JSS 3 + Reviewed Subject

FEDERAL CAPITAL TERRITORY, ABUJA
J S S THREE (3)
2014 Edition
1
EDUCATION RESOURCE CENTRE
Federal Capital Territory, Abuja
FCT JUNIOR SECONDARY SCHOOL TEACHING SCHEMES
2014 Edition
Third Edition: 2014
Produced by ERC Mini Press
2
Table of Contents
Islamic Studies------------------------------------
Christian Religious Studies--------------------
Social Studies-------------------------------------
Civic Education------------------------------------
Security Education-------------------------------
History ----------------------------------------------
Hausa Language------------------------------------
Igbo Language---------------------------------------
Yoruba Language-----------------------------------
Basic Science---------------------------------------
Basic Technology----------------------------------
Physical & Health Education-------------------
Computer Studies (ICT)_------------------------
Home Economics----------------------------------
Agriculture-------------------------------------------
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Forward
It is my pleasure to introduce the 2014 edition of the FCT 9-Year Basic

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

of FCT Education Resource Centre (ERC) with active participation of
subject teachers recruited from both the public and private Junior
Secondary schools in the FCT.
It is my hope that this document will provide teaching guide for teachers
and make monitoring of curriculum implementation more purposeful and
result oriented for principals and Inspectors.
I wish to appreciate the effort of the FCT Education Resource Centre,

especially the Curriculum Development Division (CDD) for the production of
this very important teaching guide for effective implementation of the 9-year
Basic Education Curriculum at the Junior Secondary (Upper Basic) School
level.
Finally, I recommend the 2014 edition of the Junior Secondary (Upper

Basic) School Teaching Scheme to all our Public and Private Junior
Secondary (Upper Basic) Schools.
Kabir Usman
Secretary for Education
FCTA, Abuja
4
Acknowledgement
The introduction of the Universal Basic Education (UBE) and the New Basic Education
Curriculum prompted the review of the 2004 edition of the Junior Secondary School
Teaching Schemes.
This 2014 edition is brought in line with the 9-year Basic Education Curriculum
developed by the Nigerian Educational Research and Development Council (NERDC).
To produce a standard document, FCT Education Resource Centre (ERC) organized a
one week workshop for subject Specialists from FCT Universal Basic Education Board,
Public and Private Junior Secondary Schools and ERC staff to develop the Teaching
Schemes.
In this regard, I wish to register my unreserved gratitude to the Chairman, FCT

Universal Basic Education Board (UBEB) and Proprietors of Private Schools for
facilitating the participation of teachers in the exercise. I also wish to acknowledge ERC
staff especially of the Curriculum Development Division who participated in the exercise.
They include Mrs. E.J. Akpabio, Head of Division, Mrs. S.A Mustapha, Mrs. F.R
Omowale, Mrs. S.B Saleh, Mrs. Osuji R.A., Mrs. Sai Msurshima, Mrs. B.O Edegbe, Mrs.
Maryam Yakubu, Mrs. Amaefule Genevieve, Mal. Harisu Aminu, Mr. Bere B. Friday,
Mrs. Ajinomoh Maryam, Mr. Aribi Dan Asabe, Mrs. Kunle Kunbi T.T., Mrs. Anthonia
Okoro-Opara, Mal. Samba Bashir M., Mrs. Adesina Victoria, Mrs. Gloria Opara C., Mrs.
S.N. Enekebe, Mrs. Jongas Mercy, Mrs Felicia Okoh, Miss Egwu Patience M., Mrs.
Roseline Katuka, Mr. Okoro Chinasa, Miss Batubo Kaine, Mr. Fakaa Timothy and Mr.
Ibrahim Dalhatu.
I specially thank all the staff of ERC Mini Printing Press and others who contributed in
various ways to the production of the teaching schemes.
We are grateful to the Hon. Minister of FCT, Senator Bala Mohammed and the
Secretary for Education, Kabir Usman for their kind support.
Mrs. Ramatu A. Ibrahim

Director, ERC
2014
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ENGLISH LANGUAGE
ENGLISH STUDIES
JSS 3 FIRST TERM
WEEK THEME CONTENT ACTIVITIES
1. Resumption Test Resumption Test Resumption Test
2 Reading Reading for critical Teacher explains what

evaluation is required in critical
Reading for critical evaluation reading, students read
Meaning of critical reading materials presented in
and aspect of critical reading class e.g. passages on
road safety, drug use
etc. reading materials
e.g. magazines and
newspaper cuttings.
Writing Revision on composition To identify different

writing types of composition
Types of composition and list the elements of
Narrative composition e.g.
Descriptive selected topics and
Argumentative stories.
Expository
Listening and Speeches (phonemes) Teacher identifies and

speaking Long and short vowels e.g, /i/ produces materials for
and /i/ bee/be, head/hid, correct pronunciation of
heat/hit, beat/bit the target sounds in
context.
Grammatical Adverbials and tenses Read a given passage

accuracy Identification and use of and identify adverbials
adverbials such as frequency and tenses in the
passage.
Literature Non-African folktales Narrates non-African

