization 1. Visits shops, markets 1. Listen attentively to Needles combs Students to:
(materials) able to: 2. Processes of and departmental stores the resources person brushes ultraviolet 1. list five
1. list materials for sterilization 2. Compiles a list of 2. Ask and answer rays etc. materials for
sterilization chemicals for question sterilization
2. carry out sterilization 3. Copy down chalk 2. sterilize at least
sterilization of items 3. Carries out board summary five items
sterilization according to
the manufactures
instructions
4. Invites resource
person
579
COSMETOLOGY
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
8. First Aid Students should be 1. First Aid (define) 1. Displays a first Aid 1. Identify first Aid First Aid box, Students to:
(definition & able to: 2. Importance of first box materials charts showing first 1. define first aid
content) 1. define first Aid Aid box 2. Demonstrates how to 2. Practice aid procedure 2. list four content
2. state the 3. Content in a first use each content. administering first Aid of a first aid box
importance of first aid box e.g. 3. Administers first aid 3. Copy down chalk 3. mention three
Aid - bandage, plaster on a volunteer board summery importance of a
3. list the content of a iodine, spirit etc. first aid box
first aid box
9 First Aid (uses) Students should be 1. First aid treatments 1. Explains the use of 1. Watch video clips Some first Aid Students to:
able to: for cuts each of the first aid and note the content materials 1. explain the uses
1. explain the uses of 2. First aid treatment materials aid processes of first Dummy video clips of four first aid
first aid materials for burns 2. Arranges a video film aid treatment. materials
2. use first aid on first aid content and 2. Listen attentively to 2. show how first
materials uses. the teacher aid is
3. Invites a resource administered to
person someone with
burns
10 Treatments of Students should be 1. Hair los 1. Explains briefly the 1. Define hair loss Display simple Students to:
hair loss able to: 2. Reasons for hair meaning of hair loss 2. Give more reasons materials for hair define hair loss
1. explain the term loss (old age poor 2. States the reasons for for hair loss loss name two types of
“hair loss” scalp, conditions etc) hair loss 3. Identify treatment hair loss
List types of hair for hair loss
chemicals
3. state preventive
measures
11 REVISION
12 EXAMINATION
580
COSMETOLOGY
SS II
THIRD TERM
SUB-THEME: HAIR CARE AND HAIR PRODUCT
TEACHING
ACTIVITIES
WEEK
PERFORMANCE AND EVALUATION
TOPIC CONTENT
1 Treatments of Students should be able to: 1. Prevention of hair 1. States some 1. Carry out Charts, film Students to:
hair loss 1. identify types of hair loss loss preventive measures treatment on a showing hair loss 1. state preventive
(types and 2. mention reason for hair 2. Treatment of hair of hair loss. volunteer measures.
causes) loss loss 2. Displays charts 2. Draw different 2. demonstrate
3. enumerate tips of the showing different types of hair loss in treatment of hair loss
prevention of hair loss types of hair loss the note
2. Tinting and Students should be able to: 1. Define hair 1. Explains the term 1. Define colouring Hair colours Students to:
colouring of 1. classify hair colours colouring colouring tinting bowls 1. distinguish between
hair 2. list and identify the 2. Types of hair 2. Displays the 2. visit beauty types of hair colouring
instruments or materials colouring different colours used saloon to identify 2. colour the hair of a
used for colouring 3. Tools and for hair colouring some colouring volunteer
instatements used for products
hair colouring
3. Tinting and Students should be able to: 1. Selection of the 1. Explains the 1. Select the correct Towels Apron Students to:
colouring of 1. identify materials used correct colour or difference between colour or shade to protective gloves 1. identify and lest five
hair for hair colouring shade for the hair temporary, semi- suit a client colouring products.
2. select the correct shade or 2. Practical hair pavement and 2. practice the right 2. carry out colouring
colour to suit a client colouring permanent colouring procedure of of hair on a volunteer.
3. apply hair colouring and 2. Demonstrates hair applying hair
tinting on a patron client colouring tinting on a colouring on a
volunteer. volunteer.
4. Chemical hair Students should be able to: 1. Chemical hair l. Explains chemical 1. List attentively Shampoo Students to:
relaxers 1.explain the term relaxer. hair relaxers 2. Explain chemical comb/brushes 1. explain the term
“chemical relaxer 2. Types of hair 2. Names types of hair relaxers hand grouse chemical relaxers
2. list types of chemical relaxer (cold wave, relaxer 3. Copy down notes 2. list two types of hair
relaxer text risers etc. relaxers.
3. identify chemical relaxer
5. Chemical hair Students should be able to: 1. Purchasing tips on 1. Lists purchasing 1. Copy out Meck Students to:
relaxer 1. state tips for purchasing relaxers. (NAFADC tips. purchasing tips. Strip 1. make a chart
hair relaxers NO Expiration Date). 2. States chemical 2. Take part actively Hand gloves etc. showing the stages of
2. state procedures in 2. Produce for hair relaxing in the discussion. chemical hair relaxing.
applying chemical hair chemical hair procedures. 3. Copy down notes 2. mention two tips for
relaxers. relaxing. from the board. the purpose of
chemical hair relaxing.
581
COSMETOLOGY
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
6. Chemical hair Students should be able to: 1. Chemical hair 1. Carryout practical 1. Practice how to Petroleum Students to:
relaxers. 1. list tools and materials for relaxers demonstration on a apply chemical hair Base 1. list three tools and
chemical hair relaxers. materials. dummy. relaxer in groups on a Washing basin and materials for
2. list useful hints in - comb 2. Practical’s dummy. water. relaxing.
chemical hair relaxing. - Shampoo demonstration on a 2. Take part in the 2. carryout strand
3. carryout hair retouching - Petroleum base. volunteer. practical work. testing of hair.
on a dummy. - Hair 3. Writes chalkboard 3. Write down notes. 3. carryout hair
conditional summary on the retouching on a
- Protective board. dummy.
gloves
2. Guidelines for
relaxing hair.
THEME: FACE AND BODY CARE
7. Facial defects Students should be able to: 1. Facial defects 1. Explains the term. 1. Explains and Facial treatment Students to:
and 1. explains the meaning of - Wrinkles 2. Differentiates differentiate between Charts differentiate between
treatments facial defects - Acne between the terms the three terms. Pictures. the following Acne,
2. explains the differences - Pimples. 3. Outlines different 2. Participates actively Wrinkles and
between wrinkles, acne and 2. Differentiate facial defects. in the discussion. pimples.
pimples. between 4. Writes down 3. Copy down notes.
3. name materials/tools used wrinkles, acne chalkboard
for facial defects. and pimples. summary.
3. List
material/tools for
facial defects.
8. Facial defects Students should be able to: 1. Treatment for 1. Lists treatment 1. Apply and practice Pictures on facial Students to:
and treatment 1. name facial defect facial defects materials. facial treatment on a aerobic and facial 1. state two methods
treatment. 2. 2. Applies facial volunteer. defects. of treating facial
2. recommend treatment for Recommendatio treatments on a 2. Practice facial problems.
enhancing facial looks. ns for facials dummy/volunteers. aerobics 2. carryout two facial
treatments (avoid 3. Copy chalkboard aerobics.
too much intake summary into their 3. list three facial
of oily foods etc. notes. treatment materials.
582
COSMETOLOGY
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
9 Application Students should be 1. Meaning of facial 1. Mentions types of 1. Identify makeup Cleaner Students to:
of facial able to: make-up. facial make up. materials. Foundation powder 1. mention three
make up. 1. explains what make 2. Reasons for facial 2. Displays make up 2. Practices the use Brush types of facial make-
up is. make up materials. and stages of the up.
2. give reason for 3. Facial make-up 3. Demonstrates different make-up 2. state two reason
facial make ups - Base foundation steps of makeup materials. for facial make-up.
3. name types of facial - Loose powder application on 3. Practices the 3. explains at least
make ups. - Lip sticks. dummy or maintenance of four procedures of
- Eye pencils. volunteers. make -up tools. make-up application.
3. Application of 4. Lists the make -
facial make-up. up tools.
- Cleansing
- Moisturizing
- Foundation
- Concealer
- Eye shadows etc
10 Application Students should be 1. Make-up materials. 1. Explains the 1. List cosmetic Make-up kit Students to:
of facial able to: - Brush, facial mask, treatments/maintena stores to make Toner exfoliate 1. Identify make-up
make-up 1. enumerate the foam, face towel etc. nce of make-up - List of facial items.
stages of facial make- 2. Reason for facial tools. make-ups 2. Practice the stages
up application. make-up 2. Outline the 2. Make albums of of make-up on a
2. identify make-up (beautification, methods of models wearing dummy or volunteers.
items/implements. concealing, facial sterilization. good facial make- 3. Practice proper
3. treat and maintain defects etc. 3. Write down ups. storage of make-up
tools for make-up. 3. Maintenance of chalkboard tools and materials.
implements (proper summary.
storage, sterilization
etc.
11 REVISION
12 EXAMINATION
583
PHOTOGRAPHY
SS II
SECOND TERM
WEEK
TEACHER STUDENTS
RESOURCE
1 Portraiture Students should be able to Portraits of: Guides students on Shoots portraits of Camera film. Students to:
shoot portraits. - a child shooting portraits. different subjects. Explain their
- an adult experiences in
- group shooting portraits.
2 Frame Students should be able to Photographs frames of Directs students on Watch and listen 1. Wood Students to explain
making produce picture frames. all sizes. the production of to teacher: 2. Chisel the process of
frames. - organize group 3. Saw/Nails making wooden
4. Hammer frames.
5. Wood Polish
3- Mounting Students should be able to i. mounting 1. Explains the Experiment: Photographs frame Students to explain
4 and framing mount and frame ii. framing processes of: - mounting using Frame glass board two methods of
of photographs. iii. lamination - mounting cardboard preserving
photographs - framing - framing using photographs.
- lamination frame, glass and
2. Demonstrates board.
mounting, framing
and lamination of
photographs.
5 Composition Students should be able to: Element of composition Discusses the Identify elements Photographs Students to:
explain the elements of - line elements of of composition list and explain
composition. - shape composition. from different four elements of
- tone photographs. composition.
- colour
6 Nature study Students should be able to: i. plants Guides students on Shoot different 1. Camera Students to explain
– shoot photography from ii. Animals shooting subjects from 2. Film their outdoor
7 nature. iii. landscape photographs from nature. 3. Tripod experiences.
nature.
8 Still life Students should be able to: i. arranged house hold Guides students on Shoot different 1. Camera Students to explain
– Shoot photographs from still utensils. shooting still life subjects. 2. Film their experiences in
9 life subjects. ii. arranged fruits. photographs from shooting still life
still life. subjects
10 Excursion to Students should be able to: Excursion to a Leads students to Ask relevant 1. Camera Students to write a
a narrate field trip experiences photographic studio. an established questions on the 2. Notebooks report on the
photography acquired from a photography practice of 3. Photographs. excursion.
studio photographic. studio. photography.
11 -12 REVISION AND EXAMINATION
584
MINING
SS II
WEEK FIRST TERM
1 Importance of Students should be able Importance of minerals to: Explains the 1. Participate in Mineral samples Students to:
mineral to man to: a. man importance of class discussions. products derived enumerate the
explain the importance b. industries minerals to man, 2. Ask questions. from minerals. various
of minerals to man, c. as store of wealth etc. industries etc. importance of
industries as store of minerals to man,
wealth etc. industries etc.
2 Importance of Students should be able 1. Importance of minerals Explains the Participate in class Charts showing Students to:
minerals to to: to national economy importance of discussions. mineral exports or mention the
national state importance of 2. Revenue generation, minerals to the imports. importance of
economy minerals in; employment. development of a minerals to the
a. revenue generation 3. Political influence country. (Emphasis development of
b. employment 4. Foreign exchange etc. on Nigeria). Nigeria.
c. political influence etc.
3 Mining Students should be able 1. Major mining; 1. Explains mining 1. Participate in 1. Pictures of Students to:
activities in to: a. tin mining (e.g. in Jos) activities in various class discussions. mining activities in 1. identify the
Nigeria 1. enumerate major b. coal mining (e.g. parts of Nigeria. 2. Listens to Nigeria where mining
mining activities in Enugu), 2. Discusses artesian teacher’s 2. Map of Nigeria activities are done
Nigeria. c. iron ore mining (e.g. and small-scale explanations. showing areas of in Nigeria.
2. describe artesian and Itakpe). mining. 3. Ask questions mining activities. 2. mention the
small-scale mining. d. zinc/lead/copper mining. major minerals
e. gold mining e.g. (Ilesha) mined in Nigeria.
2. Quarrying etc.
3. Artesian and small scale
mining.
4 Structure of Students should be able 1. Structure of the earth Explains the Participate in class 1. Diagrams Students to:
the earth to: 2. Sub-divisions of the structure of the earth discussions. 2. Models 1. describe the
1. explain the structure earth. using physical and structure of the
of the earth. 3. Physical and chemical chemical properties. earth.
2. draw and label the properties of the earth 2. list the physical
various sub-divisions of and chemical
the earth; properties of the
3. describe the physical earth’s sub-
and chemical divisions.
characteristics of the
earth.
585
MINING
SS II
WEEK FIRST TERM
5 Relative Students should be able 1. The periodic table. 1. Uses the periodic 1. Listen to 1. Diagrams Students to:
abundance of to: 2. Natural elements in the table to explain the explanations 2. Periodic table. 1. explain the
elements in the 1. recognize elements in earth’s crust. elements in the 2. Ask significance of the
earth’s crust the periodic table; 3. Chemical composition earth’s crust, questions. periodic table.
2. identify the major of the earth’s crust. significance of the 2. differentiate the
elements that make up periodic table. various layers of the
sub-division of the earth; 2. Explains the earth’s crust based on
3. list the natural distribution of element composition.
elemental composition of chemical elements in
each sub-division. the earth.
6 Simplified Students should be able 1. Geology of Nigeria. Guides class 1. Listen to Geological map of Students to:
geology of to: 2. Major rock units in discussions on the explanations Nigeria 1. describe the
Nigeria. 1. outline broadly the Nigeria. general geology of 2. Ask geology of Nigeria in
geology of Nigeria; Nigeria, list major questions. a simplified way.
2. describe the major rock units. 2. mention the major
rock units in Nigeria. rock units.
7 Economic Students should be able 1. The economic minerals 1. Guides class 1. Participate Mineral map of Students to:
minerals to: potential. discussion on: in class Nigeria 1. mention the major
potential of 1. list the 34 economic 2. Location of minerals on The 34 economic discussions. economic minerals in
Nigeria minerals potential of mineral map of Nigeria. minerals potential in 2. Locate the Nigeria.
Nigeria; Nigeria. 34 minerals on 2. locate the
2. locate the different 2. Guides students to a mineral map economic minerals
minerals mentioned on a locate than on the of Nigeria. on a mineral map of
mineral map of Nigeria. map. Nigeria.
8 Collection and Students should be able 1. Geological data. Explains meaning of 1. Participate 1. Field note book Students to:
collation of to: 2. Collection and collation geological data, guide in class 2. Field visit 1. explain the
geological data 1. explain how discussion on how discussions. 3. Materials for meaning of
geological data are they are collected and 2. Go on field collecting data. geological data.
collected and processed collated through field work to collect 2. describe how data
or collated. work. and collate can be collected and
2. identify geological data. collated in the field.
data.
586
MINING
SS II
WEEK FIRST TERM

9 Mine and mill Students should be 1. Definition of Explains meaning of 1. Listen to explanation. Models of open pit Students to:
development stage. able to: development and development and 2. Ask questions. mining access road 1. distinguish
1. define mine mine mine development etc. between development
development. development. mineral processing and mine
2. explain 2. Mineral design and mill development.
metallurgical testing; processing design. 2. explain
3. describe mineral design metallurgical testing.
processing design. 3. Mill design. 3. describe a mill
4. explain mill design.
design.
10 Mine development Students should be 1. Definition of 1. Explains mining 1. Listen attentively to Model of blast Students to:
stage. able to: mining as an as actual extraction explanation. design. 1. explain the
1. define mining as actual or exploitation 2. Ask questions. meaning of mining as
actual exploitation; exploitation. 2. Guides discussion actual exploitation.
2. list unit operations 2. Unit on unit operations of 2. list unit operations
of mining. operations of mining: drilling of mining.
mining: blasting etc.
a. drilling
b. blasting etc.
11 REVISION
12 EXAMINATION
587
MINING
SS II
SECOND TERM
WEEK
1 Mineral Students should be able to: 1. Mineral 1. Explains the Participate in 1. Mineral samples. Students to:
processing 1. explain the need for mineral processing concept of mineral class discussions. 2. Concentrates and 1. define mineral
and mill processing. 2. Economic processing in mining. tailings. processing in
design stage 2. list economic benefits of benefits of mineral 2. Guides class mining
mineral processing. processing discussions on 2. explain three
3. explain the stage of mill 3. Mill design stage. economic importance importance of
design. of mineral processing, mineral processing.
mill design stage.
2 Metal Students should be able to: 1. Meaning of metal 1. Explains how 1. Listen to 1. Metal ores Students to:
& extraction 1. explain how metals can be extraction metals can be teacher’s 2. Metals. 1. describe how
3 from ore extracted from their ores. 2. Processes of extracted from their explanation. metals can be
stage 2. list and describe processes of metal extraction ores. 2. Participate in extracted from
metal extraction from ores. (smelling, 2. Describes processes class discussions. their ores.
pyrometallurgy, of metal extraction. 2. explain the
hydrometallurgy, processes of metal
electrometallurgy extraction.
4 Classification Students should be able to: 1. Classification of 1. Guides class 1. Participate in 1. Diagrams Students to:
of mining 1. classify the different mining mining method discussions on various class discussion. 2. Sketches. 1. mention the
methods methods. 2. Examples of mining methods. 2. Vision mining classes of mining
2. list examples of each type of mining methods. 2. Gives examples of sites in their methods.
mining methods. mining methods. locality (if 2. give examples of
possible). each type.
5 Surface Students should be able to: 1. Meaning of 1. Explains features of 1. Listen to 1. Diagrams Students to:
mining 1. explain the meaning of surface mining. rudimentary practices teachers 2. Pictures of 1. identify types of
methods surface mining. 2. Types of surface to modern techniques, explanation surface mining surface mining.
2. describe the features of mining. surface mining 2. Participate in methods. 2. explain the
surface mining. 3. Factors that methods. class discussions. 3. Sketches. factors used fir
3. list the different types of govern the selection 2. Terms and 3. Visit mining selection of surface
surface mining methods. of surface mining equipments used in sites and write a mining methods.
4. explain the factors that method. surface mining. report mining 3. mention
govern selection of surface 4. Terms used in 3. Takes students to activities. equipments used in
mining method. surface mining. visit mining sites. 4. Draw sketches surface mining.
5. define terms used in surface 5. Equipments used of surface 4. mention three
mining. in surface mining. mining method. disadvantages of
6. identify equipments used in surface mining.
surface mining.
588
MINING
SS II
SECOND TERM
WEEK
6 Underground Students should be able to: 1. Meaning of 1. Explains modern 1. Listen 1. Diagrams Students to:
mining 1. explain the meaning of underground techniques used in attentively to 2. Sketches. 1. mention types of
methods underground mining. mining. underground mining, explanation and 3. Pictures. underground
2. describe the features of 2. Types of factors guiding ask questions. mining.
underground mining. underground mining underground mining, 2. Participate in 2. list factors used
3. list types of underground methods. the features, terms and class discussions. for selection of
mining method. 3. Factors that guide equipments used. 3. Visit an underground
4. explain factors that guide underground mining 2. Guides students to underground mining method.
selection of method. method. visit underground mining site 3. explain three
5. define terms used in 4. Features of mining site. 4. Observe and disadvantages of
underground mining; underground write a report underground
6. identify equipments used. mining. 5. Draw sketches mining.
7. state the disadvantages of 5. Terms used in of underground
underground mining. underground mining method.
mining.
6. Equipment used.
7. Disadvantages of
underground
mining.
7 Sea-floor Students should be able to: 1. Meaning of sea- 1. Describes sea-floor 1. Listen to 1. Diagrams Students to:
mining 1. explain the meaning of sea- floor mining. mining and method explanations and 2. Sketches. 1. explain the term
floor mining. 2. Components of used. ask questions. 3. Charts. sea-floor mining.
2. identify the various sea-floor mining. 2. Guides students to 2. Participate in 2. mention the
components of sea-floor 3. Method used for identify resources of class discussion. component of sea-
mining. sea-floor mining. the sea, importance of 3. Draw sketches floor mining.
3. describe method used in sea- 4. Resources of the sea-floor mining and of the sea-floor. 3. identify the
floor mining. sea. its disadvantages. resources of the
4. identify mineral resource 5. Significance of sea-floor.
associated with sea-floor sea-floor mining. 4. state the
mining; 6. Disadvantages of disadvantages of
5. explain the significance of sea-floor mining. sea-floor mining.
sea-floor mining.
6. state the disadvantages of
sea-floor mining.
589
MINING
SS II
WEEK SECOND TERM
8 Moon Mining Students should be able to: 1. Meaning of moon 1. Explains how mining 1. Listen to 1. Films Students to:
1. define the term moon mining is done in the moon. explanations and 2. Video 1. explain the
mining. 2. Method used in 2. Guides class ask questions. 3. Pictures. meaning of
2. explain method used in moon mining. discussions on 2. Watch video on moon mining.
moon mining; 3. Resources of the resources of the moon, mission to the 2. describe how
3. identify the resource of moon. equipment used and moon. moon mining is
the moon. 4. Disadvantages of disadvantages. Play carried out.
3. state the disadvantages of moon mining. video on mission to the 3. mention the
moon mining. 5. Equipments used moon. significance of
4. state the significance of in moon mining. 3. Explains significance moon mining.
moon mining. of moon mining. 4. mention of
resources of the
moon.
5. state the
advantages of
moon mining.
9 Mining and its Students should be able to: 1. Consequences of 1. Explains the 1. Participate in 1. Pictures Students to:
consequences 1. list the advantages and mining (advantages advantages and class discussions 2. Videos etc. 1. mention five
disadvantages of mining. and disadvantages). disadvantages of 2. Visit areas disadvantages of
2. suggest possible solutions 2. Solutions to mining. Mentions devastated by mining.
to problems. problems of mining. visible examples. mining activities. 2. mention five
2. Guides students to advantages of
suggest possible mining.
solutions. 3. suggest
solutions to
problems of
mining.
10 Major economic Students should be able to: 1. Major economic 1. Guides class discussion 1. Listen to 1. Samples of minerals or Students to:
mineral 1. identify major economic minerals or ores. on; the major economic explanation ores 1. identify and
minerals, or ores available in 2. Uses of economic mineral or ores in Nigeria 2. Participate in class 2. Mineral map of locate major
Nigeria. minerals in Nigeria. and their areas of use. discussions. Nigeria minerals on map of
2. state the uses of these 3. Mineral map of 2. Guides students to 3. Locate economic Nigeria.
economic minerals. Nigeria. locate economic minerals mineral on mineral 2. state the uses of
3. locate where they are found map of Nigeria. economic minerals
on. in Nigeria.
11 REVISION
12 EXAMINATION
590
MINING
SS II
THIRD TERM
WEEK
1 Properties of Students should be 1. Properties of 1. Explains by 1. Listen to Samples of mineral Students to:
minerals able to: mineral or ores mentioning the explanations. or ores. 1. identify the properties
employed in 1. identify properties employed in mineral properties of minerals. 2. Participate in of minerals used in
mineral of minerals employed processing. 2. Guides class class discussions processing minerals.
processing in mineral processing; 2. How to use mineral discussions on how 2. explain how these
2. explain how these properties to process these properties are properties are used to
properties are used to minerals. used to process effect separation of
process minerals. minerals. minerals.
2 Main Students should be 1. Main operations in 1. Guides class 1. Listen 1. Samples of Students to:
operations in able to: mineral processing discussion on main attentively to minerals 1. mention the two main
mineral 1. explain the two (communition and operations in mineral explanations. 2. Ores and their operations in mineral
processing main operations in concentration). processing. 2. Ask questions concentrate processing.
mineral processing. 2. The significance or 2. Explains the and participate in 2. explain the two main
2. explain the importance of significance of class discussion. operations.
significance of the two operations in mineral -comminution 3. explain the
main operations in processing. -concentration significance of
mineral processing. communition and
concentration.
3 Products of Students should be Products of mineral 1. Guides class Participate in Concentrate and Students to:
mineral able to: processing: discussions on class discussions the associated 1. mention the products
processing 1. identify the a. concentrate products of mineral and ask tailings. of mineral processing.
products of mineral b. tailing definition of processing how questions. 2. explain how they are
processing. the term middling’s concentrate and tailing obtained.
2. define the term are obtained 3. define the term
middling’s. 2. Defines the term middling’s.
middling’s which as
an intermediate
product.
4 Dewatering Students should be 1. Dewatering in 1. Explains the 1. Listen to Pulp or ore Students to:
and tailings able to: mining, processing. meaning of dewatering explanation and 1. explain the meaning
disposal 1. define dewatering. 2. Tailings disposal. and how it is used in ask questions. of dewatering and
2. define tailings mineral processing. 2. Participate in tailings disposal.
disposal. 2. Guides discussions class discussions. 2. explain how
on tailings disposal. dewatering is used in
mineral processing.
591
MINING
SS II
WEEK THIRD TERM
5 Auxiliary Students should be able to: Auxiliary operations 1. Explains how 1. Participate in Recommended Students to:
operations 1. explain the term auxiliary stages are: screening, auxiliary operations class discussions. texts. 1. explain the meaning
operations. bagging and are carried out. 2. Ask questions. of auxiliary operations in
2. identify the stages in transportation. 2. Guides class mineral processing.
auxiliary operations. discussions on 2. mention the stages in
screening, bagging and auxiliary operations.
transportation.
6 Types of Students should be able to: 1. Meaning of 1. Guides class 1. Participate in Crystal samples of Students to:
gemstones 1. define the term gemstones. discussions on; the class discussions. gemstones. 1. define the term
gemstones. 2. Types of different types of 2. Observes and gemstones.
2. identify the different gemstones-classified gemstones, how they identify 2. identify and
types of gemstones. based on shapes, are differentiated distinguishing distinguish different
colour, size, based on colour, features of the types of gemstones.
refractive index etc. shape, size etc. different
2. Guides students to gemstone.
observe types of
gemstones.
7 Identification Students should be able to: 1. Methods used in 1. Guides class 1. Observe and 1. Crystal samples Students to:
of gemstones 1. mention the effective identification of discussions on; identify of gemstones. 1. identify and
methods of identifying gemstones: methods of identifying distinguishing 2. Microscope distinguish common
gemstones. a. Hand specimen gemstones. features in 3. Spectroscope varieties of gemstones in
2. identify common verities b. Microscope 2. Carries out practical gemstones. hand specimen and
of gemstones in hand -Characteristics of demonstration using 2. Ask questions. under microscope.
specimen and in the gemstones. microscope and hand 2. mention three
laboratory. specimen. characteristics of
3. Explains their gemstones.
characteristics.
8 Grading of Students should be able to: 1. Grading of Discusses the grading 1. Participate in Gemstone crystals. Students to:
gemstones 1. categories gemstones gemstones (according system used for class discussions. 1. identify the different
depending on a grading to their quality). gemstones, the 2. Ask questions. grades of gemstones.
system; 2. Unit of purchasing cost and 2. describe their unit of
2. describe the unit of measurements of unit of measurement. measurement.
measurement of gemstones; gemstone. 3. mention the
3. list the purchasing cost of 3. Purchasing cost. purchasing cost of the
the different grades. different grades.
592
MINING
SS II
WEEK THIRD TERM