Features of non-African folktales and discuss
folktales: didactic, the folktales.
entertaining and archaic.
3. Reading Reading for critical Guides and practice

evaluation critical evaluation of the
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Essence of critical reading texts through extensive
and selected passages on discussion, either in
critical reading highlighting: groups or as a whole
- Facts class.
- Opinions
- Deductions
Writing Composition writing To re-arrange ideas

Types of composition generated in logical
Narrative, descriptive, sequence and produce
argumentative and expository in logical sequence and
produce a draft:
introduction, body and
conclusion.
Listening and Speeches (Phonemes) Teacher emphasizes

speaking Consonants e.g. fall/vim, the correct articulatory
fish/van; four/love, movements in the
Mathematics and Machine. pronunciation of the
sounds and practices
the articulation of the
sounds emphasized by
the teacher in context.
Grammatical Adverbials and tenses Teacher guides

accuracy (a) Course or reason e.g. students to read a given
so that, in order, so as, passage.
(b) Purpose e.g. because,
for
(c) Condition e.g. unless,
if, until, provided
(d) Contrast e.g. yet,
though, although
Literature Non-African folktales Teacher leads students

Features of non-African to identify the features
folktales: of the non-African
- Didactic folktale.
- Entertaining
- Archaic
4. Reading Reading for critical Teacher demonstrates

evaluation how to differentiate
Explanation on the meaning facts and opinions and
of practice.
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- Danger signs on our
roads,
- Types of danger,
- Signs on the roads
-
Writing Composition writing Teacher leads students
Arrangement of ideas in to review the draft (edit,
logical sequence proof read, review and
amend)
WEEK Listening and Speeches (Phonemes) Teacher emphasises

speaking Consonant clusters: e.g. the correct articulatory
respect, principle, tactile, movements in the
struggle. pronunciation of the
sounds.
Grammatical Adverbials and tenses Practice the use of

accuracy Identification and use of adverbials and tenses
tenses e.g. present, past and and the use of tenses in
future using such topics as: sentence.
(a) Importance of peace
education
(b) Need for computer
literacy
(c) Indiscipline among
youths
Literature Non-African folktales Teacher leads the

Features of Non-African students to identify the
folktales: themes of folktales and
(a) Didactic to identify the moral
(b) Entertainment lessons in non-African
(c) Archaic folktales.
5. Reading Reading for critical Teacher explains

evaluation different methods and
Reading for speed techniques conditions for faster
- Surveying/scanning for reading.
main to read a lot of Teacher guides
materials, read non- students on techniques
text materials quickly and selections for fast
and to cultivate the reading.
skill of referencing.
Writing Composition writing Teacher guides

Composition on motor vehicle students to write
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parts that need regular care composition on the care
e.g. radiator, brake, fluid, of a motor vehicle
engine. (internal)
Listening and Speeches (Phonemes) Selected materials and

speaking Intonation, stress and rhythm makes appropriate
Listening to speeches on the statements for students
following: to listen to like poems
(a) Human rights and passages. Excerpts
(b) Gender issues from magazines,
(c) Value re-orientation newspapers. Students
(honest, respect for identify accurately the
elders, punctuality) intonation patterns from
passages read.
Teacher provides
sample sentences,
paragraphs passages
for identification of
intonation pattern for
questions command
and statements.
Grammatical Adverbials and tenses Teacher gives

accuracy Adverbs, conjunctions and examples of adverbs
prepositions such as really, badly,
Examples of adverbs, abroad, often etc.
conjunctions and prepositions Conjunctions: e.g. and,
in a given passage e.g. or, but etc
(a) The ideal family size Prepositions: e.g. in, by,
(b) Effects of adulterated out etc
drugs The adverbs,
(c) The dangers of conjunctions and
examination mal- preposition.
practice
(d) Effects of corruption in
a society.
Literature Lesson from myths/legends Teacher narrates a

African and non-African tales myth/legend to the
comprising of myths and students, students
legends listen, the teacher leads
students to retell and
explain the themes of
the myth/legend.
6. Reading Reading for Summary Teacher guides
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Importance of reading for students to see the link
speed: between reading for
- The link between speed and
reading for speed and comprehension and
comprehension students practice
- Scanning, skimming reading, scanning,
and normal rate skimming and normal-
reading. rate reading.
Writing Letter writing Teacher guides

Types of letter writing students to identify the
(informal and formal) types of letter writing
and formats of letters.
Listening and Speeches (Phonemes) Teacher provides

speaking Listening to speeches on the sample sentences,
following: paragraphs and
(a) Peace education passages, students
(b) Conflict resolution practice with different
(c) Drug abuse passages to identify the
(d) Road safety correct points of
pauses, and
appropriate rhythm.
Grammatical Adverbial, conjunctions Teacher leads students

accuracy and prepositions to identify the features
Functions of adverbs, and functions adverbs,
conjunctions and conjunctions and
prepositions. prepositions in the
passage.
Literature Lesson from myths/legends Teacher guides