9 Common diseases Students should be Diseases associated Explains the causal Participate in class 1. Charts Students to:
associated with able to: with mining effects of diseases discussions and ask 2. Pictures of Mention three diseases
mining operations 1. list the diseases operations relate to mining. questions. patients suffering associated with mining.
associated with a. Silicosis from such diseases. Explain their causes and
mining operations. b. Bronchitis etc. effects on human health.
2. explain their
effects on human
health.
10 Problems of the Students should be 1. Disposal of 1. Describes the 1. Participate in class 1. Diagrams Students to:
disposal of able to: tailing: different types of discussions. 2. Pictures 1. enumerate proper
tailings 1. enumerate a. Proper ways of tailings and 2. Visit dump sites to 3. Dump sites. ways of disposing
problems related to disposal of tailings. composition. appreciate the volume tailings.
the indiscriminate b. Indiscriminate 2. Guides class of materials dumped. 2. state problems caused
disposal of tailings disposal of tailings discussions on by indiscriminate
2. identify ways of (pollution of river proper ways of disposal of tailings.
proper disposal of channels, surface disposal of tailings.
tailings. water, aquifers etc.
3. explain how
indiscriminate
disposal can affect
human health.
11 REVISION
12 EXAMINATION
593
TOURISM
SS II
FIRST TERM
SUB-THEME: TOURISM AND TRAVEL BUSINESS

WEEK

1 Festival and Students should be able -Museums (1) Defines (1) Write down the Visit to museum, Students to:
heritages in to: -Monuments museums, meaning of monuments, and art (1) define
Nigeria IV (1) define -Art gallery monuments and art museums, monument galleries. -museums
-museums gallery. and art galleries. -monuments
-monuments (2) Guides students (2) List and locate -art galleries
-art galleries to list and locate the the different (2) identify 3
(2) identify different museum, museum, monument, museums in Delta
-museums monument, art art galleries in Delta State and Nigeria.
-monuments galleries in Delta State and Nigeria.
-art galleries in Delta State and Nigeria.
state and Nigeria?
2 Festival and Students should be able Museums (1) Explains the (1) Take down notes Visit to museum, Students to:
heritages in to: Monuments functions of -Functions of monuments, and art (1) define
Nigeria V (1) write down the & Art Galleries monuments and art museums, monument galleries. -museums
functions of museums - Functions galleries. and art galleries -monuments
monument, Art galleries. - Differences (2) Discusses the (2) Write down the -art galleries
(2) differentiate between differences between difference between (2) identify 2
-museums museums, museums, monument museums in Delta
-monuments monument and art and art galleries. state and Nigeria.
-art galleries galleries.
THEME: TRAVEL
3 Travel Students should be able Travel Agent (1) Leads students to (1) Notes the qualities Visit to a travel Students to:
agency to: Qualities: Identify qualities of of a travel agent. agency. (1) list the qualities
Business III (1) identify the qualities -marketing skills a travel agent. (2) Participates in the of a travel agent.
of a business agent . -honesty/integrity (2) Discusses the class discussion of (2) explain how
(2) explain each quality -good. different qualities how each quality three qualities help
and how it helps to communication and how it enhances enhances services to enhance service
enhance service skill the services delivery delivery of a travel delivery of a travel
delivery. -timeliness. of a travel agent. agent. agent.
594
TOURISM
SS II
FIRST TERM

WEEK

4 Tour Operating Students should be Tour operation: (1) Guides students (1) Write down (1) Brochures Students to:
Business I able to: -definition to define a tour the definition of a (2) (1) define a tour
(1) define a tour -roles of a tour operation. tour operator. Magazines/Journal. operator.
operator. operator. (2) Leads students to (2) Identify the (3) Tour guide (2) identify the
(2) identify the roles identify the roles roles of a tour (4) Sample roles of a tour
of a tour operator. -Packaging operator. (5) Visit operator.
-Marketing (3) roles of a tour
-Executing of tours operator.
5 Tour Operating Students should be Packaging of (1) Explains what (1) Listen and Sample of a Students to:
Business II able to: tours: packaging of tour is. takedown notes. packaged tour (1) explain what
(1) explain what -meaning (2) Guides students (2) Ask questions guide visit to a tour packaging of tour
packaging of four is. -processes to identify the to get a better operating agency. is.
(2) identify the involved various processes understand of the (2) identify the
different processes involved in tour processes different processes
involves in tour packaging. involved in tour of tour packaging.
packaging. packaging.
6 Tour operating Students should be Marketing of tours (1) Explain what (1) Listen and Sample of a Students to:
business III able to: tour marketing is. take down notes packaged tour (1) what is tour
(1) explain what (2) Leads the (2) Ask questions guide visit to a tour marketing
marketing tours are. students to identify to get a better operating agency. (2) identify the
(2) identify the the guidelines of tour understanding of guidelines in tour
guidelines in tour marketing. the guidelines of marketing.
marketing. tour marketing.
7 Tour operating Students should be Executing tours (1) Discusses tour (1) Listen and Sample of a Students to:
business IV able to: execution take down notes. packaged tour (1) explain
(1) explain executing extensively. (2) Ask questions guide visit to a tour executing tours.
tours. (2) Leads students to to get a better operating agency. (2) identify the
(2) identify guidelines identify guidelines to understanding of guidelines to
to follow when follow when the guidelines to follow when
executing tours. executing tours. follow when executing tours.
executing tours.
595
TOURISM
SS II
FIRST TERM

WEEK

8 Why people Students should be Why people travel Guides students to Note and write (1) Charts of places Students to:
travel I able to: -Physiological discuss reasons why down reasons why of interest. (1) identify one
(1) give reasons why factors. people travel and people travel and (2) Brochures factor that
people travel. -Visit to friends factors that influence factors that (3) Magazines influence why
(2) identify factors and family those reasons. influence such (4) Journals. people travel.
that affect reasons for -Holidays. reasons.
traveling. -Fashion
9 Why people Students should be Economic factors Guides students to Discuss, Note and (1) Charts of places Students to:
travel II able to: -Business discuss and identify write down ask of interest. (1) identify one
identify economic -Conferences reasons why people questions. (2) Brochures factor that
factors that influence -Meetings travel and factors (3) Magazines influence why
reasons for travel. that influence these (4) Journals. people travel.
reasons. (2) give reasons
why people travel.
10 Why people Students should be Social factors Guides students to Discuss, note and (1) Charts of Students to:
travel III able to: -Religion discuss and identify write down ask places of interest. (1) identify one
(1) identify social -Sports seasons why people questions (2) Brochures factor that
factors that influence -Experience nature travel and factors (3) Magazines influence why
reasons for travel. and beautiful that influence these (4) Journals. people travel.
(2) list reasons sceneries. reasons. (2) give reasons
influenced by social why people travel.
factors.
11 REVISION
12 EXAMINATIONS
596
TOURISM
SS II
SECOND TERM

WEEK

1 Support Students should be Support services: (1) Guides students Note and write (1) Charts of Students to:
Services I able to: -meaning to define support down the meaning places of interest. (1) define support
(1) define support -functions service and explains functions of (2) Brochures service.
services. -groups what functions they support services (3) Magazines (2) list 3 functions
(2) explain what carry out. and the groups of (4) Journals. of support service
support services are. (2) Leads students to support services. groups.
(3) mention support identify support (3) identify 3
groups in tourism. service groups in support service
tourism industry. groups.
2 Support Students should be Financial support (1) Discusses (1) Note and write (1) Charts of Students to:
Services II able to: group: extensively on how down the different places of interest. (1) list the agent of
(1) identify the Agents the agents in the agent of the (2) Brochures financial support
different agents of -banks financial support financial support (3) Magazines group.
financial support -insurance group provide group. (4) Journals. (2) explain the
groups. -bureau services to tour and (2) Note the functions of each
(2) explain the travel. functions of each agent.
functions of each (2) Guide students agent.
agent. to identify the
functions of each
agent.
3 Support Students should be (1) Car-hire (1) Discuss (1) Note and write (1) Chart of car- Students to:
Services III able to: services extensively on the down the agents hire services. (1) identify the
(1) identify the agents -Agents car-hire support of the car-hire (2) Brochures agents of car-hire
of car-hire service -Functions group the agents and support group, (3) Magazines services.
group. (2) Souvenir shops their functions. their agents and (2) identify the
(2) identify their -Functions (2) Guides students functions. functions of car-
functions to enumerate the (2) Note the hire service agents.
(3) enumerate the functions of the functions of (3) mention three
functions of souvenir souvenir support souvenir shops. functions of
shops. group. souvenir shops.
597
TOURISM
SS II
SECOND TERM
WEEK
4 Support Students should be Accommodation (1) Guides students to (1) Note and write (1) Charts on Students to:
Services IV able to: and catering identify the agents of down the agents hotels, restaurants, (1) identify the
(1) identify services: accommodation and of the bars, catteries, agents of
accommodation and -agents catering services. accommodation magazines and accommodation
catering support -functions (2) Discusses and catering journals. and catering
group agents. extensively the services. services.
(2) lists the functions functions of these (2) Note the (2) enumerate the
of these agents. agents. function of these function of
agents. accommodation
and catering
service agents.
5 Support Students should be Medical service: (1) Guides students to Note and write Charts on clinics, Students to:
Services V
able to: -agents identify the medical down the agents hospital first and (1) identify agents
(1) identify agents to -functions support group agents. and functions. dispenser of medical services
medical services. (2) Extensive discussion magazines and (2) enumerate their
(2) enumerate the on the functions of these journals. functions.
functions of each support groups.
agent.
6 Support Students should be Security services Guides students to Note and write Chart Students to:
Services VI able to: identify the agents of down the agents Immigration (1) identify the
(1) list the agents of security and extensively and functions. Police agents of security.
security services. explain the functions of NDLEA (2) enumerate their
(2) enumerate their each agent. functions.
functions.
THEME: TOURISM AGENCIES
7 Public Students should be Public services (1) Defines public Note and write Nigerian tourism Students to:
Agencies in able to: agencies: services agencies. down the Policy (1) identify three
Tourism I (1) define public -definition (2) Gives students a meaning, duties public agencies in
services agencies. -agencies of general overview of its and names of Nigeria
(2) identify public tourism in Delta duties in tourism. agencies in (2) defines public
services agencies. State and Nigeria. (3) Leads students to Nigeria. service agencies.
identify public agencies
in tourism in Nigeria.
598
TOURISM
SS II
SECOND TERM

WEEK

8 Public Students should be Federal ministry of Explains what Note and write Nigeria tourism Students to:
Agencies in able to: tourism, culture and F.MC.T./No stands down the Policy/master plan (1) identify the role of
Tourism II (1) explain what national orientation for explains her role meaning, roles F.M.E.
F.M.C.T/No. stand -Role and mode of and mode of (2) mention one mode
for -Mode of discharge discharge of duties discharge of of discharge of duties
(2) Identify the role of functions. and functions duties and by the F.M.C.T./No.
of the F.M.C.T./No functions
(3) mention way the
ministry discharge its
duties.
9 Public Students should be (1) State tourism (1) Explain the Note and write Nigeria tourism Students to:
Agencies in able to: board. functions and duties down the Policy/master plan (1) identify the
Tourism III (1) explain the (2) Local tourism of the state tourism. functions and functions of the state
functions of state committee. (2) Board and the duties of the state tourism board.
tourism board. local tourism tourism board and (2) identify the duties of
(2) enumerate the committee. the local tourism the local tourism
duties of the local committee. committee.
tourism committee.
10 Public Students should be Parastatals Guides students to (1) Note and write Nigeria tourism Students to:
Agencies in able to: (1) Nigerian Tourism identify the down. Policy/master plan (1) identify two
Tourism IV (1) identify the Development parastatal and their (2) Participate by parastatals in tourism.
parastatals in charge Corporation functions and duties asking and (2) list their functions.
of Nigerian tourism. (NTDC). and well as the answering
(2) enumerate the (2) National institute composition of the question.
functions of these of hospitality and bodies.
parastatals tourism studies
(NIHOURTOURS).
11 REVISION
12 EXAMINATIONS
599
TOURISM
SS II
WEEK THIRD TERM

1 Public Students should be National (1) Guides students (1) Participate in the Nigeria tourism Students to:
Agencies in able to: commission for to identify the class discussion. Policy/master plan (1) identify the
Tourism (1) identify the museums and functions of (2) Take note on the functions of (NCMM).
functions of national monuments NCMM. functions and (2) locate the offices
commission for (NCMM) (2) Leads students to locations. of (NCMM) in Delta
museum and -functions locate the various State and Nigeria (4
monuments -location of museums and State).
(NCMM). museums and monument in Delta
(2) locate the offices monuments in State and Nigeria.
museums, Delta state and
monuments in parts Nigeria.
of Delta and Nigeria.
2 Private Students should be Private agencies (1) Defines private (1) Participate in the Nigeria tourism Students to:
Agencies in able to: in tourism: agencies in tourism. class discussion. Policy/master plan (1) identify at least
Tourism I (1) define private -definition (2) Gives a general (2) Take notes on the Brochures three private tourism
agencies in tourism -agencies in Delta overview of it duties meaning of private agencies.
(2) identify private State and Nigeria in tourism. agencies and list the (2) define private
agencies in tourism. (3) Leads students to private agencies in agencies in tourism.
identify private Nigeria.
agencies in Nigeria.
3 Private Students should be Federation of Explain the roles Participate in the Nigeria tourism Students to:
Agencies in able to: Tourism function and mode class discussion take Policy/master plan (1) identify the role of
Tourism II (1) explain what Association of of discharge of notes on the role, Brochures F.T.A.N.
federation of tourism Nigeria: functions of function and mode of (2) mention the ways
association of -role Federation of discharge of the body discharges its
Nigeria promotes. -functions Tourism Association functions functions.
(FTAN) -mode of of Nigeria.
(2) identify the roles discharge of
of F.T.A.N. functions.
(3) mention the ways
the body discharges
its functions.
600
TOURISM
SS II
WEEK THIRD TERM
4 Private Students should be able National Explains the role, (1) Participate in class Nigerian tourism Students to:
Agencies in to: Association of functions and mode discussion. policy Nigerian (1) state the role and
Tourism III (1) state the role and Nigeria Travel of discharge of (2) Take notes on the tourism master functions of NANTA.
functions of (NANTA). Agencies duties and functions role functions and man. (2) mention how
(2) mention how NANTA (NANTA) of NANTA. mode of discharge of NANTA discharges its
carryout out its duties. -role duties. duties.
-functions
-ways it carries
out function.
5 Private Students should be able Association of Explains the role, (1) Participate in class Nigerian tourism Students to:
Agencies in to: Nigerian functions and discussion. policy Nigerian (1) state the role of
Tourism IV (1) state the role and Journalists and contribution to (2) Take notes on the tourism master ANJWT.
functions of (ANJWT). Writers on tourism of ANJWT. role, function and plan. (2) state the functions
(2) mention ways it Tourism contribution of of ANJWT.
contributes to tourism. (ANJWT) ANJWT. (3) mention ways
-role ANJWT contribute to
-contribution tourism.
6 Private Students should be able National Explains the role, (1) Participate in class Nigerian tourism Students to:
Agencies in to: Association of functions and discussion policy/master plan (1) state the role of
Tourism V (1) state the role and Tour Operators contribution to (2) Take notes on the NATOP.
functions of NATOP. (NATOP) tourism of NATOP. role, function and (2) state the functions
(2) mention ways it -role contribution of of NATOP.
contributes to tourism. -function NATOP. (3) mention some
-contribution contribution of
tourism.
7 Private Students should be able Nigeria Hotels Discusses the role, (1) Participate in class Nigerian tourism Students to:
Agencies in to: Association functions, and discussion policy/master plan (1) state the role of
Tourism VI (1) state the role and (NHA) contribution of (2) Take notes on the NHA.
functions of Nigeria -role NHA to tourism. role, function and (2) state the functions
Hotels Association -function contribution of NHA. of NHA.
(NHA). -contribution (3) mention some
(2) mention the contribution of NHA
contributions of (NHA) to to tourism.
tourism.
601
TOURISM
SS II
THIRD TERM
WEEK

THEME: BENEFITS OF TOURISM TO A NATION
8 Developm Students should be able Developmental Explains what Note and write down (1) Charts Students to:
ent to: benefits developmental what developmental (2) Brochures (1) state what
Benefits I (1) explain what -Meaning benefits are and also benefits are and lists developmental
developmental benefits -Identification guides students to these benefits. benefits are.
are. of benefits identify these (2) identify these
(2) identify these benefits. benefits.
developmental benefits.
9 Developm Students should be able Infrastructures Explains the Note and write down (1) Charts Students to:
ent to: -Roads infrastructural what infrastructural (2) Brochures describe 3 the
Benefits II (1) describe the benefits -Light benefits of tourism. benefits. infrastructural benefits
of tourism. -Water Guides the students of tourism.
(2) identify infrastructural - to identify these
benefits. Communication benefits.
10 Developm Students should be able (1) Super Guides students to (1) Note and write (1) Pictures of Students to:
ent to: structures identify urban and down what urban and super-structures (1) identify urban and
Benefits III (1) identify urban and -Building rural benefits. rural developmental (2) Pictures of wild rural developmental
rural developmental -Sites -Explain these benefit are. animal and natural benefits.
benefits. (2) Rural benefits in details. (2) List and describe habitat. (2) describe and
(2) describe these development these benefits. explain these benefits.
benefits. -Preserve of
nature
-Uses of land
11 REVISION
12 EXAMINATION
602
LEATHER GOODS
SS II
FIRST TERM
WEEK
TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
1. Material Students should be 1. Equipment and 1. Explains 1. Listen 1. Tension metre Students to:
testing able to: chemicals used in equipment on attentively 2. Puncher 1 list the
1. list the equipment testing main chemicals used 2. Carryout 3. Adhesives equipment and
and chemical used in materials for leather in testing physical and chemicals used
testing main materials good manufacture materials chemical testing for testing
used for leather good 2. Methods of testing 2. Explains of materials for materials
manufacture materials methods by leather good 2. carryout
2. state methods of 3. Carrying out materials manufacture physical and
testing materials chemical and 3. Guides chemical testing
3. carryout physical physical testing of students to of materials
and chemical testing main materials use in carryout physical
of main materials used leather good and chemical
in leather good manufacture materials
manufacture
2-3. Clicking Students should be 1. Meaning of 1. Leads in 1. Participate in 1. Knife Students to:
skiving and able to: clicking discussion of discussion 2. Leather 1. state the
folding 1. explain clicking 2. Meaning of meaning of 2. Practice 3. Scissors meaning of
skiving folding skiving clicking, skiving, clicking, skiving 4. Fabrics clicking, skiving
2. identify the 3. Methods of cutting and folding and folding as 5. Chats and folding
different methods of - Hand cutting 2. Demonstrates demonstrated by 6. Adhesives 2. define clicking,
cutting - Present cutting clicking, skiving, the teacher skiving and
3. differentiate 4. Types of skiving and folding 3. Copy folding
3. Clicking and between cutting and -Raw edge 3. Displays the chalkboard 3. state five types
skiving and skiving - Lapped skive materials for summary of skiving
folding 4. state five types of - Folded skive clicking, skiving 44. Draw 4. cut and skive
skiving - Lasting skive and folding diagram showing materials
5. cut and skive 5. Purpose of skiving 4. Supervises different
materials 6. Knowledge of students as they methods of
6. name different materials in cutting practice clinking clicking, skiving
methods of clicking and skiving skiving and and folding
and skiving folding.
7. draw and show
different types of
skiving
603
LEATHER GOODS
SS II
FIRST TERM
ACTIVITIES TEACHING
WEEK PERFORMANCE EVALUATION
TOPIC CONTENT AND
OBJECTIVES GUIDE
TEACHER STUDENTS LEARNING
MATERIALS
4-5 Clicking, Students should be able 1. Cutting 1. Leads students 1. Participate 1. Clicking, Students to:
skiving and to: equipment in listing the in listing the skiving and 1. list three
folding 1. list the equipment for - Hydraulic equipment for equipment folding equipment equipment each for
equipment clicking, skiving and - Twin beam press clicking, skiving 2. Participate 2. Chats/diagrams clicking, skiving and
folding machine and folding in discussing of clicking, folding
2. identify; equipment - Daco automatic 2. Leads discussion the functions skiving and 2. differentiate
for clicking, skiving and press etc. on functions of the of the folding equipment between equipment
folding 2. Skiving equipment equipment for cutting and
3. state the functions of equipment 3. Demonstrates 3. Observe skiving
each of the equipment - B.U. marvel the operating of the teachers 3. state three
for clicking, skiving and machine etc. equipment demonstration functions of each of
folding - Standard and 4. Directs students thee equipment
4. operate the equipment. fortunes step. on discussion on mentioned
safety precaution in
using the
equipment
6-7 Safety Students should be able Safety precautions Supervises the Students party Students to:
precaution in to: in clicking, students as they operate in the 1. state the safety
clicking state thee safety skiving and operate the exercise precaution in
skiving and precautions in clicking, folding equipment clicking, skiving and
folding skiving, and folding folding
2. state safety
precaution in using
the equipment
3. operate clicking,
skiving, and folding
equipment e.g. use
the hydraulic twin
beam press to cut out
sections and skiving
machine to skive the
section
604
LEATHER GOODS
SS II
FIRST TERM
WEEK
TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
8-9 Identification of Students should be 1. Types of sewing 1. Guides 1. Participate in 1. Sewing Students to:
sewing able to: machines: students in listing types of machines 1. List type of
machines 1. List types of sewing - Flat bed listing types of sewing machine 2. Leather sewing machine
machine - Post bed sewing machines and their 3. Thread 2. State the
2. State the functions - Zig zag and their functions 4. Needles functions and
of sewing machines - Cylinder arm etc functions . Observe as the 5. Lubricating oil operation of the
3. State the stages 2. Functions of 2. Demonstrate teacher sewing machines
involved in sewing machines the stages in demonstrates. 3. State two
preparation of 3. Preparation of operation of 3. Form different guides in stitch
operation of sewing operations of sewing sewing machines stitches using the formation
machines machines 3. Uses the machines 4. Differentiate
4. Identify various 4. Attachment machines to form between the
stitch formation guides stitches various stitches
5. State two guides in 5. Stitch formation 4. Explain the 5. Stitch a piece of
stitch formation - Chain stitches guides in stitch leather using
6. Stitch a piece of - Lock stitches formation chain and lock
leather 5. Give stitch
assignment on
stitch formation
6. Supervises
students as they
form stitches on
the sewing
machines
10. PRACTICAL WORK
11. REVISION
12. EXAMINATION
605
LEATHER GOODS
SS II
SECOND TERM
WEEK
TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
1-3 Working Students should be able 1. Parts of machines 1. Explains the 1. Listen 1. Machines Students to:
principles of to: for upper various parts of attentively to 2. Needles 1. name the parts
machine for 1. name the parts of preparations machine for upper explanations 3. threads of a machine
upper machines for upper 2. Principles of preparation 2. Name the 4. Lubricating oil 2. state the
preparation preparation machines for upper 2. Explains the parts of a 5. cleaning brush working
2. state the principles preparations working principles machine principles of
involved in using 3. Machine of machines for 3. Draw and machines for
machine for upper maintenance upper performance label the parts of upper
preparations - Clean machine 3. Discusses the machine for preparations
3. state the stages in - Lubricate states in machine upper 3. state four
machine maintenance - Change needles maintenance preparations stages in
4. identify three types Types of needles 4. Guides and machines
of needles and three a. Standard supervises students maintenances
types of threads b. Extra buff in naming the parts 4. draw and label
c. Nickel of machines parts of a
d. Chromium machine
– Change threads
– Types of threads
a. Natural fibers
b. Synthetic fibers
c. Blended fibers
4-5 Methods of Students should be able 1. Different methods 1. Explains 1. Listen 1. Thread Students to:
sewing to: of sewing different methods attentively to 2. Machines 1. explain the
identify different types 2. Zigzag or butted of sewing explanations 3. Needles different
of seam seam 2. Displays upper 2. Observe the 4. Piece of leather methods for
3. Close seam, lap components with displayed upper materials sewing
seam various stitches and components 5. Lubricating oil 2. form different
seams stitches
6-7 Practical Students should be able Assemble upper Guides students to 1. Make different 1. Thread Students to:
work to: components using make stitches and stitches and 2. Machines 1. Assemble
assemble upper different methods of seam on a piece of seams 3. Needles upper
components stitching and leather materials 2. Assemble the 4. Piece of leather components
different types of stitches and seam materials together using
sewing machines together. 5. Lubricating oil different stitches
606
LEATHER GOODS
SS II
SECOND TERM
WEEK
TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
8 Decorate Students should be able 1. Different kinds of 1. Explains the 1. Listen 1. Eye let pin/revert 2. differentiate
& shoe upper to: stitches for different stitches attentively to 2. Needle between the
9 by means of 1. state the different decorating shoe for shoe uppers explanations 3 Thread stages in shoe
stitches stitches in shoe upper uppers: 2. Leads 2. Participate in 4. Machine upper operation
2. list the stages in shoe - fancy discussions on shoe discussion 3. decorate shoe
upper operations - cable stitching upper operation 3. Observe upper using the
3. decorate the shoe - clove stitching 3. Demonstrates teachers different kinds of
uppers using the - double stitching edge, trimming, demonstration stitches
different kinds of - top stitching eye letting etc. 4. Decorate shoe
stitches 2. Shoe upper 4. Gives practical upper analyzing
operations: work on shoe upper various stitches
- edge trimming decorations. and operations
- edge pounding
- edge staining
- eye letting etc.
10. PRACTICAL WORK
11. REVISION
12. EXAMINATION
607
LEATHER GOODS
SS II
THIRD TERM
WEEK
TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
1&2 Sequence in shoe Students should be Correct sequence in 1. Discusses shoe 1. Participate in 1. machines Students to:
uppers able to: preparing shoe upper: uppers preparation the discussion 2. Knives 1. list the sequence
preparation 1. identify the - upper splitting in their correct 2. Observe 3. Punching pliers in preparation of
correct sequence in - skiving sequence teachers 4. Adhesive shoe uppers in he
preparing shoe - folding by hand or 2. Demonstrates demonstration correct order
uppers machine shoe uppers 3. Prepare shoe 2. prepare a
2. prepare shoe - perforation preparation uppers complete shoe
upper following - attaching following the upper following the
correct sequence reinforcement stated sequences correct shoe
- application of 3. Gives students sequence
different adhesive etc practical work and
supervise them
3&4 Equipments and Students should be 1. Cutting press: 1. Lists and 1. Participate in 1. Shoe buttoning Students to:
hand tools for able to: - cutting knives explain the discussion on machines 1. identify
shoe bottoming 1. identify the - cutting boards functions of equipment 2. Shoe soles equipment,
equipments, and - sole roughing equipment, machines and 3. Lubricating oil machines and hand
hand tools for shoe machines machines and hand tools for 4. Knives tools for shoe
buttoning - splitting machines hand tools for buttoning buttoning
2. state the functions 2. Functions and buttoning 3. Demonstrate 2. cut shoe soles
and working principles of 2. Guides students equipment and apply safety
principles of the machines on how to hand tools precautions
tools and 3. Maintenance of maintain maintenance 3. care for the
equipments equipment and tools equipments, equipment and
3. maintain the i. Storage machines and hand tools
equipment and hand ii. Care hand tools
tools for shoe iii. Adjustment 3. Guides students
buttoning 4. Safety precautions on how to apply
4. apply safety in cutting for shoe safety when using
precautions in using buttoning, machine the equipment,
the equipment and controls e.g. Using machines and
hand tools two hands before tools for buttoning
starting on
608
LEATHER GOODS
SS II
THIRD TERM
WEEK
TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
5. Materials for Students should be 1. Types of materials 1. Displays the 1. Observe the 1. Leather sole Students to:
shoe buttoning able to: for shoe buttoning various materials materials 2. rubber sole 1. list materials for
1. identify materials e..g for shoe buttoning displayed 3. Micro-cellular shoe buttoning
for buttoning - Leather 2. discuss the 2. Participate in sole 2. state the
2. identify shoe - Rubber types of shoe discussion 4. Shank components of
buttoning - Plastic etc. buttoning 5. Insole etc. shoe buttoning
components 2. Types of shoe components 3. shape soles and
3. mention the buttoning 3. Leads insoles for shoe
characteristics of the components discussion of buttoning
materials for shoe - Sole characteristics of
buttoning - Insole shoe buttoning
- Stiffeners materials
- Toe puffs
- Heels
- Shanks
3. Characteristics of
materials for shoe
buttoning
- Durability
- Water proof
- Slip resistance
- Flexibility
6. Cutting materials Students should be 1. Techniques of 1. Explains the 1. Listen to 1. Machi8ne Students to:
for buttoning able to: cutting techniques of explanations 2. Knife 1. explain the
1. explain the - Cutting for cutting 2. Perform 3. Scissors techniques of
techniques of maximum economy 2. Demonstrates cutting by hand 4. Soles cutting
cutting 2. Cutting for good cutting by hand and by machine 2. perform cutting
2. differentiate quality and by machine by hand and by
between cutting for 3. Cutting by hand machine
economic quality and by machine
and cutting for good
quality.
609
LEATHER GOODS
SS II
THIRD TERM
WEEK
TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
7. Preparation of Students should be 1. Materials and tools 1. Guides students 1. Select 1. wire brush Students to:
buttoning parts able to: for roughing to select appropriate tools 2. Brush 1. select tools for
1. select methods operations e.g. appropriate for roughing 3. Abrasive roughing
Practical work and tools for - Brush (wire) methods and tools 2. Carryout 4. Sole 2. carryout
roughing operations - Abrasive paper etc. for roughing operations on re 5. Roughing operations on
2. carryout the 2. Carrying out 2. Directs students reducing insole , machines reducing insole,
following operations operations to carry out sole, edge etc. sole edge, insole
- reducing insole - Reducing insole operations on covering, insole
castor - Sole edge reducing insole, slotting/beveling.
- sole edge roughed - Insole covering sole, edge, etc.
- insole covering - Slotting/beveling
- slotting/beveling 3. Insole molding
- Uses
- Methods
8. Machines for Students should be 1. Types of machines 1. Guides students 1. List machines 1. Leather Students to:
leather goods able to: equipment and tools to list machines and equipment 2. Synthetic 1. list machines for
making 1. list machines and used for leather for mechanical 2. Draw and materials mechanical
equipment for goods manufacture handling, label machines 3. Servo machines handling,
mechanical 2. Types of machines processing and for flow line 4. Knives processing and
handling, processing and equipments controls 3. Participate in 5. Skiving controls
and controls. required for flow line 2. Guides students discussion 6. folding machines 2. identify
2. identify the or batch production to identify machines for flow
machine and 3. Basic principles of machines for flow line
equipment for flow servo machines line. 3. state the basic
line of batch 4. Importance of heat 3. Leads principles of servo
production in leather industry discussion on the machines
3. state the basic basic principles of 4. state the
principles of servo servo machines importance of heat,
machines 4. Discusses the leather industry.
4. state the importance of
importance of heat heat in leather
in leather industry . industry
610
LEATHER GOODS
SS II
THIRD TERM
WEEK
TOPIC CONTENT
TEACHER STUDENTS
MATERIALS
9. Viscosity Students should be 1. Meaning of 1. Explains viscosity 1. Listen Students to:
able to: viscosity 2. Leads discussion on attentively 1. explain viscosity
1. explain viscosity 2. Choosing how to choose 2. Participate 2. apply the
2. apply the lubricants for lubricants for machines 3. Plan for knowledge of
knowledge of machines 3. Guides students to workshop viscosity in
viscosity in choosing 3. Difference differentiate between facilities choosing lubricants
lubricants for between hydraulic hydraulic and 3. state three
machines and pneumatic pneumatic pressure differences
3. distinguish pressure 4. Directs students on between hydraulic
between hydraulic 4. Importance of how to plan for and pneumatic
and pneumatic adequate lighting, workshop facilities pressure
pressure ventilation, air 4. plan for facilities
4. plan for facilities conditioning and in a workshop
in a workshop dust extraction in a
factory
10. Fire outbreak Students should be 1. Causes of fire 1. Explains the 1. Listen 1. Fire extinguishers Students to:
able to: outbreak common causes of fire attentively 2. Exit and entry 1. outline the
1. list the common 2. Precautions outbreak 2. Participate in labels common
causes of fire against fire outbreak 2. discusses safety discussion 3. Alarm bells causes of fire
outbreak 3. Factory act precaution against fire 3. Watch outbreak in a
2. state ways of concerning the outbreak teachers leather industry
preventing fire safety and working 3. Explains principles demonstration 2. state three ways
outbreak in leather conditions in leather of fire extinction 4. Practice of preventing fire
industry goods industry 4. Explain factory act teachers outbreak
3. list the principles concerning working demonstration 3. demonstrates fire
of fire extinction conditions in leather extinctions
4. enumerate factory goods industry
act concerning safety 5. Demonstrates the
and working extinctions to the class
conditions in leather
industry
11. REVISION
12. EXAMINATION
611
DATA PROCESSING
SS II
FIRST TERM
SUB-THEME: DATA MANAGEMENT

WEEK

1 Types of data Students should be (1) Definition of (1) Discusses the (1) Participate in the (1) Charts Students to:
models able to: data models. concept data discussion (2) Software package (1) define date
(1) explain the term (2) Types of data modeling (2) Copy the model.
data model. models. (2) Gives examples chalkboard (2) state types of
(2) state the types of types of data summary. data models.
of data models. model
2 Data Modeling Students should be Creating Demonstrates how Watch teacher’s (1) Computer set. Students to:
I able to: (1) Tables to create tables, demonstration. (2) Software. create
create simple data (2) Forms forms, queries, (1) tables
model. (3) Queries reports. (2) forms
(4) Reports (3) queries
(4) reports
3 Data Modeling Students should be (1) Significance of (1) Explains the Participate in the (1) Computer set. Students to:
II able to: data model. significance of data classroom activities. (2) Software. (1) explain the
(1) explain the (2) Examples of model. significance of data
significance of data standard data (2) Discusses the model.
modeling. models. components of a (2) state the
(2) give examples standard data components of a
of standard data model. standard data
model. model.
4 Normal Forms Students should be (1) Definition of Demonstrates how (1) Watch the (1) Computer set. Students to:
able to: normal form. to create tables in teacher’s (2) Tutorial packages. (1) explain the term
(1) explain the term (2) Examples of normal forms. demonstrations. normal form.
normal form. tables in first normal (2) Participate in (2) give examples
(2) state examples form. creating tables in of tables in normal
of tables in first, (3) Tables in second normal form. form.
second and third and third normal
normal forms. form.
612
DATA PROCESSING
SS II
FIRST TERM

WEEK

5 Normal forms Students should be (1) Problems of (1) States problems (1) Participates in (1) Computer set. Students to:
II able to: tables in first normal in first normal form. the discussions. (2) Tutorial (1) state problems in
(1) states problems form. (2) Discusses the (2) Copy packages. first normal form.
in firsts normal (2) Determinant of concept of foreign chalkboard (2) mention two
form. normal forms keys. summary into determinants of a
(2) mention the (3) Foreign keys. their notebooks. normal form.
determinants of a (3) state three
normal form. concepts of foreign
(3) explain foreign keys.
keys.
(4) state the concept
of foreign keys.
6 Practical I
Students should be Create the following Demonstrates to the Participate in Computer set. Students to:
able to: using spreadsheet students how to constructions. (1) construct graphs.
(1) construct graphs. package construct and colour (2) colour graph
(2) colour graphs -Charts graphs. areas.
area. -Graphs
7 Entity Students should be (1) meaning of (1) Defines the Listen and (1) Charts Students to:
relationship able to: entities. terms entities, participate in class (2) Computer set. (1) define the terms
model I (1) define entities, (2) Attributes attributes and discussion. entities, attributes and
attributes and (3) Relationship relationship. relationship.
relationship. (4) Objects around (2) Gives examples (2) identify objects
(2) identify objects an entity sets and of objects around us around is ad entity
around an entity sets the relationship that and the relationship sets, and explain the
and the relationship exist between them. that exist between relationship that exist
that exists between them. between them.
them.
613
DATA PROCESSING
SS II
FIRST TERM

WEEK

8 Entity Students should be Additional Gives and states Listen and Charts Students to:
relationship able to: features of entity features of additional participate in class State additional
model II state additional model. entity model. discussion. features of an entity.
features of an
entity set.
9 Practical Students should be Create Leads students to Participate in Computer set Students to:
& able to: -Tables practicalised the creating the practice creating
10 create -Forms creating of following -tables
-tables -Queries -Tables -Tables -forms
-forms -Reposts -Forms -Forms -queries
-queries -Queries -Queries -reposts
-reposts using data -Reposts -Reposts
modeling system
11 REVISION
12 EXAMINATION
614
DATA PROCESSING
SS II
SECOND TERM