Moral lessons from given students to identify the
myths/legends moral lessons in given
Myths Story about ancient myths and legend and
gods and heroes and students identify the
monsters. moral lesson from
Legends An old traditional myth/legend.
story that is usually not true.
7. Reading Reading for critical Teacher presents

evaluation materials like magazine
Suitable passages/stories cuttings, course books,
that illustrate topic sentences, supplementary readers,
key ideas and expressions pictures of fully kitted
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that redirect attention to main road traffic
points on: management officials
(a) Road traffic and other relevant
management materials.
(b) Reading food labels Teacher guides
with understanding students to identify
(c) Safe storage of food topic sentences and
key ideas in different
paragraphs/passages
students read the
materials, identify topic
sentences and key
ideas and identify
words and expressions
that emphasis main
points.
Listening/speaking Speeches (phonemes) Teacher stresses the

Diphthongs e.g. /ei/ rail, sail, distinction exemplified
date, late. in minimal pairs e.g. /t/
/ou/ load, road, coat, boat tins, /th/ things, /d/ den.
/i/ fierce, theatre, hero, Students practice the
serious differences in sounds
/ai/ child, wild, mild, might exemplified in minimum
/au/ stout, rout, drought, bout pairs.
Writing Formal letter Teacher leads students

(a) Opening and writes a model
(b) Salutation formal letter format e.g.
(c) Correct heading sample of formal letter.
(d) Body of the letter Students copy the
(e) Closing teacher’s model
(f) Signature addresses.
Grammatical Adverbial and tenses Identify adverbials and

accuracy Identification and use of tenses in the passage
tenses e.g. present, past and and practice the use of
future using such topics as: adverbials and tenses.
(a) Inter-ethnic marriages Use passages,
(b) Global warming manuals, texts and
(c) Drug abuse sentence strips.
Literature Prose To identify different

Types of prose: types of prose from
(a) Narrative story books,
(b) Descriptive supplementary readers,
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other relevant
materials.
8. Reading Reading for summary Teacher guides

Suitable passages/stories students to use
that illustrate topic sentences, appropriate words and
key ideas and expressions expressions to
that redirect attention to main emphasis main points.
points on:
(a) Road traffic
management
(b) Reading food labels
with understanding
(c) Safe storage of food
Writing Letter writing: formal e.g.

Letter writing formal (1) Writer’s address (2)
conventional form of two the person the letter is
addresses: written
(a) Opening Opening: Dear sir or
(b) Salutation madam
(c) Correct heading Correct heading with
(d) Body of the letter capital letter s and
(e) Closing underline the heading.
(f) Signature Guide students to write
a letter and the
students write formal
letter
(a) Employment
(b) permission
(c) editor of a
newspaper etc.
Listening/speaking Speeches: intonation, Provide passage,

stress and rhythm identify accurately the
Listening to speeches on the intonation pattern for
following: Inter-ethnic questions, commands
Marriages, highlighting. and statements and
Correct intonation, stress and also respond to
rhythm commands using
different intonation
patterns provide (a)
sentences strips (b)
excepts from
magazines,
newspapers (c) tape
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recorder
Grammatical Adverbial, conjunction and Teacher guides
accuracy preposition students to identify the
Functions of adverbs functions of adverbs,
conjunctions and conjunctions and
prepositions. prepositions and make
sentences using
adverbs, conjunctions
and prepositions.
Literature Prose Teacher guides

Features of prose e.g. students to list the
(a) Plot features and engage
(b) Character the students in
(c) Style discussion of the story
(d) Setting theme line in short stories.
9. Reading Reading for summary Teacher introduces

Suitable passages/stories resource persons and
that illustrate topic sentences, guide students to
key ideas and expressions interact with them,
that redirect attention to the students ask and
main points on: answer questions from
(a) Road traffic resource persons and
management write down the key
(b) Reading food labels point of the lesson as
with understanding summarized.
(c) Safe storage of food
Writing Letter writing: (informal) Teacher writes a model

Informal letter-one address: format sample of
(a) Opening informal letter. Guides
(b) Salutation the students to write
(c) Body of the letter informal letter:
(d) Closing (a) Friends
(b) Parents
(c) Brother or sister
etc
Listening/speaking Speeches: intonation, Present sample poems

stress and rhythm and plays for controlled
Passages and poems, and intensive practice
highlighting correct intonation, and recorded materials
stress and rhythms. for controlled practices.
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Grammatical Active and passive verbs Teacher defines active
accuracy Identification of active and and passive verbs e.g.
passive verbs e.g. active (a) What is active verb?
verb: “The cat chased the (b) what is passive
mouse” verb. Explains to the
Passive verb: “The leaves are students.
being eaten by caterpillars”.
Literature Prose Engages the students

Types of prose in discussion of a
(a) Narrative prose a story narrative story and
or a description of descriptive prose.
event
(b) Descriptive prose
10. Reading Reading for summary Teacher demonstrates

Selected passages on critical how to differentiate
reading highlighting: between facts and
(a) Facts opinions and practice
(b) Opinions how to differentiate
facts from opinions.
Writing Composition, writing, Teacher guides

exposition students to list
Elements of composition: elements of
(a) Introduction composition and lead
(b) Body students to re-arrange
(c) Conclusion ideas generated in
Arrangement of ideas in logical sequence, draft
logical sequence of composition, renew
the draft (edit, proof
read, review and
amend) students write a
composition.
Listening/speaking Speeches: (Phonemes) Teacher emphasizes