WEEK

1 Relational Students should be able (1) Define relation Explains and Listen and (1) Computer set Students to:
Model I to: model. demonstrates how participate in (2) SQL software (1) define relational
(1) define relational (2) Creating and to create and discussion. model.
model. modifying relations modify relation (2) states how data
(2) explain how data is using SQL. using SQL. can be created and
represented. (3) Integrity modified.
(3) how data can be constraints over
created and modified. relations.
2 Relational Students should be able (1) Enforcing (1) Explains Listen and copy Computer set. Students to:
Model II to: integrity enforcing integrity chalkboard (1) explains
(1) states how to constraints. constraints. summary. enforcing integrity
enforce integrity (2) Querying (2) Shows how to constraints.
constraints. relational data. query relational (2) identify how to
(2) identify how to (3) Obtain a data. query relational data
query relational data. database design in (3) how to obtain
(3) how to obtain a data relational model. database design in
base design in relational relational model.
model.
3 File Students should to able (1) Definition (1) Defines file Listen and (1) Computer set Students to:
organization I to: (2) Types of file organization participate in (2) Charts (1) define file
(1) define file organization (2) Mentions the activity organization
organization explain: -Serial three types of file explains:
(2) the various types of -Sequential organization (2) types of files
file organization -Indexed etc. organization
(3) the efficiency of file (3) Comparison of (3) the significance
organization the three of choosing the
(4) how significant is organization appropriate file
the choosing of an organization for
appropriate file data.
organization for your
data.
615
DATA PROCESSING
SS II
SECOND TERM

WEEK

TEACHER STUDENTS
RESOURCES
4 File Students should to (1) Methods of (1) States methods (1) Participates in (1) Computer set Students to:
organization I able to: accessing files. of accessing file. class discussion. (2) Charts. (1) state and explain
(1) state and explain (2) File classification (2) Tries to identify (2) Copy chalk two methods of
methods of -Master file. the classification of board summary. accessing file.
accessing file. -Transaction file. files. (2) identify three
(2) identify the -Reference file. classifications of
classification of files.
files.
SUB-THEME: INFORMATION TRANSMISSION

5 Internet I Students should be (1) Definition of (1) Leads students to (1) Participate in Computer with Students to:
able to: internet. define internet. class discussion. internet facility. (1) Define the term
(1) define the term (2) Internet browser: (2) Guides them on (2) Watch the internet.
internet. explorer, opera, internet browser. teacher’s (2) List two internet
(2) identify internet microsoft, netscape, (3) Demonstrates demonstrations. browsers.
browser. mozilla firefox etc. the various benefits (3) Copy (3) State two
(3) mention the (3) Benefits of of internet. chalkboard benefits of internet.
benefits of internet. internet. summary.
6 Internet II Students should be (1) Definition of (1) Leads students to (1) Browse open a (1) Computer set. Students to:
able to: term-e-mail, home defines some terms web page on the (2) Samples of web (1) define terms.
(1) define some page, service. in internet. net. pages. (2) explain internet
terms in internet. provider, protocol, (2) Explain internet (2) Copy chalk security.
(2) explain internet website, webpage etc. security. summary. (3) state three
security. (2) Internet security. (3) Mention the abuses of internet.
(3) mention the (3) Abuses of abuses of internet.
abuses of internet. internet.
7 Practical Students should be Operate a web page. Leads students to Participates in Computer with Students to:
able to: open a web page. opening a web internet facility. open a web page.
browse open a web page.
page.
616
DATA PROCESSING
SS II
SECOND TERM

WEEK

TEACHER STUDENTS
RESOURCES
8 Presentation Students should be (1) Meaning of (1) Explains the (1) Participates (1) Computer Students to:
package I able to: presentation meaning of in classroom laboratory. (1) explain the
(1) explain the package presentation package discussion. (2) Appropriate meaning of power
meaning of (2) Example of to the students. (2) Copy software. point.
presentation presentation (2) States examples. chalkboard (2) state one
package. package summary. examples of
(2) state examples (3) Features of a presentation.
(3) state features of presentation (3) state three
presentation package features of
package. -Creation of slides presentation.
-Insertion of
pictures
-Animation etc.
9 Practical Students should be Internet browser Leads students to Participates in Computer with Students to:
& able to: (1) Open e-mail operate the internet. laboratory internet facility. (1) open e-mail
10 (1) open an e-mail address. activities. address.
address. (2) Open face book (2) open face book
(2) open a face book account. account.
account. (3) Chatting (3) chart in the chat
(3) chat with others (4) Down loading room.
in the chat room. of files. (4) download items,
(4) down load items into personal
from the web into phones.
personal phones.
11 REVISION
12 EXAMINATION
617
DATA PROCESSING
SS II
THIRD TERM
SUB-THEME: TOOLS FOR PROCESSING INFORMATION

WEEK

1 Presentation Students should be Uses of presentation Explains the uses of (1) Participates in Charts Students to:
package II able to: package. presentation. classroom (1) explain how to
(1) explain how to (1) Open the discussion. use presentation
use presentation application. (2) Copy package.
package. (2) Create a new chalkboard (2) state two uses of
(2) state uses of presentation summary. presentation
presentation package. (3) Lubert slide package.
content.
(4) Text
(5) Graphics.
(6) Pictures.
2 Web design Students should be (1) Meaning of web (1) Leads students to (1) Takes note on (1) Computer Students to:
package I able to: design packages. computer teaches laboratory. (1) explain the
(1) define the term (2) Uses of web laboratory. explanation. (2) Pictures meaning of web
web design package. design packages. (2) Explains the (2) Participates in design packages.
(2) mention the uses meaning of web classroom (2) state two uses of
of web design design packages. discussion. web design
packages. packages.
3 Web design Students should be (1) Components of (1) Outlines the (1) Participates in Charts Students to:
package II able to: web design components of a class discussion. (1) state three
(1) state the packages. web design package. (2) Copy components of web
components of web (2) Examples of web (2) States examples examples given design packages.
design packages. design packages. of web design by the teacher. (2) mention two
(2) mention examples packages. examples of web
of web design design packages.
packages.
618
DATA PROCESSING
SS II
THIRD TERM
WEEK

4 Graphic Students should be (1) Meaning of (1) Leads students (1) Take note on the (1) Computer Students to:
Packages I able to: graphic software to computer teachers explanation laboratory (1) explain the
(1) define graphic package laboratory (2) Participate in (2) Pictures meaning of graphic
software package. (2) Uses of graphic (2) Explains the classroom package.
(2) mention uses of software package meaning of graphic discussion (2) state two uses
graphic software -Complimentary package of graphic.
package. card design (3) Outlines uses of
-School log graphic package
-Nigerian flag etc.
5 Graphic Students should be (1) Components of (1) Explains Copy chalkboard (1) Pictures Students To:
Packages II able to: CorelDraw components of summary (2) Charts (1) explain
(1) explain (2) Examples of CorelDraw. components of
components of graphic packages (2) States features CorelDraw.
CorelDraw. -Paints of graphic (2) state two
(2) state two -Harvard packages features of graphic
features of graphic -CorelDraw packages
packages -Photoshop etc. (3) give two
(3) give two (3) Features of examples of
examples of graphic packages graphic packages.
graphic packages.
6 Practical Students should be (1) Open Leads students to Participates in the Computer set. Students to:
able to: presentation perform the activities. (1) open
(1) open package. activities. presentation
presentation (2) Create new package.
package. presentation with (2) create new
(2) create a new animation. presentation adding
presentation adding animation..
animation.
619
DATA PROCESSING
SS II
THIRD TERM
WEEK

RESOURCES
SUB-THEME: COMPUTER MAINTENANCE, ETHICS AND HUMAN ISSUES
7 Maintenance Students should be (1) General (1) Explains and (1) Take notes on the (1) Computer set Students to:
& of computer able to: clearing. demonstrates. basic maintenance (2) Broken down carryout basic
8 I explain and carryout (2) Battery (2) How to make procedures. computer set computer
basic computer charging and computer dust free. (2) Participate in (scraps). maintenance.
maintenance replacement. (3) How to charge carrying out basic
procedures. (3) DVD drives and replace batteries maintenance.
lens clearing. (3) How to clean the
lens of DVD drive.
9 Practical Students should be (1) Create or Leads students to Participates in (1) Computer set Students to:
& able to: design a flag design a flag and designing and (2) CorelDraw (1) design
10 use a CorelDraw (National flag) prepare an invitation preparing a flag and software package national flag.
package to: (2) Prepare an card invitation cards (2) prepare an
-design a flag. invitation card s invitation card.
-prepare an
invitation card.
11 REVISION
12 EXAMINATION
620
STORE KEEPING
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
1 Career Student should be Definition of career. Explains career with Copy notes. Textbooks. Students to:
opportunities. able to: illustration. explains career.
1define career.
2 List job Students should be Guides students in Explains job Copy notes. 1. Textbooks. Student to:
opportunities. able to: defining and listing job opportunities. 2. Chalkboard. explains job
lists Job opportunities. opportunities.
opportunities.
3. Store keeping. Students should be Define Discuss store Copy notes. Textbooks. Students to:
able to: i. Store keeping. keeping with the what is store-keeping.
definition. students.
4. Skills required Students should be Skills in jobs in store Take part in Take part in the 1. Textbooks Students to:
for performing able to: keeping. discussion with the discussion with the 2. Chalkboard mention skills in
job skills required for students. students. store keeping.
opportunities. job in store keeping.
5. computer skill. Students should be 1. Computer skills Discusses skills Copy notes. 1. Textbooks Student to:
able to: definition. required for computer 2. Chalkboards. explains computer
1. definition. 2. Uses. usage in recording skills
2. uses. 3. Recording. ability to work with
4. Figures. figure.
6 Equipment. Students should be equipment use in store Discusses the uses of Take part in the 1. Textbooks. Students to:
able to: identify the keeping. store keeping. discussion. 2. Chalkboard. mention four (4)
equipments use in equipment use in
store keeping. store keeping.
7. Facilities used Students should be 1. Facilities in store Involve the students Copy notes. Chalkboard. Students to:
in store able to: keeping. in explanation. lists three (3) facility
keeping. 1. facilities used in of store keeping.
store keeping.
621
STORE KEEPING
SS II
FIRST TERM

WEEK
OBJECTIVES GUIDE
8. Uses of Students should be Uses. Explains the uses. Copy notes. Chalkboard. Students to:
various able to: describes three (3)
equipment. 1uses of the uses of equipment.
equipment.
9. Safety Students should be 1. Health. Discuss the health Copy. 1. Textbooks. Students to:
standard. able to: 2. Safety at work act. and safety at work. 2. Chalkboard. briefly state the
appreciate the health.
Health and safety of
work act.
10 Safety at work Students should be Safety at work 1974. Discuss safety at Copy notes. Textbooks. Students to:
ii act 1974. able to: work Act 1974. explains safety Act.
appreciate the safety 1974.
at work.
11 REVISION
12 EXAMINATION
622
STORE KEEPING
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
1 Method of Students should be Method meaning of first Discussion with the Take part in the 1. Chalkboard. Students to:
providing safety at able to: aid box and things found students on safety at discussion. 2. Textbooks. briefly state the
work place. mentions method. in the box work. health at work.
- first aid-box.
- fire extinguisher.
2. Identify safety Students should be 1. Safety wears. Takes part in Copy note and take part 1. Chalkboard. Students to:
wears. able to: safety wares. - Definition. discussion. in the discussion. 2. Textbooks. states of wears.
- Meaning. - Types.
3. Uses of safety Students should be Safety wears e.g. gloves. Discussion with the Copy notes. 1. Chalkboard. Students to: lists
wear. able to: students. 2. Textbooks. three (3) uses of
mention safety wears. safety wear.
4. Environment Students should be 1. Store cleanliness. Discussion with the Copy notes. 1. Textbooks. Students to:
issues. able to: 2. Personal cleanliness. students. 2. Chalkboard. list 3 environmental
1. define. issues.
2. explains.
5. Importance of Students should be Issue in Health Involves the students Listens to the teacher. 1. Textbooks.
health able to: environment. in explanation 2. Copy notes. 2. Chalkboard.
environment. identify the
importance.
6. Issues in health Student should be Issues in health and Listens to the teacher. Take part in the 1. Textbooks. Students to: lists 3
and environment. able to know issue in environment e.g. discussion. 2. Chalkboard. environment issues.
health and cleanliness.
environment. - Adequate
- Space
- Temperature.
623
STORE KEEPING
SS II
SECOND TERM

WEEK
PERFORMANC EVALUATION
E OBJECTIVES GUIDE
7. Importance of Students should 1. Store-keeping. Listens to the Take active part in 1. Textbooks. Students to:
health be able to: 2. Personal cleanliness. teacher. the discussion. 2. Chalkboard. briefly explains how
environment. 1. importance of b. The environment. you can keep your
- Store-keeping. health environment clean.
- Personal environment.
cleanliness. 2. how to live in
- The good
environment. environment.
8. Documents uses Students should Document use in store-keeping. Mentions the Listens and take 1. Textbooks. Students to:
in store-keeping. be able to: a. Invoice. document use in part in the 2. Chalkboards. list 5 document use
1. identify the b. Purchase order. store-keeping. discussion. in store-keeping.
documents use in c. Cash register.
store-keeping. d. Receipt
2. explains the e. Credit note.
document. f. Debit note.
9 Cash and credit Students should 1. Cash and credit transaction. Listen to the Take part in the 1. Textbooks Students to:
transaction. be able to: 1. Definition. teacher. discussion. 2. Chalkboard. list 4 advantages and
1. definition. 2. Meaning of journal. disadvantages of
2. meaning of 3. Advantages and journals.
journal. disadvantages.
3. advantages and
disadvantages.
10 Preparation of Students should 1. Prepare the different types of Prepares the Take part in the 1. Textbooks Students to:
general journal be able to: journal use in store-keeping. different books discussion. 2. Chalkboard. prepare the sales day
in store-keeping. solve question - Special journals. (day books). use in store- books.
involving journal - Purchase journal. keeping.
in store-keeping. - Sales journal
11 REVISION
12 EXAMINATION
624
STORE KEEPING
SS II
THIRD TERM
WEEK
OBJECTIVES GUIDE
1 Attitude to work Students should be 1. Definition of work. Explains right attitude Listen and take part in 1. Textbooks. Students to:
in store keeping. able to: 2. Meaning of right to work in store the discussion. 2. Chalkboards. list 5 attributes of
1. define work. attitudes to work in store keeping. people to work.
2. meaning of keeping.
attitude to work. 3. Attributes of people
3. attributes of people with right attitude to
with right attitude to work in store keeping.
work.
2. Rewards of a Students should be Rewards of a positive Involving the students Take active part in the 1. Textbook. Students to:
positive work able to: attitude to work in store in the discussion.. discussion. 2. Chalkboard. list 4 positive reward
attitude in store- reward for a positive keeping. to work in store
keeping. work attitude in store 1. Can d keeping.
keeping. 2. Never say die.
3. Punctuality.
4. Honesty.
5. Consistency.
6. Interest in your work.
3. Devotion to Students should be 1. Devotion to work in Explains to the Listens to the teacher. 1. Textbooks. Students to:
duty in store able to: store keeping. students in the class. 2. Chalkboards. briefly explains
keeping. 1. meaning of 2. Effects of devotion to devotion to work in
devotion. work in store keeping. store keeping.
2. effects of devotion
to work in store
keeping.
4. Correspondence Students should be - Correspondence Involve the students Take part in the Textbooks. Student to:
records in store- able to: record- store-keeping. in the discussions. discussion. list 3 types of
keeping. identify the books 1. Mail inward book. correspondence in
use in recording in 2. Mail outward book. store keeping.
store keeping. 3. Postage book.
4. Despatch book.
625
STORE KEEPING
SS II
THIRD TERM
WEEK
OBJECTIVES GUIDE
5. Procedure for Students should be 1. Receiving mail. Explains to the Listens to the teacher. Textbooks. Students to:
handling able to: 2. Opening mail students. list 4 procedure in
correspondence 1. procedure for 3. Sorting mail. handling
in store keeping. handling 4. Enclosures. correspondence.
correspondence in 5. Removing the
store keeping. contents.
6. Insurance in Students should be 1. Definition. Explains the services. Listen to the teacher. Textbooks. Students to:
store keeping. able to: 2. Service of the define insurance.
1. meaning of insurance companies.
insurance.
2. services of the
insurances
companies.
7. Types of Students should be Types of insurance Discusses with the Take part in the 1. Textbooks. Students to:
insurance. able to: 1. Vehicle insurance students. discussion. 2. Chalkboard. list 4 types of
1. identify the types 2. Fire. insurance you know.
of insurance. 3. Burglary.
2. explains the types 4. Life assurance.
of insurance. 5. Marine.
Warehousing. Students should be Warehousing. Discusses with the Listen to the teacher. 1. Textbooks. list 3 types of
able to: - Definition. students. 2. Chalkboard. warehousing.
1. definition of - Types of warehousing.
warehousing.
2. types of
warehousing.
8. Buying and Students should be Buying and selling by Discusses with the Listen to the teacher. 1. Textbook. Student to:
selling by cash I able to: cash. students. 2. Chalkboard. list the types of
1. definition of - Types of buying and buying and selling.
buying and selling. selling.
2. buying by sample.
626
STORE KEEPING
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
9 Procedures for Students should be Definition of buying Discusses with the Listen to the teacher. 1. Textbook. Students to:
buying in store able to: procedures e.g. students. 2. Chalkboard. list and explains the
keeping. 1. definition of - Quotation. types of buying
buying procedures - Enquiry. procedures.
e.g. - The order.
i. Enquiry. - The invoice.
ii. Quotation.
iii. The order.
iv. Invoice.
10 Distribution in Students should be Channel of distribution Discusses with the Listen to the teacher. 1. Textbooks Students to:
store keeping. able to: in store keeping e.g. students. 2. Chalkboards. list the channel of
meaning of - Producer- Agent- distribution in store
distribution. Wholesaler- Retailers- keeping.
- Channel of Consumer.
distributions in store - Producer- Wholesaler-
keeping. Retailer- Consumer.
11 REVISION
12 EXAMINATION
627
BOOK KEEPING
SS II
FIRST TERM
THEMES 4: FINANCIAL STATEMENT

WEEK

TEACHER STUDENTS
MATERIALS
1 Trading Students should be 1. Trading account 1. Defines trading 1. Take notes on 1. Specimen ledger. Students to:
Account I able to: 2. Rules for account. trading account. 2. Charts 1. explain the
1. explain the meaning constructing a 2. Guides the 2. Understand the 3. Pictorial materials purpose of trading
of trading account. simple trading learners on the rules rules for constructing 4. Videos account.
2. state the purpose of account. for constructing a trading account. 2. explain the
trading account. trading account. meaning of trading
3. identify trading account.
account items.
4. outline the rules for
constructing trading
account.
2 Trading Students should be 1. Trading account Explains the item in 1. Take notes on 1. Specimen ledger. Students to:
Account II able to: terminologies: the trading account. trading account. 2. Charts explain each of the
1. describe cost of -opening stock 2. Guide the students 3. Pictorial materials terminologies.
goods sold. -closing stock on the terminologies. 4. Videos
2. determine the gross -purchases
profit. -cost of goods sold
3. describe sales. -return inwards and
outwards
-carriage inward
-cost of goods
available
-gross profit/loss.
3 Trading Students should be 1. Trading account 1. Supervises 1. Take notes on 1. Specimen ledger Students to:
Account able to: preparation. students to prepare trading account 2. Chart 1. list five (5)
Preparation 1. prepare the trading 2. Determination of trading account. 2. Know how to 3. Ruler trading account
account gross profit or loss. 2. Prepares trading prepare trading 4. Calculator items.
2. determine the gross account. account. 5. Relevant textbooks 2. prepare trading
profit/loss 3. Practice exercises account.
calculating cost of
goods sold.
4. Practices more
exercises.
628
BOOK KEEPING
SS II
FIRST TERM
THEME 4: FINANCIAL STATEMENT

WEEK

TEACHER STUDENTS
MATERIALS
4 Profit And Students should be 1. Profit and loss 1. Defines profit Take notes on profit 1. Chart Students to:
Loss Account able to: account. and loss account. and loss account 2. Diagrams list five (5) purpose
1. explain the profit 2. Identification of 2. Guides students 3. Videos of profit and loss
and loss account. profit and loss on how to identify 4. Rule account.
2. state the purpose of account items. the profit and loss 5. Relevant
profit and loss account items. textbooks
account.
3. identify the format
of a profit and loss
account.
5 Profit And Students should be 1. Preparation of 1. Guides students 1. Prepare profit and 1. Diagrams Students to:
Loss able to: profit and loss to prepare profit loss. 2. Ruler 1. prepare profit
Preparation 1. prepare the profit account. and loss account. 2. Determine net 3. Chalkboard and loss account.
and loss account. 2. Determination of 2. Guides students profit or loss. 4. Calculator 2. determine net
2. determine net profit net profit or loss. to determine net 5. Relevant profit or loss.
or loss profit or loss. textbooks.
3. determine net sales.
6 Balance Sheet Students should be 1. Balance sheet 1. Explains balance 1. Take notes on 1. Chart Students to:
I able to: 2. Content of sheet. balance sheet. 2. Diagrams 1. explain balance
1. explain balance balance sheet. 2. States the 2. Understand the 3. Videos sheet.
sheet. contents of a contents of a 4. Relevant 2. list 5 contents of
2. state the content of balance sheet. balance sheet. textbooks a balance sheet.
a balance sheet.
7 Balance Sheet Students should be 1. Assets and 1. Guides students 1. Take notes on 1. Chalkboard Students to:
II able to: liabilities. to distinguish types of assets and 2. Charts 1. list two
1. identify the -Distinction between assets and liabilities. 3. Textbook differences
different between -Identification of liabilities. 2. Note the between assets and
assets and liabilities. types 2. Discusses the differences between liabilities.
2. classify assets and -Classification. different types of assets and liabilities. 2. list the
liabilities. assets and differences
3. identify the liabilities. between fixed
different types of assets and current
assets and liabilities. assets.
629
BOOK KEEPING
SS II
FIRST TERM
THEME 4: FINANCIAL STATEMENT

WEEK
TOPIC PERFORMAN CONTENT ACTIVITIES TEACHING AND EVALUATION

CE LEARNING GUIDE
TEACHER STUDENTS
OBJECTIVES MATERIALS
8 Balance Sheet Students should 1. Users of balance 1. Leads students 1. Identity the users 1. Chart Students to:
Preparation be able to: sheet. to identify users of balance sheet. 2. Diagrams 1. list 5 users of a
1. state the users 2. The balance of balance sheet. 2. Practice a simple 3. Videos balance sheet.
of balance sheet. sheet: 2. Prepares a balance sheet. 4. Rule 2. preparation of a
2. prepare a -Layout simple balance 5. Relevant simple balance
simple balance -Preparation sheet. textbooks sheet.
sheet.
9 Bookkeeping and Students should 1. Bookkeeping 1. Definitions of 1. Make notes on 1. Chart Students to:
Accounting Concepts be able to: accounting accounting accounting 2. Diagrams 1. identify 4
and Conventions 1. explain the concepts concept concepts. 3. Videos accounting
accounting 2. Lists of 2. Leads students 2. Identify 4. Relevant concepts.
concepts. accounting to identify accounting textbooks 2. list 3 accounting
2. identify the concepts accounting concepts. concept.
accounting 3. Explanation of concepts 3. Ask questions on 3. explain 3
concepts. accounting 3. Lists accounting accounting
3. list accounting concepts. accounting concepts. concepts.
concepts. concepts 4. Know accounting
concepts.
10 Bookkeeping Students should 1. Bookkeeping 1. Guides students 1. Write notes on the 1. Textbooks Students to:
Accounting be able to: and accounting to explain the accounting 2. Chalkboard 1. list five (5)
Conventions 1. identify conventions. term accounting conventions accounting
accounting 2. List of convention. 2. Ask questions on conventions.
conventions. accounting 2. Leads students accounting 2. explain four (4)
2. list accounting conventions. to identify convention. accounting
conventions. 3. Explanation of accounting conventions.
3. explain the accounting conventions
accounting convention. 3. Lists
conventions. accounting
conventions.
11 REVISION
12 EXAMINATION
630
BOOK KEEPING
SS II
SECOND TERM
THEME 1: INTRODUCTION
WEEK
TEACHER STUDENTS
MATERIALS
1 Depreciation Students should be able 1. Meaning of 1. Defines 1. Makes note on 1. Chart Students to:
to: depreciation depreciation. deprecation 2. Diagrams 1. define
1. define depreciation. 2. Reason for charging 2. Leads students 2. Ask questions on 3. Videos depreciation.
2. state the reasons for depreciation to know the reasons for 4. Relevant 2. state 2 reasons
charging depreciation. reasons for charging textbooks for charging
charging depreciation depreciation.
depreciation.
2 Depreciation Students should be able 1. Causes of 1. Leads students 1. Make notes on 1. Chart Students to:
(contd.) to: depreciations. to know the causes causes of 2. Diagrams 1. list is causes of
1. identify the causes of 2. Elements of of depreciation. deprecation. 3. Videos depreciation.
depreciation. depreciation. 2. Guides students 2. Identify the 4. Relevant 2. identify 2
2. list element of to identity the element of textbooks element of
depreciation. element of depreciation. depreciation.
depreciation.
3 Methods of Students should be able 1. Depreciation 1. Guides students 1. Identify different 1. Chart Students to:
Depreciation to: methods. to identify depreciation 2. Diagrams 1. list 3
1. identify depreciation 2. Computation of depreciation methods. 3. Videos depreciation
methods: simple depreciation. methods. 2. Practice various 4. Relevant methods.
-fixed installment 2. Demonstrates deprecation textbooks 2. compute a
-method . how to compute methods 5. Calculator. simple
-diminishing balance simple depreciation.
method. depreciation.
-revaluation method
2. compute simple
depreciation.
4 End of Year Students should be able 1. Adjustments 1. Explains 1. Write notes on 1. Calculator Students to:
Adjustment to: 2. Types of adjustments adjustment. 2. Relevant 1. explain
1. explain adjustments. adjustments 2. Leads students 2. Identify the textbooks adjustments.
2. identify types of 3. Adjustment in the to identify the types of 2. identify 2 types
adjustments. appropriate books. types of adjustments. of adjustments.
3. make adjustments in adjustments. 3. Understand and 3. demonstrate
the appropriate books. 3. Demonstrates practice adjustment adjustment in the
adjustments in the in the appropriate appropriate books.
appropriate books. books.
631
BOOK KEEPING
SS II
SECOND TERM
WEEK
TEACHER STUDENTS
MATERIALS
5 Bad and Students should be able 1. Bad debts 1. Defines bad 1. Take notes on 1. Calculator Students to:
Doubtful to: 2. Define doubtful debt. bad debt. 2. Relevant 1. define bad debt
Debt 1. define bad debt. debt. 2. Defines doubt 2. Take notes on textbooks 2. define doubtful
2. define doubtful debt. 3. Differences between debt. doubtful debt. debt.
3. differentiate between bad and doubtful debt. 3. Explains the 3. Understand the 3. explain the
bad and doubtful debt. difference between difference between difference between
bad and doubtful bad and doubtful bad and doubtful
debt. debt. debt.
6 Provision For Students should be able 1. Provision for bad 1. Guides students Practice and post 1. Calculator Students to:
Bad and to: and doubtful debt. to make provision bad and doubtful 2. Relevant post and doubtful
Doubtful 1. make provision for 2. Posting of bad and for bad and debt provision into textbooks debt provision to
Debt bad and doubtful debt. doubtful debt to the doubtful debt. the appropriate the appropriate
2. post bad and doubtful appropriate books. 2. Leads students books. books.
debt provision to the to post bad and
appropriate books. doubtful debts into
the appropriate
books.
7 Reserves and Students should be able 1. Meaning of reserve. 1. Explains the 1. Take notes on 1. Chalkboard Students to:
Provision to: 2. Meaning of meaning of reserve. reserve and 2. Relevant 1. define reserve.
1. explain the meaning provision. 2. Leads students provision. textbooks 2. define provision.
of reserves. 3. Differences between to know provision. 2. Understand the 3. explain the
2. define provision. reserve and provision. 3. Identifies the difference between difference between
3. identify the difference between reserve and reserves and
difference between reserves and provision. provision.
reserve and provision. provision.
8 Accruals And Students should be able 1. Define accruals and 1. Guides students 1. Take part in the 1. Chalkboard Students to:
Prepayment to: prepayment. to know accruals discussion and 2. Relevant 1. explain accruals.
1. define accruals 2. Distinction between and prepayments. activities in the textbooks 2. explain
2. define prepayments accruals and 2. Guides students classroom. 3. Charts prepayments.
3. distinguish between prepayment. to solve problems 2. Solve problems 3. state the
accruals (payment in involving accruals involving accruals difference between
arrears) and prepayment and prepayment. and prepayments. accruals and
(payment in advance). prepayments.
632
BOOK KEEPING
SS II
SECOND TERM
WEEK

TEACHER STUDENTS
MATERIALS
9 Adjustment- Students should be able Identification of 1. Discusses Take notes on 1. Textbooks Students to:
Provision For to: provision for discount provision for discount allowable 2. Chalkboard 1. Explain discount
Discounts 1. Identify provisions allowable discount. 3. Ruler allowable
Allowed And for discount allowable. 2. Demonstrates 4. Calculator 2. Post entries into
Received 2. Make entries into the entries into the the ledger account.
ledger and final ledger account.
accounts of provisions
for discount allowable.
10 Adjustment Students should be able Posting entries into 1. Demonstrates 1. Take notes 1. Relevant Students to:
In Profit And to: final account: the posting of 2. Copies the textbook 1. post bad and
Loss Account 1. make entries of -accruals and accruals and posting of 2. Calculator doubtful debts to
payment (payment in prepayment. prepayments into prepayment and 3. Board the final account.
advance) and accounts -bad and doubtful debt final account. accruals to the final 4. Ruler. 2. post entries of
(payment in arrears to -depreciation and 2. Demonstrates account. accrual and
final account. provision for the posting of bad prepayments to
2. make entries of bad depreciation. and doubtful debt final account.
debts and provisions -provision for discount into final account.
into the final account. allowable. 3. Demonstrates
3. make entries into the entries of
final accounts of depreciation and
provision for provision into final
depreciation. account.
11 REVISION
12 EXAMINATION
633
BOOK KEEPING
SS II
THIRD TERM
THEMES: FINANCIAL STATEMENT

WEEK

1 Trading, profit, and Students should be 1. Trading, profit 1. Defines and 1. Make notes on 1. Ruler Students to:
loss accounts able to: and loss accounts explains trading, trading, profit and 2. Calculator prepare trading,
prepare trading 2. Adjustments: profit and loss loss accounts. 3. Relevant profit and loss
profit and loss -prepayments. accounts. 2. Know how to textbooks account with
account with -accruals 2. Guides students prepare trading and 4. Board adjustment.
adjustments. -provisions to make adjustments profit and loss 5. Annual reports of
-depreciations 3. Prepares trading, account with business
-bad debts profit and loss adjustments. organizations.
-doubtful debts. account. 3. Practice more
exercises.
2 Accounts of non- Students should be 1. Account of 1. Defines the non- 1. Take notes on 1. Chalkboard Students to:
profit making able to: non-profit making profit making non-profit making 2. Textbook 1. explain the
organization 1. explain the organization. organization organization. 3. Charts. non-trading
meaning of non- 2. Sources of fund 2. Guides students 2. List the source organization
profit making of non-profit to identify the of fund of non- 2. list 4 sources of
organization. making sources of fund of profit making fund of the non-
2. mention the organization the non-profit organization. profit making
sources of fund of making organization.
non-profit making organization.
organization.
3 Receipts and Students should be 1. Meaning of 1. Defines receipts 1. Talk notes 1. Chalkboard Students to:
payments able to: receipts and and payment. 2. Know the users 2. Textbook 1. explain the
1. explain the payments. 2. Leads students to of receipts and 3. Charts. receipts and
meaning of receipts 2. Purpose of know the purpose of payments account payment account
and payment receipt and receipts and 3. Ask questions on 2. identify the
accounts payments account. payments account. purpose of receipt purpose of
2. state the purpose 3. Users of 3. Lists users of and payment receipts and
of receipts and receipts and receipts and account payments account.
payments payments. payments account. 4. Excursion to 3. list 3 users of
3. identify the users non-profit making receipts and
of receipt and organization. payments account.
payments account.
634
BOOK KEEPING
SS II
THIRD TERM
THEME: FINANCIAL STATEMENT

WEEK

4 Receipts and Students should be 1. Contents of 1. Guides students 1. Take notes 1. Ruler Students to:
payments able to: receipts and to identify the 2. Know the 2. Board 1. identify 5
(contd.) 1. identify the payments account. contents of receipts contents of 3. Charts contents of receipts
content of receipts 2. Simple receipts and payment receipts and and payments
and payments and payments account. payment account. account.
2. prepare a simple account. 2. Prepares a 3. Be able to 2. preparation of a
receipt and payment simple receipts and prepare a simple simple receipts and
account. payments account. receipts and payment account.
payment account.
5 Income and Students should be 1. Meaning of 1. Understands the 1. Take notes 1. Ruler Students to:
expenditure able to: income and purpose of income 2. Understand the 2. Chalkboard 1. explain the
account 1. explain the expenditure and expenditure purpose of income 3. Textbook. income and
meaning of income account. account. and expenditure. expenditure account.
and expenditure 2. Purpose of 2. Knows the users 3. Know the users 2. identify the
account. income and of income and of income and purpose of income
2. state the purpose expenditure. expenditure. expenditure and expenditure
of income and 3. Users of income 3. Explains income account. account.
expenditure account. and expenditure and expenditure. 3. list 3 users of
3. identify the users account. income and
of income and expenditure account.
expenditure account.
6 Income and Students should be 1. Contents of 1. Guides students 1. Prepare and 1. Ruler Students to:
expenditure able to: income and to identify the practice a simple 2. Calculator. 1. identify 5
account 1. identify the expenditure contents of income income and 3. Chalkboard. contents of income
(contd.) contents of income account and expenditure expenditure and expenditure
and expenditure 2. Simple income account account account.
account. and expenditure 2. Prepares a 2. Excursion to 2. preparation of a
2. prepare a simple account. simple and non-profit making simple income and
income and expenditure organizations. expenditure account.
expenditure account. account.
635
BOOK KEEPING
SS II
THIRD TERM

WEEK

7 Receipts and Students should be Explain the 1. Takes notes 1. Pay attention 1. Textbook list four (4) items of
payments able to: terminologies to 2. Guides students 2. Participate in the 2. Chalkboard receipt and payment
accounts 1. explain the the receipts, to know the preparation of the 3. Charts. income and
terminologies following payment, income, terminologies. accounts. expenditure
terminologies: and expenditure 3. Explains the accounts.
-surplus account. relevant
-deficit terminologies to
-subscription the receipt and
-accumulated funds payment account.
-receipts
-payments
-subscriptions
-subscription in arrears
-subscriptions in
advance
8 Trading Students should be 1. Explain a 1. Explains the 1. Take notes on 1. Chalkboard Students to:
activities able to: trading activity. meaning of the meaning of a 2. Ruler 1. explain the
1. define trading 2. Preparation of a trading activities. trading activates. 3. Calculator trading activity.
activities. trading account of 2. Guides students 2. Prepare and 4. Relevant 2. prepare a simple
2. prepare a trading a non-trading to prepare a practice a simple textbooks. trading account.
account. organization. simple trading trading account.
account. 3. Excursion to
non-profit making
organizations.
636
BOOK KEEPING
SS II
THIRD TERM

WEEK

9 Receipts and Students should be 1. Distinction 1. Guides students 1. Take notes 1. Textbook Students to:
payments able to: between receipts to distinguish 2. Note the 2. Chalkboard 1. differentiate
accounts, income 1. differentiate and payments. between receipts, differences 3. Charts. between receipts
and expenditure between receipts and 2. Differences payment, income between receipts, and payments.
payments. between income and expenditure. payments, income 2. differentiate
2. differentiate and expenditure. 2. Guides students and expenditure between income and
between income and to solve problem account. expenditure account.
expenditure account. involving receipts,
3. prepares the payments, income
income, expenditure and expenditure
account, receipts and account.
payment account.
10 Balance sheet Students should be 1. Explanation of 1. Explains the 1. Take notes 1. Textbook Students to:
able to: balance sheet. balance sheet 2. Know the 2. Chalkboard 1. identify the
1. explain the meaning 2. Contents of 3. Guides students contents of balance 3. Charts. balance sheet.
of balance sheet. balance sheet to identify the sheet 2. prepare the
2. identify the contents 3. Simple balance contents of 3. Prepare a simple balance sheet.
of balance sheet. sheet: balance sheet. balance sheet.
3. prepare a simple -Layout 3. Prepares a
balance sheet. -Preparation. simple balance
sheet of a non-
profit making
organization.
11 REVISION
12 EXAMINATION
637
G.S.M. MAINTENANCE AND REPAIRS
SS II
FIRST TERM
THEME: GSM PHONES COMPONENTS INTERFACE, ACCESSORIES AND THEIR FUNCTIONS
WEEK

1 General Students should be able to: Questions on SS Asks questions base Listen and Past terms question Students to:
revision of SS I answer questions on last I question paper on SS I past responds to paper. study questions
question paper term work. question paper questions on papers.
questions paper
2 General Students should be able to: Definition Guides students to Listen and Students to:
revision of SS I 1. define terms examples. defines terms in SS I participate in 1. define
work 2. list examples. and give examples. class. 2. give examples
3 User interface Students should be able to: 1. Definition of 1. Guides students 1. Define user 1. GSM phones with Students to:
design of GSM 1. define user interface user interface to define users interface different interface 1. define users
Phone 2. list types of user interface 2. Types of user interface 2. List different design interface.
design. interface designs 2. Guides students types of user 2. GSM phones 2. list five types of
-MUID to list user interface interface design. catalogue users interface
-GUID designs. 3. Internet design.
-TSUID
4 User interface Students should be able to: 1. Comparison of 1. Compares various Identify different 1. GSM phones with Students to:
design of GSM 1. compare various user various user user interface types of user different interface 1. compare various
phone interface design. interface design designs interface design. design user interface
2. state the importance of 2. The 2. States the 2. GSM phones design.
user interface design. importance of importance of user catalogue 2. state three (3)
user interface interface design. 3. Internet importance of user
design interface design.
5 GSM phone Students should be able to: 1. Definition of 1. Guides students 1. Define GSM 1. GSM phone Students to:
accessories and 1. define GSM phone GSM phone to define GSM phone accessories accessories 1. define GSM
their function. accessories. accessories phone accessories 2. Identify 2. GSM phone accessories.
2. Identify various 2. Identification 2. Asks students to accessories of catalogues 2. identify three
accessories of GSM phones, of accessories of identify accessories GSM phones. accessories of
GSM. displayed GSM phone.
6 GSM phone Students should be able to: Functions of States the functions State the functions As in week 5 above. Students to:
accessories and state the functions of GSM GSM phone of GSM phone of GSM phone state/list 5
their functions phone accessories. accessories accessories. accessories. functions of GSM
phone accessories.
638
SS II
FIRST TERM
THEME: GSM PHONES COMPONENTS INTERFACE, ACCESSORIES AND THEIR FUNCTIONS
WEEK

7 Common Students should be Explanation of the main Demonstrates with Operate different Different GSM Students to:
menu/subme able to: menu and submenu of different handsets to handset to phones. operate properly
nu and their explain the main menu different GSM phones e.g. compare their compare their different handset to
functions and submenu of phone book, message, call menus practically menus. compare their
different GSM phones. register etc. menus.
8 Common Students should be Functions of different States the functions Mention the Different GSM Students to:
menu/subme able to: GSM phone menus and of different GSM functions of phones and manuals. explain correctly
nu and their 1. list types of menus sub-menus e.g. phone book phone menus and different GSM the functions of
functions and sub-menus. messages, call registers etc. submenus e.g. phone menus and different GSM
2. state the functions phone book, submenus e.g. phone menus and
of menus and messages, call phone book, submenus.
submenus. register etc. messages, call
register etc.
9 Hardware Students should be 1. Definition of hardware 1. Guides students 1. Define 1. Scrap GSM phones Students to:
components able to: devices. to define hardware hardware devices 2. Diagrams of 1. define hardware.
1. define hardware 2. The essential hardware devices. 2. List and hardware components 2. Identify
devices. components (CPU, SIM 2. Lists and displays identify the hardware
2. identify hardware Socket, earpieces, keypad the essential essential hardware components.
component of GSM etc). hardware components
phones (CPU, SIM components (CPU, (CPU, SIM
Socket, earpieces, SIM Socket, Socket, earpieces,
keypad etc). earpieces, keypad keypad etc).
etc).
10 Practical Students should be Repair of faulty GSM 1. Opens a faulty Listen and Hardware Students to:
(hardware able to: phone set up a new GSM GSM phone and observe the components faulty 1. repair GSM
components) 1. open a faulty GSM phone shows all the teacher repair and GSM phone. phone.
phone and repair it. hardware couple GSM 2. couple new
2. couple/put up a new component and do phone together. GSM phone.
GSM phone together. repair
2. Couple a new
GSM phone
11 EXAMINATION
12 REVISION
639
SS II
SECOND TERM
WEEK ACTIVITIES TEACHING AND EVALUATION