Consonant cluster e.g. the correct articulatory
respect, principle, tactile, movements in the
struggle. pronunciation of the
sounds.
Grammatical Active and passive verbs Teacher leads the

accuracy Passive verbs students to read a given
Identification of active and passage and guide
passive verbs in given them to identify active
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passages on: and passive verbs in
(a) Dangers of pre-marital passage.
sex
(b) Consequences of
negative peer
pressure.
Literature Prose Teacher guides the

Features of prose: students to write a story
(a) Plot-the story of a book and list features of
(b) Character-a person in prose.
a story “Harry is a
character in the book”.
(c) Style: a particular way
a book is written “she
has a wonderful style
of writing”.
(d) Setting: the place or
period of time the book
is written “she chose
Abuja as the setting for
her novel”.
(e) Theme “The main idea
or subject in a book”.
11. Reading Reading for summary Students read

Empowers us to read a lot of appropriately various
materials such as: reading materials and
(a) Newspaper answer comprehension
(b) Magazines questions that
(c) Cuttings demonstrate mastery of
Help us to cultivate the selected materials.
skill of referencing
Writing Various types of Diagram of a motor

composition writing: vehicle showing regular
Narrative activities, regular care
Descriptive material e.g. water
Expository brake fluid, engine oil
Argumentative etc. Produce first draft
Composition on: motor of the composition and
vehicle parts that need guide the students to
regular care e.g. ‘radiator’, write.
‘engine’, ‘brake’, ‘fluid’ etc
15
Listening/speaking Speeches: intonation, Teacher provides
stress and rhythm sample sentences,
Making statements, paragraphs and
commands and questions passages, poems and
using the correct stress, plays, tape recorder,
intonation and rhythm. students practice
different passages to
identify the correct
points of passes,
appropriate rhythm and
answer questions
respond to commands
using different
intonation patterns.
Grammatical Modal forms Teacher provides

accuracy Identification of modals from passages from
selected passages based on recommended texts,
the following: supplementary,
(a) Patriotism readers, read and
(b) Discipline discuss.
(c) Benefits of reading
newspapers etc
Literature Poetry Teacher provides

Poetry types e.g. (a) dirge, poetry books, read
epic, lyric, dramatic etc selected poems discuss
and explain the content
of the poems. Identify
and list different types
of poetry e.g.
(a) Epic – poem
about great
events or
exciting
adventure.
(b) Lyric – words like
a song etc.
12 Reading Reading for speed To correctly survey and

Surveying/scanning for main scan while reading
points selected reading.
Writing Summary Writing Identifying accurately

Identification of topic topic sentences from
sentences from given paragraphs in selected
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paragraphs/passages newspaper/magazine
cutting and course
books.
Summarize given
passages or
paragraphs.
Listening/speaking Speeches: Intonation, Teacher makes

stress and rhythm statements, ask
Making statements, questions, gives
commands and questions commands using
and questions using the appropriate intonation
correct stress, intonation and patterns.
rhythm
Grammatical Active and passive verbs Teacher makes correct

accuracy Making sentences with active sentences using active
and passive verbs e.g. ‘The and passive verbs
cat chased the mouse’ (active
verb)
“The leaves are being eaten
by caterpillars”
(passive verb)
Literature Poetry Identify two aspects of

Poetry language the language of poetry
(a) Concise and write two simple
(b) Unique poems.
(c) High
13. Revision Revision Revision

14. Examination Examination Examination
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ENGLISH LANGUAGE
J S S3 SECOND TERM
WEEK THEME CONTENT ACTIVITIES
1 Resumption test Resumption test Resumption test
2 LISTENING/SPEAKING 1. Listening to 1. Identify correct intonation

Intonation, stress and speeches on the patterns for statements,
rhythm following: questions and commands.
- Human right 2. recite poems using
- Gender issues appropriate rhythms
- Value orientation
(e.g. honesty,
punctuality etc.)
- Peace Education
- Drug Abuse
- Global warming etc,
high light correct
intonation, stress
2. Making
statements,
commands and
questions using
correct stress,
intonation and
rhythm.
WRITING Types of Practice writing on

Composition composition: practically given topics, e.g.
narrative, descriptive, narrative, descriptive,
argumentative, argumentative, expository
expository etc. etc.
GRAMMATICAL Adverbial and tenses, 1. Read given passages to

ACCURACY adverbial of: identify adverbial and tenses
Speech adverbial manners, purpose,
frequency, reason 2. Use adverbials and
etc. correct tenses in sentences.
READING Reading techniques 1. Explain different methods

Reading for speech and such as surveying, of foster reading.
accuracy scansion and
skimming. 2. Write notes on techniques
of fast reading
3. Practice reading fast
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LITERATURE Types of prose Students to:
Prose (fiction/non fiction):
narrative and 1. Read short stories
descriptive
2. List features of prose and
explain themes in the read
stories.
3 LISTENING/SPEAKING 1. Long and short 1. Identifies/produces