1 Revision of Students should be able to: Questions of Guides students to Listen to teacher Question paper. Students to:
first term answer all the question on question paper answer questions on answer difficult study first term
work the question paper of first the question paper question on the question paper.
term. of first term. question paper
2 Students should be able to: 1. Definition 2. Defines terms Participate in Chart Students to:
have a general review of 2. Examples 3. List function of interactive 1. define
the first term work. terms in first terms. discussion on first 2. give examples of
term work first term
terminologies.
3 Software Students should be able to: 1. Definition of Guides students to: 1. Boot the 1. Charts Students to:
components I 1. define software. software 1. describes computer and 2. Computer 1. define software.
2. state the types of 2. Types and computer software identify types of system with 2. state two types of
software. examples of 2. Identifies software in the appropriate software.
3. give examples of each software different types of system. software. 3. give two examples
type of computer software. - System software computer software 2. Copy notes on of application
-Application write notes on the the board. software and system
software board. software.
4 Software Students should be able to: Software Lists the software Identify the 1. GSM phones Students to:
components identify software components of component of GSM software 2. Internet identify software
II components of GSM GSM phones phones components of 3. Technical components of GSM
phone. GSM phones manuals phone.
4. Videos
5 Functions of Students should be able to: The function of Identifies and List the functions Students to:
GSM explain the functions of the hardware displays common of the hardware state the functions of
hardware various hardware components tools and equipment components of hardware components
components of GSM (CPU, SIM for hardware repairs. GSM phone. of GSM phones.
phones. Socket Earpiece,
keypad).
6 Functions of Students should be able to: The function of Identifies and List the functions Students to:
GSM explain the functions of the software displays common of the software state the functions of
software various software components of software tool for components of software components
components of GSM GSM phone repairs. GSM phone of GSM phone.
phones.
640
SS II
SECOND TERM
WEEK
7 GSM repair Students should be able 1. Common tools and States the uses of 1. Identify common 1. Hardware tools Students to:
tools and to: equipment for hardware the tool identified. tools and equipment 2. Demo CDs 1. use the tools and
equipment identify common tools repairs such as: for hardware repairs 3. Faulty phones equipment to
I and equipments for -star Allen key/star 2. Demonstrate the 4. Computer sets. couple a GSM
hardware repairs. precision set. uses of common tool 5. Cables. phone.
2. state the uses of the -normal precision set. and equipment for 2. identify 5
tools. -multi-meter (analogue hardware repairs. common tools and
and/or digital). equipment for
-computer set hardware repairs.
2. The uses of the tools.
8 GSM repair Students should be able 1. Common software States the use of Identify common GSM phone tools Students to:
tools and to: tools for repairs such as: the tools tools and equipment and equipment. identify 3 common
equipment 1. identify common -unlocking and repair identified. for software repairs. software tools for
II software tools for repairs software repairs.
2. state the uses of the -flashing software.
tool. 2. The use of the tools.
9 Care of Students should be able Care and maintenance of Guides students Identify the basic GSM phone tools Students to:
tools and to: tools and equipment in to identify the care and and equipment. identify the basic
equipment state the basic care and the GSM phone repairs basic care and maintenance tips for care and
I maintenance tips for the workshop. maintenance the tools and maintenance tips
tools and equipment in a procedures for the equipment in a GSM for the tools and
GSM phone repairs tools and phone repairs equipment in a
workshop. equipment in a workshop. GSM phone repairs
GSM phone workshop.
repairs workshop.
10 Care of tools Students should be able to: Care and maintenance of Guides students to 1. Observe GSM phone tools and Students to:
and observe the basic care and tools and equipment in the observe tools and 2. Listen equipment. care out the basic
equipment II maintenance procedures GSM phone repairs equipment in 3. Ask questions care and maintenance
for tools and equipment in workshop. workshop. for the tools and
a GSM phone repair equipment in a GSM
workshop. phone repairs
workshop.
11 REVISION
12 EXAMINATION
641
SS II
THIRD TERM
WEEK
1 Total revision of Students should be able Answer to questions on 1. Guides students Listen to teacher Questions paper. Students to:
2nd term question to: questions paper. to answer answer difficult study question
paper answer all the question questions on the question of the paper of 2nd
on the question paper of question paper of question paper. term.
second term. second term.
2 Total revision of Students should be able General review of second 2. Define terms Participate in Chart Students to:
2nd term work to: term work. 3. List examples interactive 1. define terms
1. define terms in of such terms discussion on 2nd 2. example of
second term. term work. terms.
2. examples of terms
3 GSM safety Students should be able GSM phone care and Identifies and Identifies and 1. Cleaning solvents Students to:
practices to: maintenance procedures. emphasizes GSM emphasizes 2. Charts identify and
identify and observe phone care and GSM phone care 3. GSM phone observe GSM
GSM phone care and maintenance and maintenance operation manuals phone care and
maintenance procedures. procedures. 4. Video clips maintenance
procedures. 5. Internet. procedures.
4 GSM safety Students should be able Maintenance procedures Guides students to Listen and 1. Tools Students to:
practices to: open up a GSM observe teacher 2. GSM phone. 1. open a GSM
1. open a GSM phone phone clean up do maintenance phone and
and services it. and couple it on phone services it.
2. couple it back and it back. 2. couple it back
is working better than and it is working
before. better than
before.
5 Troubleshooting Students should be able Troubleshooting hardware Guides students 1. Troubleshoot 1. Faulty GSM phone Students to:
and Repairs I to: faults of GSM phones to: hardware faults 2. GSM phone repair 1. troubleshoot
1. troubleshoot faults of -Antenna 1. troubleshoot of GSM phones. handbook faults of GSM
GSM phones -Service port hardware faults of 2. Identify faulty 3. Video clips. phones
-LCD
2. identify hardware -Power pack
GSM phones hardware 2. identify
faults of GSM phones. -Keypad switch 2. identify faulty components. hardware faults
-Charging system GSM phones. of GSM phones.
-Mouth piece (microphone)
-Ear piece (speaker)
-Ringer
-Sun terminals.
642
SS II
THIRD TERM
WEEK

6 Troubleshooting Students should be able Repair faulty hardware Guides students to Carry out repairs GSM phone repair Students to:
and Repairs II to: component carry out repairs of faulty phones handbook, GSM repair faulty
carry out repair on of faulty phones phone repair tools. hardware
faulty hardware component.
component practically.
7 Troubleshooting Students should be able Troubleshooting. Guides students Observe and ask 1. Faulty GSM phones Students to:
and Repairs III to: -Contact service provider. to: questions. 2. GSM phones repair troubleshoot
troubleshoot faults of -Phone lock code troubleshoots handbook faults of GSM
GSM phone practically. -Invalid SIM software faults of 3. GSM phone repair phone.
-SIM card rejected GSM phone. tools
-Virus attack etc.
8 Troubleshooting Students should be able Fix and repair software Guides students Participate in the 1. Faulty GSM Students to:
and Repairs IV to: fault. to rectify software troubleshooting phones. 1. identify
1. identify software faults. process. 2. GSM phone repair software faults of
faults to GSM phone handbook. GSM phone
2. Fix and repair 3. GSM phone repair 2. fix and repair
software fault tools. software fault.
9 Practical Students should be able Fix and repair faulty GSM Guides students to Handle tools 1. Faulty GSM Students to:
to: phone. repair faulty and fix faulty phones. fix a faulty GSM
1. identify faults to phone. GSM phone in 2. GSM phone repair phone.
GSM phone order. handbook.
2. repair the GSM 3. GSM phone repair
phone. tools.
10 Practical Students should be able Troubleshooting and Guides students Participate in 1. Faulty GSM phone Students to:
(Troubleshooting to: Repaired GSM phone Troubleshooting troubleshooting. 2. Tools. 1. use GSM
and Repairs) 1. use GSM phone to and Repaired phone to
troubleshoot fault GSM phone troubleshoot
2. Repair the GSM fault.
phone 2. repair the
GSM phone.
11 REVISION
12 EXAMINATION
643
ANIMAL HUSBANDRY
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
1 Processing Students should be able to: Processing of the Demonstrates Observe and Samples of animal Students to:
and process animal products following animal processing of practice products Egg, process animal
marketing of into various farms. products into Egg, animal products demonstration of Milk, Meat etc. products into Egg,
animal Milk, Meat. processing. Milk and Meat.
products I
2 Processing Students should be able to: Processing animal Demonstrates Observe and Samples of animal Students to:
and process animal products products into hide, processing of practice products (hides, process animal
marketing of into hide, skin, wool etc. skin and wool. animal products demonstration of skin and wool) . products into hide,
animal into hide, skin and processing. skin and wool.
products II wool.
3. Marketing of Students should be able to: 1. Marketing Exposes students to Draws diagram of Chart showing Students to:
animal 1. identify various channels. the various marketing marketing list and explains
products marketing channels/outlets. 2. Advantages and marketing channels. channels. marketing
2. enumerate the disadvantages of channels. channels.
advantages and each marketing
disadvantages of each channel.
channel.
4. Meaning and Students should be able to: 1. Meaning of Uses charts to Participate in the Chart showing well Students to:
causes of 1. define animal nutrition. nutrition. demonstrate the demonstration. nourished animal 1. define animal
animal feeds I 2. outline the importance 2. Importance of importance of and malnourished nutrition.
of feeds in farm animals feeds. feeds in farm livestock. 2. state four
production. animals importance of
production. nutrition in animal
production.
5. Meaning and Students should be able to Classification of Exposes students to Identify feed stuff Samples of the Students to:
classes of 1. list the various classes of feeds the various classes with various classes of animal 1. enumerate the
animal feeds animals feeds. i. Concentrates of animal feeds. nutrient feeds. various classes of
II 2. use of nutrient in animal ii. Basal or energy components. animal feeds.
production. feeds 2. state two
iii. Forages and importance of each
roughages nutrient in animal
iv. Additives etc. production.
644
ANIMAL HUSBANDRY
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
6 Classes of Students should be able to: Components of Exposes the Identify feed Examples of the Students to:
animal feeds 1. list the various classes of feed students to various stuffs with these sources such as 1. enumerate the
III nutrients in animal feeds. - Protein sources of these nutrient blood meal feed stuffs which
2. outline the sources, and - Carbohydrates nutrient in components e.g. groundnut cakes, supplies protein,
functions of their nutrients - Fats and oil livestock feeds. blood meal, GNC maize grains, fats and oil,
in animal feeds. - Vitamins cotton seed, cake cassava rubbers carbohydrates etc.
- Minerals etc. maize bone meal etc. 2. state two
etc. functions of each
of nutrients
enumerated above.
7. Classes of Students should be able to: Classification of Exposes students to Identify feed stuff Samples of the Students to:
animal feeds i. list the classes of animal farm animal feeds the various classes with minerals and various s classes of 1. list the classes of
IV feeds (mineral and water) . continued with of animal feed that water. animal feeds. feed stuff that
ii. outline the function of - Mineral constitutes mineral suppliers minerals
these nutrients in animal - Water and water. and water.
feeds. 2. outline the
function of mineral
and water in animal
feed .
8. Sources of Students should be able to: Course of feedstuff 1. Provides Build feed stuff 1. Samples of feed Students to:
animal feed I 1. identify the source of a. Carbohydrates samples of the album as stuff I the school 1. identify and list
animals feed stuff. e.g. cereals various sources of reference booklet. 2. Agric laboratory the sources of
2. state nutritional value of - Tubers feed stuff. or workshop. animal feed stuff.
each feedstuff. - Roughages 2. Guides students 2. enumerate
- Domestic waste in building of nutritional value or
b. Protein feedstuff album. function of
- Animal sources carbohydrates and
- Plant sources protein.
2. Values and
function of
carbohydrates and
protein.
645
ANIMAL HUSBANDRY
SS II
FIRST TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
9. Sources of Students should be able to: Sources of 1. Provides Build feedstuff 1. Sample of feed Students to:
animal feed 1. identify sources of: a. Fats and oil samples of the album as stuff in the school. 1. identify and list
stuff II a. fats and oil - Plants and animal various sources of reference booklet. 2. Agric laboratory the sources of fats
- plant sources sources. feed stuff. or workshop. and oil vitamins.
- animal sources b. Vitamin 2. Guides students 2. enumerate
b. vitamins - Plants and animal in building of field nutrition value or
- plants sources sources. stuff album. function of each
- animal sources 2. Values and feed stuff.
2. state nutritional function of these
value/function of each feed feedstuff.
stuff.
10 Sources of Students should be able to: 1. Sources of these Provides sample of Observe the Water that is for Students to:
animal feed 1. identify source of feed stuff water this sources of feedstuff. drinking. i. identify and list
III a. water such as feeding feedstuff. the various sources
i. feeding sources drinking metabolic in livestock field.
ii. drinking sources sources. ii. enumerate the
iii. metabolic sources etc. 2. Functions of functions of water.
water in the feed of
animal.
11 REVISION
12 EXAMINATION
646
ANIMAL HUSBANDRY
SS II
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Livestock Students should be i. Meaning of ration Lists out nutrients that Provides Provision of Students to:
rations I able to: ii. Types of ration constitute the various ingredients for ingredient for 1. explain the meaning
1. explain the meaning a. Balanced ration types of ration. preparing ration formulation. of ration.
of ration. b. Maintenance ration. Blood meal 2. list various types of
2. list types of ration. ration - Fish meal ration.
c. Production ration. - Cotton seed
- Home meal
- Oyster shell
2. Livestock Students should be i. Flushing Guides and discusses the Participate in Provision of these Students to:
rations II able to: ii. steaming up makeup of the ration. the discussion rations and the explain the following
explain production ii. Weaners ration processed. livestock they and types of production
ration under the iv. Growers fed. rations:
following: v. Starter i. flushing
a. flashing ration vi. Finisher ii. steaming up
b. steaming up ration vii. Pullets ration iii. weaners
c. weaning ration viii. Layer etc. iv. growers
d. groners v. starter
e. starter ration vi. finisher and the group
f. finisher ration. of livestock they are fed.
3. Livestock Students should be 1. Maintenance 1. Explains the Participate in Livestock that are Students to:
rations III able to: ration. differences between the discussion being fed i. differentiate between
i. distinguish between 2. Production ration maintenance rations and and the reasons Maintenance ration maintenance and
production and 3. Reasons for provision ration. for maintenance charts on the group production rations.
maintenance rations. feeding maintenance 2. Guides discussion on ration. of livestock. ii. State the reason for
ii. list the factors ration. the reason for feeding feeding maintenance
responsible for feeding maintenance ration. ration.
of maintenance ration.
4. Livestock Students should be Malnutrition Guides students on the Observe the Malnourished Students to:
rations IV able to: - Causes causes and symptom of effects of livestock e.g 1. explain causes of
1. list causes and - Symptoms malnutrition. malnutrition on poultry. malnutrition.
malnutrition. - Malnutritional livestock 2. symptom and some of
2. mention of the diseases rickets production. malnutritional diseases
malnutritional disease. - Kitosis etc. in livestock.
647
ANIMAL HUSBANDRY
SS II
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
5. Livestock Students should be Symptoms of Lists out the Provide ingredients Provision of Students to mention five
rations V able to: malnutrition nutrients that for balance ration so ingredient for measures of checking
enumerate practical Deficient nutrient constitute the as to correct the ration formulation malnutrition in farm
measures to check and the right various rations. imbalance in the e.g blood meal animals.
malnutrition in farm proportion in the ration. - Fish meal
animals. ration of the term - Cotton seed cake
animal. - Some meal etc.
6. Livestock Students should be Methods of Guides students on Prepare some of the Ingredient for feed Students to:
rations VI able to: preparing the how to prepare the feed ingredients. compounding state the step involve in
enumerate practical following feed feed ingredients. - Fish meal preparing the following
measures to prepare ingredients - Maize grain feed ingredient
some of the feed - Blood meal - Box meal - blood meal
ingredients such as: - fish meal - Blood meal - fish meal
- blood meal - Groundnut cake - Brewers dry grain - groundnut cake
- fish meal - Cotton seed cake - Wheat effals etc. - palm kernel meal etc.
groundnut cake - Palm kernel cake
- palm kernel cake etc. etc.
7. Livestock Students should be Factors to be Discusses the Participate in the Charts showing Students to:
ration VII able to: considered in factors and how discussion. different ages, sex explain the influence of
explain the factors to livestock ration these factors and groups of the following factors on
be considered before formulation influences the type livestock. the type of ration to be
formulating ration for - Age of the animal of rations to be formulated for farm
farm animals. - Sex formulated. animals.
- Purpose
-Health status
- Climatic condition
- Cost of ingredients
etc.
648
ANIMAL HUSBANDRY
SS II
SECOND TERM
TEACHING AND
WEEK
OBJECTIVES GUIDE
8. Livestock Students should be Formulation of Exposes students to Practice formulation Provision of Students to:
rations VIII able to: livestock rations. various methods of of livestock rations. ingredients for formulate ration for
formulate livestock ration formulation. ration formulation broiter birds of four
rations. e.g weeks old.
- Maize grain
- Blood meal
- Bone meal
- Groundnut cake
- Fish meal etc.
9 Pasture Students should be 1. Meaning of Explains the Pay attention and Pasture and forage Students to:
management able to: pastures and forage meaning of pasture participate in crops. 1. explain the
practices I 1. explain the crops. and forage crops and discussion. meaning of pastures
meaning of pasture 2. Importance of the importance in and forage crops.
and forage crops. pasture and forage livestock 2. state the
2. state importance of crops. production. importance of
pasture in livestock pasture in live stock
production. management.
10 Pasture Students should be 1. Pasture and 1. Provides different Build album of Maps showing Students to:
management able to: forage crops. pasture and forage pasture and forage pasture and range 1. distinguish
practices II 1. distinguish 2. Types of pasture crops. crops. lands. between pasture and
between pasture and - Natural pasture 2. Conducts forage crops.
forage crops. - Artificial pasture. excursion to range 2. mention types of
2 identify various lands. pasture.
types of pasture.
11 REVISION
12 EXAMINATION
649
ANIMAL HUSBANDRY
SS II
THIRD TERM
OBJECTIVES GUIDE
1 Pasture Students should be 1. Common grasses and Guides students in Prepare album Pasture and forage Students to:
manageme able to: legumes of pasture. identifying the of pasture and crops within the 1. identify 5
nt practices 1. identify common 2. Characteristics grasses and legumes forage crops. locality. common grasses
III grasses of livestock. (features) of thee of the pasture. and five legumes
2. describe the legumes and grasses. of the pasture.
morphology of 2. describe these
common grasses, five grasses and
weeds, and legume legumes based on
species their
(characteristics) . characteristics.
2. Pasture Students should be Factors affecting Explains how these Participates in 1. Maps showing Students to:
manageme able to: distribution, factors affect the the discussion. pasture and range mention and
nt practices 1. enumerate the establishment and distribution and land. explain five
IV factors affecting productivity of pasture productivity of 2. Films shown factors affecting
distribution, - Climate pasture. pasture and range the distribution,
establishment and - Soil lands. establishment and
productivity of - Biotic productivity of
pasture. - Stocking rate pasture.
2. explain these - management
factors enumerated procedures etc.
above.
3. Pasture Student should be 1. Steps in establishment 1. Guides students 1. Maintains the School ranch , range Students to:
manageme able to: of pasture in pasture pasture within land within the 1. enumerate five
nt practices i. establish a pasture. - Clearing of site establishment. the school locality. steps involve in
V ii. list the problems - Cut back the site 2. Enumerates the ranch. establishment of
associated with - Cultivate problems of pasture 2. Practice pasture.
pasture seed - Plant used production. pasture 2. list four
production. - weed etc establishment at problems
2. Problem associated home. associated with
with pasture used pasture seed
production production.
- Prolong seed
emergence
- Prolong flowering etc.
650
ANIMAL HUSBANDRY
SS II
THIRD TERM
WEEK
OBJECTIVES GUIDE
4 Pasture Students should be Management practices 1. Establishments Carryout these School pasture and Students to
management able to: a. Stocking rate and maintenance management the ranch or range 1. describe the
practices VI 1. describe the b. Burning of pasture within practices for land within following management
management c. Fencing the school. optimal pasture locality. practice in pasture
practical in pasture. d. Use of fertilizers 2. Explains the production. a. stocking rate
2. enumerate the e. use of suitable forage management b. burning
qualities of good species practices. c. fencing
pasture crops. f. Weed control d. use of fertilizer
g. Pest and disease control etc. 2. list five qualities of
good pasture crops.
5 Pasture Students should be 1. Method of preserving Guides students 1. Prepare Silage and hay Students to:
management able to pasture crop in silage silage and hay samples. 1. mention two ways
practices VII 1. mention the i. Hay preparation. as home of preserving pasture
method of ii. Silage projects. crops.
preserving pasture 2. Steps in silage preparation. 2. Participate in 2. list five steps in
crops. the preparation preparing silage for
2. state the steps at schools livestock production.
involve in the livestock farm.
preparation of silage
6 Characteristics Students should be 1. meaning of rangeland Discusses the Participate in 1. Samples of Students to
methods and able to: 2. Importance of rangelands in meaning of range the discussion range and crops 1. define range land
importance of 1 state the meaning livestock production land and the 2. charts showing 2. list five importance
range land I of range land - Provision of vegetable and importance in farm animals on of rangeland.
2. enumerate the grasses for animal livestock range lands
importance of range - Reduce cost of feeding production
land in livestock animal etc.
production
7 Characteristics Students should be Characteristics of range land: 1. Displays charts 1. Go on 1. Pictures of Students to:
methods and able to outline the - high quality grasses and showing excursion to rangeland. state he characteristics of
importance of basic characteristics of legumes. characteristics of range land. 2. charts showing rangeland.
rangeland II rangeland. - contain plant shade and dew rangeland. 2. Observe charts characteristics of
needs. 2. Conducts showing range rangeland.
- can withstand trampling by farm examination to land. 3. Samples of
animals. range land. 3. Observe major rangeland crops.
- has higher regeneration ability. 3. Displays pictures features of the
- burning stimulates growth etc. of rangelands. pasture areas of
school land.
651
ANIMAL HUSBANDRY
SS II
THIRD TERM
TEACHING AND
WEEK

OBJECTIVES GUIDE
8. Characteristics Students should be Methods of rangeland 1. Guides students 1. Observe major 1. Films showing Students to:
method and able to: improvement to the pasture area features of the pasture land. 1. enumerate five
importance of 1. state the - Reseeding of school land. pasture area of 2. films showing methods used to
range land III methods used in - Padlocking 2. Conducts school land. rangeland. improve range
rangeland - controlled stocking excursion to 2. Go on excursion 3. Samples of land.
improvement. - Avoidance of range. to range land. rangeland crops. 2. explain any three
2. explain the overgrazing 3. Shows films of of the methods
various methods - Fertilizer application range lands. mentioned above.
listed above. - Rest control
- Controlled burning.
9 Characteristics Students should be Factors affecting the 1. Displays of Interact with picture Charts and pictures Students to:
methods and able to: level of production of charts and and charts, on range land. mention and
importance of state factors herbage . pictures of range participate in the discuss five factors
range land IV. affecting the level land. discussion. affecting the
of production of 2. Guides production of
herbal discussion of the herbage in a
factors affecting rangeland.
the production of
herbage.
10 Characteristics, Students should be 1. Common grasses 1. Guides students 1. Participate in the Visit to any ranch Students to:
methods and able to: and legumes of during visit to demonstration and within the locality 1. mention five
importance of 1. mention some livestock in range rangeland or thee excursion. hay and silage, grasses and
rangeland V common grasses land. ranch. 2. Prepare hay or common grasses and legumes found in
and legumes in 2. Methods of 2. Demonstrates silage for feeding legumes within the rangeland within
rangeland. preparing hay and on how to prepare livestock at home. school used for the locality.
2. methods of silage. hay and silage. grazing animals etc. 2. state the steps
preparing hay and involve in
silage. preparing silage.
11 REVISION
12 EXAMINATION
652
FISHERY
SS II
FIRST TERM
THEME 1: TYPES OF FISH CULTURING FACILITES AND CULTURE SYSTEMS