Phonemes vowels materials for the correct
pronunciation of the target
/i/ Bee /i/ be sounds in context.
Heed hi 2. Practice the articulation of
the sounds.
Heat hit
2. consonants and
clusters e.g. four/vim,
fish/van
Clusters= respect,
principle, struggle,
etc.
3. diphthongs e.g.
/ei/ = rail, sail, date,
late, etc.
/ou/ = coat, boat,
road,
/ai/ = child, wild,
might, mild,
WRITING Essentials in 1. Reading selected

Summary writing summary writing passages for summary.
- identification of topic 2. Identify at least two main
sentences ideas from a passage.
- identification of key
ideas from different
passages
GRAMMATICAL Identification of weak 1. Write out words with weak

ACCURACY forms, word forms, order of merit e.g.
boundaries e.g. butter and bread, leader of
above, alone abound etc.
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READING 1. Meaning of critical 1. Select passages and
Reading critical reading. practice reading for critical
evaluation evaluation.
- Aspects of critical
and its essence
- select passage in
critical work.
LITERATURE Reading of the 1. Read and explain the

Prose recommended text recommended prose.
(Prose)
4 LISTENING/SPEAKING i. Phrases and 1. Practice more of the

question tags question tags from the text
book.
ii. Phrases =e.g. a
crop of ideas, a 2. Call students out to
queue of traffic etc. converse on tags and
answers.
iii. Question tags e.g.
- Dapo is a naughty
girl, isn’t she? (No,
she isn’t)
WRITING 1. Summary writing 1. Select and read

Writing skills appropriate materials for
2. Essentials of topic sentences and main
summary ideas.
GRAMMATICAL Use of words that 1. Select and bring colours

ACCURACY modify (adjective & to class for recognition and
Modifiers (Adjectives & adverbs) “smell, discussion.
adverbs) colour” etc.
READING Reading composition 1. Select a relevant

Reading to grasp passages from passage.
meaning selected text
2. Read in class, answer
questions and explain
content.
LITERATURE Reading Class room reading of the

Prose recommended prose prescribed text
text
5 LISTENING/SPEAKING Reading a descriptive Teacher selects a

Composition passage composition aspects descriptive passage for
of descriptive reading in class.
20
- Identify the features that
make it descriptive. Describe
your classmate.
WRITING Narrative composition 1. Write a narrative essay in

Writing skills the fight you witness
recently.
GRAMMATICAL Introduction to Select and practice words

ACCURACY synonyms. Words and their synonyms.
Grammatical structure that mean nearly the
and usage same or exactly the
same.
READING Chanting a poem: 1. Select poem to be read

Chanting a poem observing the metric out aloud
pattern, rhyme and
other sound effects 2. Reciting a poem that
rhymes.
LITERATURE Reading the 3. Students should read in

Reading Prose recommended prose turns as directed by teacher.
text.
6 LISTENING/SPEAKING Speaking skills Students should ask and

(conversation among answer question among
students) them to show a pattern of
conversation.
WRITING Summary writing Students to summarize a

Writing skills passage in a given number
of words sentences or
paragraphs.
GRAMMATICAL Using modal verbs 1. Use modals and make

ACCURACY and adverbials to correct sentences.
Model verbs and express willingness
adverbials. and unwillingness. 2. Express willingness and
unwillingness.
3. Give further examples of
modal forms
READING Reading selected A passage to be selected

Reading for points passages for main and read.
points
LITERATURE Reading 1. Class room reading of the

Prose recommended prose prescribed text.
21
text 2. An assignment on the
prose text
7 LISTENING/SPEAKING Asking and Students to be paired to ask

answering questions and answer questions on
general academic issues.
WRITING Informal letters: 1. Sample letters be studied

Letter writing from the main text.
- Letter to parents
2. Features of informal letter
- Letter to friends be further emphasized.
- Close relations etc.
GRAMMATICAL Using suffixes to form Practice formation of new

ACCURACY new words from root words using suffixes e.g.
Word building words Time – timely, advantage –
advantageous etc.
READING Reading to analyze, Selected passages to be

Critical evaluation judge and give read and criticized..
opinion.
LITERATURE Reading the 1. Paired reading to be done

Prose reading recommended text
(prose) 2. Explanatory notes be
given.
8 LISTENING/SPEAKING Consonant sounds Words to consider such as

/h/ in h- occurring and Home (Hour), House
non – occurring (Honour) etc.
words.
WRITING Informal letter its 1. Sample of informal letters

Letter writing (futures) be considered from the text.
Address, date, 2. Students to practice
salutation, body, informal letter.
complementary,
close, first name of
the writer only.
GRAMMATICAL The use of Students to practice using

ACCURACY conjunctions, “and”, “because” etc. Hello
Conjunctions prepositions and etc.
interjections.
READING Summarizing in a A selected passage to be

Summary number of sentences.
22
read and summarized.
LITERATURE Reading the prose The recommended prose

Prose reading text for themes, text be read and explained
characters and plot in class.
structure.
9 LISTENING/SPEAKING Intonation stress A suitable topic be chosen