WEEK

TEACHER STUDENTS
MATERIALS
1 Types of fish Students should be Describe the Guides students in Participate in the 1. Charts Students to:
pond able to: earthen pond. making sketches of sketching and 2. Pictures etc. describe an
describe the earthen earthen pond. construction of earthen earthen pond.
pond. pond.
2 Types of fish Students should be Describe of Guides students in Participate in the 1. Charts Students to:
pond able to: concrete pond. making sketches of sketching and 2. Pictures etc. describe the
describe the concrete concrete pond. construction of concrete pond.
pond. concrete pond
3 Types of fish Students should be Description of Guides students in Participating in 1. Charts Students to:
pond able to: other culturing identifying other identifying other 2. Pictures etc. describe three
describe the culturing facilities tanks, culturing facilities. culturing facilitates. culturing
facilities tanks, pens, pens, cages, facilities.
cages, happa, race happa, race ways
ways.
4 Types of fish Students should be Components of Guides students to Participating in 1. Charts Students to:
pond able to: ponds inlets, identifying pond identifying pond 2. Pictures etc. describe dykes,
list the components outlets, dykes, components visit to a components. spill ways, inlets.
of ponds. spill way etc. pond. Outlets.
5 Culture system Students should be Culture system Explains the culture Ask question listen to Picture Students to:
able to: 1. Mono-culture. systems and give the explanation. Charts etc. explain
explain the culture 2. Poly-culture. examples. 1. mono-culture.
system. 2. poly-culture.
6 Culture system Students should be Culture system Explains the culture 1. Listen to Picture and charts of Students to:
able to: 1. integrated fish systems and give explanation. various culture explain integrated
explain the culture Farming. examples. 2. Ask question. system etc. fish farming,
system. 2. Intensive. intensive and
3. Extensive. extensive.
653
FISHERY
SS II
FIRST TERM
THEME 1: TYPES OF FISH CULTURING FACILITES AND CULTURE SYSTEMS

WEEK

TEACHER STUDENTS
MATERIALS
7 Monitoring Students should be Meaning of water Defines water 1. Listen to Picture Students to:
water quality able to: define a quality: conditions quality. explanation. Chart etc. define water
water quality. of water that 2. Ask question quality.
promotes good
health of fish
survive.
8 Monitoring Students should be Water quality Explains water Listen to 1. Polluted water Students to:
water quality able to: parameters quality parameters. explanations. 2. Good water etc. state four water
state water quality dissolved, oxygen quality
parameters. (DO), ph parameters.
1. Temperature
2. Turbidity
3. Conductivity
9 Monitoring Students should be Methods of Carries and 1. Participating in Laboratory Students to:
water quality able to: monitoring water experiments in the carrying out the equipment DO mention four
mention different quality: uses of DO laboratory on water experiment. meter, beaker method of
methods of meters. quality 2. Write report. burette, ph meter, monitoring water
monitoring water -Winkers methods litmus paper pipette, quality
quality parameters. -Use of ph meter. colour charts etc. parameters.
-Litmus test.
10 Monitoring Students should be Optimum water Lists and explains Listen and ask 1.Charts Students to:
water quality able to: parameter the optimum water questions. 2. Picture etc. list the optimum
list the optimum -DO (5.0-8.0 MGL) parameters. water parameters.
water parameters. -PH (6.5-8.0)
3. Turbidity less
than 30cm.
11 REVISION
12 EXAMINATION
654
FISHERY
SS II
SECOND TERM
THEME 2: FISH FEEDS AND FEEDING
WEEK

TEACHER STUDENTS
MATERIALS
1 Fish feed Students should be able to: Natural fish pond: Discusses natural Participate in Earth worm Students to:
and identify and name natural fish 1. Phytoplankton and fish pond and discussion. insects, larvae, name six natural
material pond. zooplankton e.g. algae rotifers their pawpaw leave fish food.
amoeba disadvantages. etc.
2. Earthworm
3. Insects and leaves
4. Maggot
5. Pawpaw leaves.
2 Fish feed Students should be able to: Artificial feeds Discusses Participate in Formulated feed Students to:
and identify artificial feed materials. 1. artificially formulated feed artificial fish feed discussion. (polluted and name five
material e.g. polluted feed and and their unpolluted) rice artificial fish seed.
unpolluted feed advantages. bran, fish meal etc.
2. Rice bran
3. Soya beans cake
4. Groundnut cake
5. Fish meal
6. Bone or blood meal.
3 Fish feed Students should be able to: Artificial feeds: Discusses Participate in Wheat bran, cotton Students to:
and identify artificial feed materials. 1 .wheat bran artificial fish discussion. seed, red oil, garri, name four
material 2. cotton seed cake foods and their corn flower, artificial fish seed.
3. red oil advantages. vitamin premix etc.
4.garri/corn flower
5. vitamin premises.
4 Fish feed Students should be able to: Nutritive values of: rice, Discusses the Participate in Feed item Students to: name
and state the nutritive values of: rice, beans, soya beans cake, nutritive values of discussion. formulated feed, three feeds, items,
material soya beans, groundnut, fish groundnut cake, fish meal, the feed items. rice bran, soya that provides
meal, bone and blood meal, bone/blood meal formulated beans cake, fish protein and
formulated feeds. feeds. meal etc. carbohydrates.
5 Fish feed Students should be able to: Nutritive values of: wheat Discusses the Participate in Feed items: wheat Students to:
and state the nutritive values of bran, cotton seed cake, red oil, nutritive values of discussion. bran, cotton seed state the nutritive
material wheat bran, cotton seed cake, red garri, vitamin premises. feed items. cakes, red oil, values for wheat
oil, garri, vitamin regime. garri, vitamin bran cotton seed
premise etc. cake, red oil, garri,
vitamin premise.
655
FISHERY
SS II
SECOND TERM
THEME 2: FISH FEEDS AND FEEDING
WEEK
TEACHER STUDENTS
MATERIALS
6 Fish feeding Students should be able to: Feeding regime e.g. Discusses the 1. Participate 1.Samples of feeds Students to:
explain feeding regime. 4%.5% body weight for feeding regime. in discussion. 2. Fish of different name the feed
fingerlings, juveniles 2. Ask ages and sizes etc. regime for
and sub adults, 2.5- questions. -juvenile
3.5% body weight for -fingerlings
adults. -adult fish.
7 Fish feeding Students should be able to: Perfects of feeding: Discusses feeding Participate in 1. Picture Students to:
state the periods of feeding -three times dialing for period. discussion. 2. Chart etc. state how times an
fish. fingerlings. adult fish and
-two times daily for fingerlings should
adults. be feed in a day.
8 Fish feeding Students should be able to: Feeding method: Discusses and Participate in Pictures, visit to a Students to:
demonstrate how to feed broadcasting. demonstrate discussion. standard pond etc. demonstrate fish
fish by broadcasting. broadcasting feeding by
method. broadcasting.
9 Fish feeding Students should be able to: Method of feeding Discusses and Participate in Pictures, visit to a Students to:
demonstrate fish feeding fish: spot method. demonstrate spot discussion and standard pond etc. demonstrate spot
by spot method. methods of demonstration. feeding.
feeding fish.
10 Fish feeding Students should be able to: Method of feeding fish Demonstrates the Participate in Visit to a pond Students to:
explain fish feeding using automatic feeding methods. demonstration. with automatic explain automatic
machine. (using machine). feeding machine feeding method.
where possible
charts, picture etc.
11 REVISION
12 EXAMINATION
656
FISHERY
SS II
THIRD TERM
THEME 3: FISH POND PREPARATION AND MANAGEMENT

WEEK

1 Pond Students should be able to: Preparation of new Guides Participate in the Visit to a new pond Students to:
preparation describe the process involved pond: Flush in discussion and discussion and charts and pictures. describe the
in pond preparation. water and drain demonstration. demonstration. processes involved
after 21 days. in new pond
production.
2 Pond Students should be able to: Pond preparation: Leads discussion Participate New pond Students to:
preparation describe checking leakages in checking leakages. and observations. actively. Water etc. describe the
ponds. processes in
identifying
leakages.
3 Pond Students should be able to: Pond preparation: Leads discussion Participate 1.Pond Students to:
preparation describe how to: 1. flush in water. and actively. 2. Fertilizers describe the
1. flush in water 2. fertilizer. demonstration. 3. Fingerlings etc. processes
2 .fertilizer 3. stock fingerlings individual flushing
3. stock fingerlings in new in new ponds. fertilizing and
ponds. stocking pond.
4 Pond Students should be able to: Pond preparation Leads discussion. Participate in 1.Old pond Students to:
preparation the preparation of old pond (old pond) . discussion and 2. Pictures etc. describe how to
1. drawn and dry ponds. 1. Drawn and dry ask question. 1. drain and dry
2. checking for cracks. ponds. 2. check for cracks.
3. removal of silt and debris. 2. Checking for 3. remove sills and
cracks. debris in ponds.
3. Removal of silt
and debris.
5 Pond Students should be able to: Pond preparation Leads discussion Participate in 1. Old pond Students to:
preparation 1. Lime (old pond) discussion. 2. Pictures etc. describe how to
2. flush in water 1. lime 1. lime
3. fertilize 2.f Lush in water 2.f lush in water
4. stock old pond. 3. Fertilize 3. fertilize
4. Stock old pond. 4. stocks pond.
657
FISHERY
SS II
THIRD TERM
THEME 3: FISH POND PREPARATION AND MANAGEMENT

WEEK

6 Pond Students should be able Pond management Leads discussion. Participate in Pond Students to: describe
management to: are all practice discussion. Picture etc. pond management
describe pond carried out to ensure practices.
management. optimum fish
production.
7 Pond Students should be able 1. Monitoring water Leads discussion. Participate in 1. Picture Students to:
management to: quality. discussion. 2. Chart describe how to
describe how to 2. Daily checks of 3. Pond etc. monitor water
monitor water quality. leakages and quality and leakages
seepage. ponds.
8 Pond Students should be able Lead discussion and Leads discussion. Participate in Pictures Students to:
management to: demonstrate. discussion. Charts etc. describe
describe how to stock 1. stocking rate
fish pond. 2. method of
stocking.
9 Pond Students should be able Period stocking: Leads discussion Participate in Pond, fingerlings, Students to:
management to: 1.Early in the and discussion and and containers etc. describe the
1. describe period of morning or late in demonstration. demonstration. processes involved
stocking. the evening in stocking and
2. transportation of 2.Transportation of transportation of
fingerlings. fingerlings with fingerlings.
oxygenated bags or
big containers
10 Pond Students should be able Feeding fish: daily Leads discussion Participate in 1. Feed Students to:
management to: Sorting (monthly) . and demonstration. 2. Fish describe how to feed
describe how to feed demonstration. 3. Pond etc. fish and sort fish.
fish daily and sort fish.
11 REVISION
12 EXAMINATION
658
MARKETING
SS II
FIRST TERM
SUB-THEME 1: DISTRIBUTION MARKETING

WEEK

TEACHER STUDENTS
RESOURCES
1 Types and Students should be (1) Distribution Guides students to (1) Listen attentively to (1) Textbooks Students to:
functions of able to: (2) Types of discuss the explanations. (2) Diagram (1) define
Distribution I (1) state the meaning distribution. distribution and the (2) Participate in discussion. (3) Magazines distribution.
of distribution. types of (3) Ask questions. (4) Pictures. (2) list four types
(2) list the types of distribution. (4) Respond to teacher’s of distribution.
distribution. questions.
2 Types and Students should be (1) Channel of (1) Guides students (1) Listen attentively to (1) Textbooks Students to:
functions of able to: distribution to discuss the explanations. (2) Diagram (1) identify the
Distribution (1) identify the -wholesaler. channel of (2) Participate in discussion. (3) Magazines channel of
II channel of distribution (2) Functions of distribution. (3) Ask questions. (4) Pictures. distribution.
(2) state the functions wholesaler. (2) Demonstrates (4) Respond to teacher’s (5) Chart. (2) explain two
of each channel of the functions of the questions. function of the
distribution. wholesaler. (5) Observe teacher’s wholesaler.
demonstration.
3 Types and Students should be (1) Channel of (1) Guides students (1) Listen attentively to (1) Textbooks Students to:
functions of able to: distribution. to discuss the explanations (2) Diagram (1) identify the
Distribution (1) identify the -retailer channel of (2) Participate in discussion. (3) Magazines channel of
III channel of (2) Functions of distribution (3) Ask questions (4) Pictures. distribution.
distribution. a retailer. -retailer (4) Respond to teacher’s (5) Chart. (2) explain
(2) state the functions (2) Demonstrates questions. functions of
of retailer as a channel the functions of the (5) Observe teacher’s retailer.
of distribution. retailer. demonstration.
4 Types and Students should be (1) Consumer (1) Explains the (1) Listen attentively to (1) Textbooks Students to:
functions of able to: (2) Functions of meaning of explanations. (2) Diagram (1) explain the
Distribution (1) explain the term consumer. consumer. (2) Participate in discussion. (3) Magazines meaning of
IV consumer in channel (2) Guides students (3) Ask questions. (4) Pictures. consumer.
of distribution. to discuss the (4) Respond to teacher’s (5) Chart. (2) state the
(2) state the functions functions of a questions. functions of a
of a consumer. consumer. (5) Observe teacher’s consumer.
demonstration.
659
MARKETING
SS II
FIRST TERM

WEEK

5 Types and Students should be Choice of (1) Leads (1) Listen attentively (1) Magazines Students to:
functions of able to: distribution discussion on the to explanations (2) Pictures (1) list two factors
Distribution V explain the factors channels. choice of (2) Participate in (3) Textbooks that influence choice
that influence the distribution discussion. of distribution
choice of channels. (3) Ask questions channel.
distribution (2) Responds to (4) Respond to
channel. students questions. teacher’s questions.
(5) Observe teacher’s
demonstration.
6 Transportation I Students should be (1) Meaning of (1) Explains the (1) Listen attentively (1) Pictures Students to:
able to: transportation. meaning of to explanations (2) Diagrams (1) explain the
(1) explain the (2) Importance of transportation in (2) Participate in (3) Newspaper meaning of
meaning of transportation in marketing. discussion. cuttings transportation.
transportation in marketing. (2) Guides (2) state four
marketing. discussion on importance of
(2) list the importance of transportation.
importance of transportation.
transportation in
marketing.
7 Transportation Students should be (1) Modes of (1) Majors modes (1) Listen attentively (1) Pictures Students to:
II able to: transportation of transportation. to explanations (2) Diagrams (1) list the major
(1) state the major -Land (2) Guides (2) Participate in (3) Newspaper modes of
modes of (2) Form of land discussion forms of discussion. cuttings transportations.
transportation transport land transport. (4) Slides (2) list two (2) forms
(2) state the forms -Road (3) Explains their of land transport.
of land transport. -Rail. advantages and
(3) identify the (3) Advantages disadvantages of
advantages and and disadvantages each form of land
disadvantages of of each form of transport.
each form of land land transport.
transportation.
660
MARKETING
SS II
FIRST TERM
WEEK

8 Transportation Students should be (1) Air transport (1) Explains air (1) Listen attentively (1) Pictures Students to:
III able to: (2) Advantages transport. (2) Watch teacher’s (2) Diagrams (1) explain air
(1) explain and disadvantages (2) Illustrates the illustration. (3) Newspaper cuttings transport.
transportation by of air transport. advantages and (4) Slides (2) list three
air. disadvantages of advantages and
(2) state the air transport. three disadvantages
advantages and of air transport.
disadvantages of
air transport.
9 Transportation Students should be (1) Water (1) Explains water (1) Listen attentively (1) Pictures Students to:
IV able to: transport. transport. (2) Ask and answer (2) Diagrams (1) explain the
(1) explain the (2) Advantages (2) Guides students the teacher’s (3) Newspaper cuttings meaning of water
meaning of water and disadvantages to state the questions. transport.
transport. of water transport. advantages and (2) list five
(2) state the disadvantages of advantage and three
advantages and water transport. disadvantages of
disadvantages of water transport.
water transport.
10 Transportation Students should be (1) Choice of (1) Displays 1) Listen attentively (1) Newspaper cuttings Students to:
V able to: transportation documents used in (2) Ask and answer (2) Pictures (1) list four major
(1) identify (2) Documents transportation in the teacher’s (3) Diagrams routes of
documents used in used in marketing. questions (4) Samples of transportation.
transportation in transportation in (2) Explains the (2) Observe documents (2) state four factors
marketing. marketing. factor that affects displayed documents (5) Maps of Nigeria that affect the
(2) state the factors choice of transport showing the choices of
that influence the and documents transportation routes, transportation
choice and used in roads, railways, routes.
documents used in transportation. pipelines, airports and (3) list three
transportation. water ways. documents involved
in transportation in
marketing.
11 REVISION
12 EXAMINATIONS
661
MARKETING
SS II
SECOND TERM
WEEK

1 Warehousing I Students should be (1) Warehousing (1) Explains the (1) Listen (1) Picture of Students to:
able to: (2) Functions of meaning of attentively. warehouse. (1) explain
(1) define warehousing. warehousing. (2) Ask questions (2) Magazines warehousing.
warehousing. (2) Functions of (3) Respond to (3) Photographs (2) list four
(2) list the types of warehousing. teacher’s (4) Textbooks functions of
warehousing. questions. warehousing.
2 Warehousing II Students should be (1) Types of (1) Explains the (1) Listen (1) Product from Students to:
able to: warehousing. types of attentively. warehousing. list three types of
(1) list the types a (2) Importance of warehousing. (2) Ask questions (2) Textbooks warehousing.
warehousing. each type. (2) Discusses the (3) Respond to (3) Photographs
(2) give the importance of teacher’s (4) Magazines
importance of each each type of questions.
type. warehouse.
3 Warehousing III Students should be Activities of Explains the Listen attentively (1) Textbook Students to:
able to: warehouses. activities of (2) Magazines. explain the activities
enumerate the warehouses. of warehouses.
activities of
warehouses.
4 Warehousing IV Students should be Functions of types Takes students on Visit to a Product from Students to:
able to: of warehouse: a visit to warehouse. warehouse. narrate the
list the functions of -wholesaler warehouse. experience of their
each type of -retailer warehouse visit to a warehouse.
warehouse. -bonded warehouse.
662
MARKETING
SS II
SECOND TERM

WEEK

THEME 2: MARKETING OF PRIMARY AND SECONDARY PRODUCTS IN NIGERIA

5 Structures and Students should be (1) Primary (1) Explains primary (1) Listen Primary products e.g. Students to:
market union for able to: products products. attentively. cotton, yam tubers (1) explain primary
the sale of goods I (1) explain primary (2) Examples of (2) Leads discussion (2) Participate in corn etc. products.
products. primary product: of the example of discussion. (2) give four
(2) give examples of -yam tubers primary products. examples of primary
primary products. -cotton products.
-corn
-fresh tomatoes
etc.
6 Structures and Students should be (1) Leads discussion (1) Participate in (1) Chart Students to:
market union for able to: on the structure for discussion. (2) Textbooks draw a chart showing
the sale of goods identify the structure the sale of primary (2) Observe the (3) Pictures the structures for sale
II for the sale of goods. chart. of primary goods.
primary goods. (2) Presents a chart
showing the
structures (Channels)
for sale of primary
goods.
7 Structures and Students should be (1) Secondary (1) Explains (1) Listen Secondary products Students to:
market union for able to: products. secondary products attentively. e.g. textile, shoes etc. (1) explain secondary
the sale of goods (1) explain (2) Examples of (2) Leads discussion (2) Participate in product.
III secondary products. secondary on the examples of discussion. (2) give three
(2) enumerate some products: secondary products. examples of
example of -textiles secondary products.
secondary products. -shoes
-sugar
-bread etc.
663
MARKETING
SS II
SECOND TERM

WEEK

8 Structures and Students should be Structure (1) Leads discussion (1) Participate in (1) Chart Students to:
market union for able to: (Channels) for on structure for discussion. (2) Textbooks draw a chart
the sale of goods identify the structure marketing marketing secondary (2) Observe the (3) Pictures showing the
IV for marketing secondary products. chart. structure for
secondary products. products. (2) Displays a chart marketing
showing the structure secondary
for marketing products.
secondary products.
9 Structures and Students should be (1) Market union (1) Invites a market (1) Listen (1) Resource Students to:
market union for able to: involvement in union leader/member attentively. person. state the role of
the sale of goods (1) state the union the local market. to discuss their role (2) List the (2) Textbook market union in
V involvement in local (2) Importance of in marketing process. importance of marketing primary
market. union (2) Explains the union and secondary
(2) importance of involvement in importance of union involvement in product.
union involvement. local markets. involvement in local local market.
market.
10 Structures and Students should be (1) Market visit. Takes students to Visit to a nearby Resource person. Students to:
market union for able to: (2) Advantages of visit a nearby market. (1) narrate their
the sale of goods (1) state the union union market. experience on a
VI involvement in the involvement in visit to a nearby
local market. local market. market.
(2) state the (3) Problems of (2) list two
advantage of union union problems of union
involvement in local involvement in involvement in
markets. local market. local market.
11 REVISION
12 EXAMINATIONS
664
MARKETING
SS II
THIRD TERM
SUB-THEME 2: MARKETING OF PRIMARY AND SECONDARY PRODUCTS IN NIGERIA
WEEK