Intonation pattern pattern on speeches for discussion to show
involving conflict intonation pattern.
resolution, gender
issues, giving
instructions.
WRITING Writing informal A model letter from the

Letter writing letters, letters of students’ text be reviewed.
appreciation, letter of
complaint
GRAMMATICAL The use of 1. Make sentences using

ACCURACY conjunctions, conjunctions
Use of parts of speech prepositions and
interjections 2. Make sentences using
prepositions and
interjections.
READING Listening to A passage be treated in

Comprehension comprehension class.
passage taken from
students’ prescribed
text.
LITERATURE Reading the text for Read the presented text to

Prose mood, tone, get the techniques and
symbolism and explain their usage.
imagery.
10 LISTENING/SPEAKING Contrasting the 1. Practice the use of /ɵ/ in
Consonant sounds voiceless /ɵ/ and the words such as: thought,
voice /ə/. think, through etc,
WRITING Revising formal letter 1. Class work to write an

Writing skills in letter Types: = letter to application letter for
writing business employment as a clerk or
organization, teacher.
= letters of
application for
employment
= letter of query etc.
23
GRAMMATICAL Modal verbs and 1. Indicate correctly modals
ACCURACY other forms of from selected passages.
Verbs expressing a wish
2. Give own examples of
direct and indirect modals
e.g. ” I may see you
tomorrow” (Direct) “He said
he might see you the
following day” (Indirect)
READING Reading for major Students to read and draw

and minor points. out the points from given
Reading for points Selected passage passages.
from the students’
prescribed text.
LITERATURE Reading the 1. Read and explain the

recommended poem recommended poem.
Poetry study for theme, structure
and symbolism. 2. Assignment (Home work)
to analyze the theme(s) and
bring the symbols used.
11 Revision Revision Revision
12 Examination Examination Examination
ENGLISH LANGUAGE
J S S3 THIRD TERM
WEEK THEME/SKILL TOPIC CONTENT ACTIVITIES
1 Resumption test Resumption Resumption test Conduct of

test resumption test
2 Listening and Consonant Consonant /Ѳ/ Make a list of

speaking sounds and /ā/ contrasted words with /Ѳ/
in words and sounds
sentence
contexts. E.g. Make a list of
cloth/clothe, words with /ā/
breath/breathe, sounds.
thanks/then
Use them in
sentence contexts.
24
Grammatical Verbs Using model Practice the use of
accuracy verbs and other verbs in proper
forms to express context to take
permission. permission/give
permission.
Reading Identifying Reading Read a given

active and passages on (a) passage to identify
passive verbs Dangers of active & passive
premarital sex (b) verbs.
the right to
education (c) Teacher guides
consequences of students to make
negative peer such sentences.
pressure.
Writing Skills in writing Composing a Teacher writes a

a poem. simple poem in a simple narrative
concise, unique poem
but high
language. Identify different
types of poems.
Literature Drama Introduction to the The prescribed

prescribed drama text to be
dramatic text e.g. read in class-
‘trafficked students as
victims’, dinner characters.
for promotion.
3 Speech (listening Consonant Consonants/s/ Make a list of

and speaking) sounds usage. and/S/ contrasted words with /s/
in word and sound.
sentence
contexts. Eg. Make a list of
Save /shave, words with /s/
suit/shoot, sound
sleep/ship etc.
Make
speech/sentence
with the words.
Reading Reading to Reading Select passage

grasp meaning passages to form student’s text
grasp meaning in to read.
various context.
Answer question to
show
understanding.
25
Distinguish form
facts and opinions.
Grammatical Correct use of Using modal Practice the use of

accuracy. verbs. verbs to express modal verbs to
obligation and express obligation
necessity. E.g and necessity.
ought’, might.
Writing Writing skills Descriptive Teacher to mention

composition the various aspect
ways to describe of good description
accurately : (external
features/internal
features)
Students to write a
description of a
given subject
(person, thing,
process).
Literature Biography Biography of the The teacher should

playwright (the give a vivid
prescribed drama biography of the
text) playwright for
understanding.
4 Speaking and Consonant Consonant Make a list of

listening (speech sounds sounds /p/ and /b/ words with /p/
work) contrasted in sounds
word and
sentence usage. Make a list of
Eg. Peace/beat, words with/b/
purse/bus, sounds
parch/batch etc.
Make
speech/sentences
with the words.
Grammatical Verbs Modal verbs for Practice the use of

accuracy expressing modal verbs to
possibility. express possibility.
Reading Reading for Reading form Read selected

evaluation student text for passage and
evaluation. answer the
question on it.
26
Writing Writing Skills Expository List out various
composition: techniques in
Techniques of expository liability.
writing exposition.
Practice writing an
expository essays
e.g. Processing
Garri/weaving etc.
Literature Drama Introduction to the Read the text to

theme, setting explain theme
and plot of the setting (place &
prescribed drama time) and plot in
text. the text.
Explain the
concepts.
5 Speech Speaking & Speaking skills: Pair student to talk

listening conversation on a given topic.
among students. Eg. What you love
doing best.
Conversation
between senior Pair senior to talk
and senior etc. to junior in age.
Grammatical Ability Modal for Practice the use of