1 Role of Students should be (1) Facilitators (1) Explains the (1) Listen to Diagrams and charts Students to:
Facilitators I able to: (2) Role of meaning of explanation. of food processing (1) explain
(1) explain the facilitators in food facilitators. (2) Participate in industries. facilitators.
meaning of processing (2) Directs discussion. (2) describe the
facilitators. industries. discussion on role of role of
(2) describe the facilitators in food facilitators in
roles of facilitators processing food processing
in marketing industries. industries.
agricultural
products.
2 Role of Students should be (1) Bank (1) Defines bank (1) Listen Diagrams and charts Students to:
facilitators II able to: (2) Role of (2) Directs attentively. on banks. (1) define bank.
(1) define bank. facilitators in discussion on role of (2) Participate in (2) describe the
(2) describe the banks. facilitators in banks. discussion. role of
role of facilitators facilitators in
in banks. bank.
3 Role of Student should be (1) Co-operative (1) Explains the (1) Listen (1) Diagrams and Students to:
facilitators III able to: societies. meaning of co- attentively. charts of co- (1) explain the
(1) explain the (2) Role of operative societies. (2) Participate in operative societies. meaning of co-
meaning of co- facilitators in co- (2) Explains the role discussion. (2) Newspaper operative
operative societies. operative societies. of facilitators in co- cutting. societies.
(2) explain the role operative societies. (2) explain the
of facilitators in co- role of facilitator
operative societies. in co-operative
societies.
4 Role of Students should be (1) Basins (1) Explain basins. Listen attentively. Diagram and charts Students to:
Facilitators able to: (2) Role of (2) Explain the roles of basin. (1) explain
IV (1) explain basins. facilitators in of facilitator in basins.
(2) give the roles of basins. basins. (2) give the four
facilitators in roles of
basins. facilitators in
basins.
665
MARKETING
SS II
THIRD TERM
WEEK

5 Role of Students should be (1) Board (1) Explains the Listen to the Diagram and charts of Students to:
Facilitators able to: (2) Roles of meaning of boards. teacher boards. (1) explain the
V (1) give the meanings facilitators in (2) Explains the attentively. meaning of board.
of boards. boards. roles of facilitator in (2) state the roles
(2) state the role of boards. of facilitators in
facilitators in boards. board.
6 Role of Students should be (1) Microfinance (1) Explains the (1) Listen Diagram and charts of Students to:
Facilitators able to: (2) Role of meaning of attentively. microfinance. (1) state the
VI (1) state the meaning facilitators in microfinance. (2) Participate in meaning of
of microfinance. microfinance. (2) Directs discussion. microfinance.
(2) explain the role of discussion on role of (2) explain the
facilitators in facilitator in roles of facilitator
microfinance. microfinance. in microfinance.
7 Role of Students should be (1) Companies (1) Explains the (1) Listen to (1) Textbook Students to:
Facilitators able to: (2) Directs meaning of explanation (2) Diagram on (1) define
VII (1) define companies. discussion on the companies. (2) Participate in companies. companies.
(2) describe the role roles of facilitators (2) Directs discussion. (2) describe two
of facilitators in in companies and discussion on roles roles of facilitators
companies and marketing of of facilitators in in companies.
marketing of agricultural companies and (3) give two roles
agricultural products. products. marketing of of facilitators in
agricultural product. marketing
agricultural
products.
8 Marketing of Students should be (1) Mineral (1) Explains mineral (1) Listen (1) Map of Nigeria Students to:
mineral able to: products. products. attentively. showing location of (1) explain mineral
product I (1) explain mineral (2) Oil products. (2) Explains oil (2) Ask and mineral products products.
products. products. answer (2) Picture of mineral (2) list two oil
(2) explain oil questions. product e.g. crude oil products.
products. and coal.
666
MARKETING
SS II
THIRD TERM
WEEK

9 Marketing of Students should be (1) Non-oil (1) Explains non-oil (1) Listen (1) Map of Nigeria Students to:
mineral able to: products. products attentively. showing location of (1) explain non-
products II (1) explain non-oil (2) Difference (2) Discusses the (2) Participate in mineral products oil products.
products. between oil and differences between discussion. (2) Picture of non- (2) give four
(2) distinguish non-oil products. oil and non-oil (3) Ask and answer oil product. differences
between oil and products. questions. between oil and
non-oil products. (4) Copy non oil products.
chalkboard
summary.
10 Marketing of Students should be Methods of Leads discussion on (1) Listen (1) Text books Students to:
mineral able to: marketing mineral methods of attentively. (2) Magazines State the
products III outline the methods products. marketing mineral (2) Participate in (Channels)
in marketing products. discussion. method of
mineral products. (3) Ask and answer marketing
questions. mineral products.
(4) Copy
chalkboard
summary.
11 REVISION
12 EXAMINATIONS
667
SALESMANSHIP
SS II
FIRST TERM
SUB THEME: PRICE AND DEMAND
OBJECTIVES GUIDE
1 Pricing I Students should be 1. Pricing 1. Explains the 1. Define pricing. 1. Books Students to:
able to: 2. Pricing meaning of pricing. 2. Mention various 2. Journals 1. state the definition
1. explain the meaning strategies 2. Lists the various strategies used in 3. Magazines. of pricing.
of pricing. strategies used in price. 2. list the strategies
2. develop pricing price used in price.
strategies. determination.
2 Pricing II Students should be 1. Problems of 1. Explains the 1. Identify the 1. Books Students to:
able: pricing. problems of problems of pricing. 2. Journals 1. list four problems
1. identify problems of 2. Factors pricing. 2. List the factors 3. Magazines. of pricing.
pricing. affecting 2. Discusses the that could affect 2. give three factors
2. mention the factors product pricing. factors that could product pricing. affecting product
affecting product affect product pricing.
pricing. pricing.
3. Pricing III Students should be 1. Price 1. Narrates the 1. Participate in 1. Books Students to:
able: changes. effect of price class discussion. 2. Journals 1. list three effects of
identify price changes 2. Customer changes. 2. Listen attentively. 3. Magazines. a change in price.
and customer attitudes. attitudes. 2. Discusses 2. explain customers
customer attitudes. attitudes.
4. Pricing IV Students should be 1. Price fixing 1. Explains the 1. Listen attentively. 1. Books Students to:
able: 2. Importance meaning of price 2. Explain the 2. Journals 1. define price fixing
1. define price fixing. of price fixing fixing. importance of price 3. Magazines. 2. state four
2. state the importance 2. Explains the fixing. advantages of price
of price fixing importance of price fixing.
fixing.
5. Demand I Students should be 1. Demand 1. Explains the 1. Participate in 1. Books Students to:
able: 2. Demand and meaning of class on the 2. Journals 1. define demand.
1. explain the meaning pricing. demand. definition of 3. Newspapers 2. identify four types
of demand and types 2. Explains the demand. 4. Articles of demand.
of demand. types of demand. 2. Explain types of 3. state the
2. identify the 3. Explains the demand. relationship between
relationship between relationship demand and pricing.
demand and pricing. between demand
and pricing.
668
SALESMANSHIP
SS II
FIRST TERM
SUB THEME: PRICE AND DEMAND
OBJECTIVES GUIDE
6 Demand Students should be able: 1. Market 1. Explains market force. 1. Explain market force. 1. Books Students to:
II 1. state the effects of forces. 2. States and explain 2. Explain factors 2. Journals 1. list five factors
increase or decrease in 2. Laws of factors that a affects affecting demand. 3. Newspapers affecting demand.
demand. demand. demand. 3. State laws of demand. 4. Articles 2. state two laws
2. list market forces. 3. Discusses the laws of of demand.
3. state the laws of demand. 3. list the market
demand. force.
7. Cost Students should be able: 1. Cost 1. Explains the meaning 1. Participate in class on 1. Books Students to:
Base I 1. explain the meaning of 2. Types of of cost. the definition of cost. 2. Graphs. 1. define cost
cost. cost. 2. Identifies and examines 2. Differentiates between 3. Statistics 2. identify four
2. state the types of cost. the types of cost. the types of cost. types of cost.
3. List and explain types
of cost.
8. Cost Students should be able: 1. Ways of cost 1. Explains ways of cost. 1. Listen attentively. 1. Books Students to:
Base II 1. identify ways of cost. 2. Analyses and 2. Leads discussion on the 2. Participate in 2. Graphs. 1. list the ways of
2. analyze cost and profit. theory of cost. analyses and theory of discussion. 3. Statistics cost.
cost. 2. discuss the
analyses and
theory of cost.
9 Discount Students should be able: 1. Discount. 1. Explains the meaning 1. Participate in class Books Students to:
I 1. explain the term 2. Types of of discount. discussion on the subject 1. define discount.
“discount” . discount. 2. Lists the types of matter “Discount”. 2. state the three
2. types of discount. discount and explain each. 2. Enumerate and explain different types of
the types of discount. discount.
10 Discount Students should be able: 1. Importance 1. States and explain the 1. Enumerate and explain Book s Students to:
II 1. state the importance of of discount to importance of discount to the importance of identify four
discount to the customer. customers. the customer. discount. benefits of
2. explain reasons for 2. Reasons for 2. Explains the reasons 2. Explain the reasons for discount.
discount. discount. for discount. discount.
11 REVISION
12 EXAMINATION
669
SALESMANSHIP
SS II
SECOND TERM
SUB THEME: CONSUMER BEHAVIOUR

WEEK
OBJECTIVES GUIDE
1 Consumer I Students should be 1. Consumer 1. Defines consumer 1. Participate in 1. Books students to:
able to: market. 2. Explains what class discussion on 2. Journals 1. define consumer
1. define consumer 2. Consumer consumer markets the meaning of: 3. Newspapers market.
2. define consumer buying 3. Defines i. Consumer 4. Articles 2. list five factors
market. behaviour. consumerism. ii. Consumer 5. Charts affecting consumer
3. name four factors 4. Explains the market. buying behavviour.
that influence factors influencing iii. Consumerism
consumer buying consumer buying 3. Discuss what
behaviour. behaviour. buying behaviour
is all about.
2. Consumer II Students should be 1. Consumer 1. Explains the 1. What buying 1. Books Students to:
able to: decision. meaning of buying decision is all 2. Journals 1. define buying
1. explain consumer 2. Types of decision. about. 3. Newspapers decision.
buying decisions. consumer buying 2. Explains the types 2. Explain the 4. Articles 2. lists two types of
2. list and define decisions. of consumer buying types of consumer 5. Charts buying decision.
major types of decision. buying decision. 3. identify
buying decision. 3. Explains what consumer buying
3. identify consumer buying habit is all habit.
buying habit. about.
3. Decision Students should be 1. Decision 1. Defines decision 1. Define decision 1. Textbooks Students to:
process I able to: process. process. process. 2. Journals. 1. define decision
1. explain decision 2. Relationship 2. Explains the 2. State the reasons process.
process. between decision reasons for for consumer 2. state five reasons
2. reasons for process and consumer decision. decision for consumer
consumer decision. sales. 3. Explains how decision.
3. describe how consumer decision 3. how consumer
consumer decision affects sales. decision affects
affects sales. sales.
670
SALESMANSHIP
SS II
SECOND TERM

PERFORMAN ACTIVITIES TEACHING AND
WEEK
EVALUATION
TOPIC CE CONTENT LEARNING
GUIDE
4. Decision Students should 1. Difficulties in 1. Explains the 1. List and explain 1. Textbooks Students to:
process II be able to: consumer decision difficulties in the problems of 2. Journals. identify three
1. discuss the process. consumer decision decision process difficulties
difficulties of 2. Hierarchy of process. and hierarchy of encountered in
consumer needs. 2. Explains the need. consumer decision
decision process. i. Psychological hierarchy of needs process.
2. hierarchy of needs - Psychological &
needs. ii. Sociological Sociological needs.
i. psychological needs.
ii. sociological
needs.
5. Environmenta Students should 1. Sociological Explains 1. Recall how the 1. Textbooks Students to:
l factors be able to: factors. sociological factors following affects 2. Write ups list three
affecting list the i. Family income affecting consumer consumer 3. Magazines etc. sociological factors
consumer sociological level. behaviour sighting behaviour. affecting consumer
behaviour I factors affecting ii. Urban and rural examples for more i. Family income behaviour.
consumer communities. clarity. level.
behaviours. iii. Occupation ii. Occupation.
iv. Education iii. Education
v. Age iv. Age
vi. Sex v. Sex
vii. Race or vi. Race or
nationality nationality.
viii. Religion etc.
6. Environmenta Students should 1. Conventional 1. Explains what Identify the 1. Textbooks Students to:
l factors be able to: market. conventional market characteristics of a 2. Write ups list three
affecting 1. explain the 2. Customer meant. conventional 3. Magazines etc. characteristics of a
consumer danger of attitudes and 2. Explains the market. conventional
behaviour II conventional behaviours. different attitudes of market.
market profits. people in relation to
2. explain consumer behaviour
customer attitude
and behaviour.
671
SALESMANSHIP
SS II
SECOND TERM

WEEK
OBJECTIVES GUIDE
7. Cooperate Students should be 1. Corporate 1. Explains the meaning 1. Define buying 1. Book Students to:
buying able to: buying of corporate buying behaviour. 2. Journals 1. explain the meaning
behaviour I 1. explain corporate behaviour. behaviour. 2. Explains who 3. News paper of corporate buying.
buying behaviour. 2. Corporate 2. Explains what a corporate buyer articles. 2. identify four (4)
2. state corporate buying complex. complex buying is about. is. factors that influence
buying complex. corporate buying
behaviour.
8. Cooperate Students should be Emerging issues Explains emerging Identify 1. Book Students to:
buying able to: in corporate issues in corporate emerging issues 2. Journals list four emerging
behaviour II list emerging purchases: purchases: in corporate 3. News paper issues corporate
pressure in corporate - quality - quality purchasing articles. purchasing.
purchases. - quantity - quantity
- sources - sources
- pricing - pricing
- delivery time. - delivery time.
9. Major sales Students should be 1. Product 1. Explains how sales 1. Participate in 1. Book Students to:
influences I able to: quality. can be influenced. class discussion. 2. Journals define the meaning of
1. identify factors 2. Price relation positively. 2. Recall the 3. News paper price and product.
that stimulate sales. to quality. 2. Relates product ways of articles.
2. explain how each quality to sales increasing sales.
factor can help to influencing factor.
increase sales. 3. Examines how price is
used to increase sales.
10 Major sales Students should be 1. Promotion 1. Explains what 1. Participate in 1. Book Students to:
influences II able to: 2. Corporate promotion is all about. class discussion. 2. Journals identify the three
1. identify factors image 2. Leads discussion on 2. Differentiate 3. Magazines factors that influence
that stimulates sales. corporate image. the terms sales.
2. explain how each 3. Differentiates between product, price
factor can help to the term i.e. price and promotion.
increase sales. product and promotion.
11 REVISION
12 EXAMINATION
672
SALESMANSHIP
SS II
THIRD TERM
SUB THEME: DISTRIBUTION
TEACHING AND
WEEK
OBJECTIVES GUIDE
1 Channels of Students should be able 1. Distribution. 1. Defines distribution. 1. Define channel of 1. Books Students to:
distribution I to: 2. Problems 2. Explains how distribution. 2. Journals 1. define
1. define distribution. encountered in product can be moved 2. Explain how distribution.
2. explain what distribution. using each channel. products can be moved 2. explain two
distribution is. using each channel. channels of
3. identify various distribution.
channels of distribution.
2 Channels of Students should be able 1. Advantages of 1. Explains the 1. List the advantages 1. Books Students to:
distribution to: channel of advantages of each of each distribution 2. Journals 1. write two
II 1. explain the advantages production. distribution channel. channel. advantages of
of each channel. 2. Problems 2. Discusses the 2. Identify problems of each channel of
2. identify the problems encountered in problem. Encountered distribution channels. distribution.
of distribution channel. distribution. in distribution. 2. mention two
3. outline reasons for 3. Outlines reasons for problems
channels of distribution. channels of encountered in
distribution. using each
channel of
distribution.
3 Retailer Students should be able 1. Retail trade. 1. Examines the 1. Define a retailer. Book Students to:
to: 2. Functions of a meaning of a retailer. 2. Explain the function 1. define a
1. define retailer. retailer. 2. Lists and explains of a retailer. retailer.
2. explain functions of a the functions of a 2. state five
retailer. retailer. functions of a
retailer.
4 Retailer II Students should be able 1. Producers 1. States the 1. Identify the duties of Books Students to:
to: 2. Customers advantages of retailer a retailer: state the benefit
1. examine the advantage to the producer. - The producer of a retailer to:
of retail ship 2. Discusses the - The consumer a. the producer
2. explain the duties of a benefit of a retailer to 2. List the functions of b. the consumer.
retailer to the producer. the consumer. a producer
3. explain the duties of a 3. Discusses the
retailer to the consumer. obligation of a retailer.
673
SALESMANSHIP
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
5 Wholesaler Students should be able 1. Wholesaler. 1. Explain the 1. Define wholesaler Books Students to:
and to: 2. Roles of a meaning of wholesaler 2. Explain the role of a 1. define
warehousing 1. define wholesaler. wholesaler to the 2. Explain the roles of wholesaler to the wholesale.
I 2. explain the role of - Produce a wholesaler to - Producer 2. explain the
wholesaler in the - Consumer - Producers - Consumer role of a
distribution channels. - Retailer - Consumers - Retailer wholesaler in
- Retailer channel of
distribution.
6 Wholesaler Students should be able 1. Types of 1. Explains the types 1. Explain the types of Books Students to:
and to: wholesaler. of wholesaler. wholesaler. 1. describe the
warehousing 1. describe the major 2. Function of 2. Discusses how the 2. Explain how the major types of
II types of wholesalers. wholesaler. wholesaler has wholesale has wholesaler.
2. list the functions of a contributed to the contributed to the 2. state five (5)
wholesaler. channel of channel of functions of a
distribution. distribution. wholesaler.
7 Wholesaler Students should be able 1. Warehousing. 1. Defines warehouse 1. Define warehouse. 1. Books Students to:
and to: 2. Types of 2. Explains 2. Explain the major 2. Pictures of 1. define a
warehousing 1. explain what is warehousing. warehousing. types of warehouse. warehouses. warehouse.
III warehouse. 3. Explains the major 2. list and
2. state the major types types of warehouse. explain the
of warehouse. various types of
warehouses in
your locality.
8 Wholesaler Students should be able 1. Advantages 1. Explains the 1. List advantages and 1. Books Students to:
and to: and advantages and disadvantages of 2. Pictures of 1. list three
warehousing 1. list and explain the disadvantages of disadvantages of warehousing. warehouses. problem of
IV advantages and warehousing. warehouse. 2. List the importance warehousing to
disadvantages of 2. Importance of 2. Explains the of warehouse. the producer.
warehousing. warehouse. importance of 2. list two
2. identify the warehouse. advantages of
importance of using 3. Lists the problems warehousing.
warehouse. of warehousing.
674
SALESMANSHIP
SS II
THIRD TERM

WEEK
OBJECTIVES GUIDE
9 Consumer Students should be able 1. Consumer 1. Defines cooperative 1. Participate in class Book on bye-laws Students to:
cooperative to: cooperative society. activities. for cooperatives 1. narrate the
societies 1. narrate the history of societies. 2. Writes out a brief 2. Write out brief societies. history of
consumer cooperative. 2. Benefits of history of cooperative history of cooperative cooperative
2. state the functions of a cooperative society. society. society.
cooperative society. societies to the 3. States and explain 3. Discuss the 2. list four
economy. the importance of importance of functions of
cooperative societies. cooperative society to cooperative
their members. society.
10 Consumer Students should be able 1. Cooperative 1. Explains the 1. Participate in class Book on bye-laws Students to:
cooperative to: society. meaning of activities. for cooperatives 1. define
societies II 1. define the term 2. Types of cooperative society. 2. Discuss the types of societies. cooperative
cooperative society. cooperative 2. Lists and explains cooperative society society.
2. state the types of society. types of cooperative 2. list four types
cooperative society. society. of cooperative
societies.
11 REVISION
12 EXAMINATION
675

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ENGLISH STUDIES

ACTIVITIES TEACHING AND

PERFORMANCE LEARNING EVALUATION

PERFORMANCE LEARNING EVALUATION

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

PERFORMANCE ACTIVITIES EVALUATION

PERFORMANCE ACTIVITIES EVALUATION

PERFORMANCE ACTIVITIES EVALUATION

PERFORMANCE ACTIVITIES EVALUATION

ACTIVITIES TEACHING AND

PERFORMANCE ACTIVITIES EVALUATION

PERFORMANCE ACTIVITIES EVALUATION

ACTIVITIES TEACHING AND

9 VOCABULARY Prefixes as word 1. Charts

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

PERFORMANCE ACTIVITIES EVALUATION

PERFORMANCE ACTIVITIES EVALUATION

PERFORMANCE ACTIVITIES EVALUATION

PERFORMANCE ACTIVITIES EVALUATION

PERFORMANCE ACTIVITIES EVALUATION

PERFORMANCE ACTIVITIES EVALUATION

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

ACTIVITIES TEACHING AND

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE CONTENT TEACHING AND EVALUATION

PERFORMANCE CONTENT TEACHING AND EVALUATION

(3) Computer assisted

PERFORMANCE CONTENT TEACHING AND EVALUATION

PERFORMANCE CONTENT TEACHING AND EVALUATION

PERFORMANCE CONTENT TEACHING AND EVALUATION

PERFORMANCE CONTENT TEACHING AND EVALUATION

PERFORMANCE CONTENT TEACHING AND EVALUATION

PERFORMANCE CONTENT TEACHING AND EVALUATION

TOPIC PERFORMANCE TEACHING AND EVALUATION

TOPIC PERFORMANCE TEACHING AND EVALUATION

TOPIC PERFORMANCE TEACHING AND EVALUATION