accuracy expressing ability. modal verbs for
expressing ability.
Writing Writing skills Writing a fare well List features of

speech speech
State who and how
to write fare well
speech.
Reading Reading for Listening/Reading Read a given

comprehension to comprehend. passage
Selected passage Answer question
form student text. on comprehension
Literature Review Discussion of the The prescribed text

text and summary should be
of it. discussed.
6 Speech Listening and Asking and Practice asking

speaking answering and answering
27
questions question for Adults,
Peers and Mates.
Reading Comprehension Reading selected Pick and practice a

passage form passage.
student text for
comprehension.
Writing Writing skills Summary writing: Practice a

summarizing summary passage
points. from the students
book
Grammatical Ability Modals for Practice the use of

accuracy expressing ability modal verbs for
expressing ability.
Literature Reading Highlight of the List out the main

main characters characters in the
and events in the prescribed text
text. (drama) and
discuss.
List out main
events and
discuss.
7 Speech Intonation Rising and falling Practice speaking

(listening/speaking tone. Speaking in with rising and
) high temper and falling tone.
low temper.
Writing Writing skills Diary and record Vital points in

keeping keeping records
and diary.
Practice recording
information.
Reading Reading skills Reading for Choose

maximum appropriate
retention and passage to read for
recall (form retention and recall
students text).
Answer question
bothering on
retention and recall
of information.
28
Grammatical Adverbials Modes of List out adverbials
accuracy expressing
restriction using Practice using
adverbials. them to express
restriction.
Literature Reading Revision of Practice answering

treated literature past question on
texts. the treated
literature texts.
8 Revision Revision Revision work Revision using past

question papers.
Treating student’s
question as they
ask.
9 - 12 Examination Examination Examination Conduct/invigilation

of examinations
MATHEMATICS
29
MATHEMATICS
FIRST TERM JSS 3
WEEK TOPIC / CONTENT ACTIVITIES
1 BINARY NUMBERS Students:

i. Addition and subtraction of i. Add binary numbers
binary numbers ii. Subtract binary numbers
ii. Multiplication and division of iii. Multiply binary numbers
binary numbers iv. Divide given binary numbers
iii. Solving Quantitative v. solve Quantitative Reasoning problems
Reasoning problems on binary
numbers. Instructional Resources:
Flash cards
2 BINARY NUMBERS CONT. Students
i. Conversion from base ten to a. change numbers from base 10 to base 2.
binary b. change base 2 numbers to base 10 or any
ii. Conversion from binary to required base.
other bases.
iii. Applying binary numbers as Instructional Resources:
two way classification system a. Flash cards showing a typical
using punch card. conversion from base 10 to base 2.
iv. Using computer to do simple b. Punch cards.
mathematical calculations.
3 DIRECT AND INVERSE STUDENTS:

PROPORTION i. Solve problems on direct and inverse
i. Direct proportion proportion including practical problems.
ii. Indirect proportion
iii. Apply direct and inverse Instructional Resources:
proportions to practical problems. Direct and inverse proportions chart
4 RATIONAL AND NON- Students:

RATIONAL NUMBERS a. Identify rational numbers amongst a
i. Identifying rational and non- set of given numbers.
rational numbers. b. Determine practically the approximate
ii. Determining the approximate value of some non-rational numbers.
value of some non-rational
numbers. Instructional Resources:
iii. Determining the approximate Chart showing some non-rational numbers.
value of pi.
iv. Finding reciprocals.
5 PLANE FIGURES Students:

Problems in measuration a. Derive formula for area of triangles.
30
involving: b. Use formula to find the area of
i. Area of triangles parallelograms, trapezia and circles.
ii. Area of parallelograms c. Solve Quantitative problems on areas.
iii. Area of trapezium
iv. Area of circles and sectors Instructional Resources:
v. Word problems involving area. Models of indicated shapes (Triangles,
Circles etc.)
6 FACTORIZATION OR Students:
ALGEBRAIC EXPRESSION a. Factorize simple algebraic
Factorization of expressions of expressions
the form: b. Use the quadratic equation box to
i. ax+ay factorize quadratic expression.
ii. 3m+pq+3p+mq
iii. a2 – b2 Instructional Resources:
iv. a2 – 2ab + b2 a. Quadratic equation box
v. Word problems involving b. Flash cards of problems
factorization.
7 EQUATIONS INVOLVING Students:

FRACTIONS a. Solve simple equations involving
i. Solving simple equations fractions
involving fractions. b. Translate word problems to algebraic
ii. Word problems leading to equations and solve them
simple equation involving c. Simplify expressions with brackets.
fractions
iii. Simplifying expressions Instructional Resources:
involving brackets. Flash cards of simple equations involving
fractions.
8 SIMULTANEOUS EQUATIONS
i. Solution of simultaneous Instructional Resources:
equations by substitution method Flash cards with simultaneous linear
ii. Solution by elimination method equations.
iii. Applying substitution and
elimination method of solving
simultaneous equations to real
life activities.
9 GRAPHICAL SOLUTION OF Students:

SIMULTANEOUS EQUATIONS a. Compute linear equations for different
i. Compiling table of values for values for the variable.
simultaneous linear equations. b. Presenting calculated values in
ii. Solving problems involving tabular form.
simultaneous linear equations in c. Obtain the solution of pair of
2 variables graphically. equations from the graph drawn.
31
Instructional Resources:
i. chart of table of values
ii. graph board
iii. flash cards with simultaneous linear
equations.
10 VARIATION i. Solves problems on direct variation

i. Definition of variation ii. Solve problems on inverse variation.
ii. Direct variation y=kx Instructional Resources:
iii. Inverse variation y= k/x -flash cards
-source for relevant information on direct and
inverse variation.
11 VARIATION Students:
i. Partial variation y=kx+c Obtain the constant and solve problems on
ii. Joint variation y = kpq, where k partial and joint variation.
is a constant.
12 WORD PROBLEMS Students:

i. Translate word problems into a. Translate word problems into
numerical expression algebraic expression
ii. Interpreting and solving given b. Solve given word problems.
word problems.
Flash cards
13 Revision Revision
14 Examinations Examinations
MATHEMATICS
SECOND TERM JSS 3

1 CHANGE OF SUBJECT OF Students:
FORMULA i. Re-write a formula with a new subject
i. Changing subject in a formula ii. Substitute values into a given formula
ii. Simplifying expression by
substituting in formula. Instructional Resources:
Flash cards of formula
2 COMPOUND INTEREST Students:

i. Revision of simple interest a. Compute simple interest
ii. Solving problems on b. Solve problems on compound interest
compound interest
iii. Applying the use of Instructional Resources:
32
compound interest in daily life Source for information on compound interest
activities. e.g. fixed deposits.
3 VIEWS, PLANS AND Students:

SKETCHES a. Draw views of common solids
Drawing views and plans of b. Draw plans of common solids.
common solids
i. cube and cuboids Instructional Resources:
ii. cone Models or cubes, cuboids, cylinders etc.
iii. cylinder
iv. sphere
v. prism
4 PROBABILITY Students;
i. Define probability a. Give practical examples of chance
ii. Use probability to estimate the events
outcomes of real-life problems b. Determine the probability of an event.
involving chance.
iii. Express probability as a Instructional Resources:
fraction Dice, balls, marbles, coins.
iv. Determine the probability of
events such as throwing a die,
picking a ball from a bag etc.
5 SIMILAR SHAPES
a. Identify similar figures :
i. Triangles (ii) Rectangles
iii. Squares, (iv) Cubes
v. Cuboids.
b. Identify the presence of similar
shapes in the environment.
6 ENLARGEMENT AND SCALE Students:

FACTOR i. Identify and collect similar shapes
i. Meaning of enlargement and ii. describe the meaning of enlargement and
scale factor scale factor
ii. enlargement shapes using iii. Enlarge shapes using scale factor.
scale factor
iii. Calculating and comparing Instructional Resources:
lengths areas and volumes of Similar shapes of triangles, rectangles,
similar figures squares etc.
iv. Quantitative Reasoning
involving similar shapes.
7 TRIGONOMETRY Students:
i. Identify sine, cosine and Obtain since ratio of a given acute angle.
33
tangent of an acute angle as
ratios of sides of a right-angled Instructional Resources:
triangle. - Models of right-angled triangles
ii. using trigonometric ratio to - Flash cards with different problems.
solve practical problems
iii. applying trigonometric ratios
to solve word problems.
8 SOLID SHAPES Students:

Problems in measuration a. Compute volume of cylinders and
involving: cones
i. volume of cylinders, cones b. Calculate the surface area and total
ii. surface areas of cylinder and surfaces area of cylinders and cones.
cones.
- Cylindrical shapes.
- Models of cones
9 CONSTRUCTION Students:
i. Bisecting of line segments a. Bisect line segments
ii. Bisecting of angles b. Bisect given angles
iii. Constructing simple shapes c. Construct simple shapes
-Mathematical set
-Chalkboard construction set.
10 CONSTRUCTION Students:
i. construction of angles of a. Construct angle 90o
various sizes 90o, 60o, 45o, 30o b. Bisect 90o to construct 45o
ii. copying a given angle c. Copy a given angle
iii. Constructing simple shapes. d. Construct a triangle with 2 sides and
an included angle
- Mathematical set
- Chalkboard construction set.
12 Examinations Examinations
MATHEMATICS
34
THIRD TERM JSS 3

1 STATISTICS Students:
i. Calculating mean of a given Find the range, mean, median and mode of a
data from raw scores given data.
ii. Obtaining median
iii. finding mode Instructional Resources:
iv. Finding the range of any given Source data from the school e.g. age of
date students.
v. Calculating mean and median
from frequency table.
2 STATISTICS (DATA Students:

PRESENTATION) a. Rank given data
i. Frequency table b. Group or present data in tabular form
ii. Pictograms c. Draw an accurate pie chart to
iii. Ordering or ranking data represent given information.
iv. Representing and interpreting
data on a bar chart Instructional Resources:
v. Representing and interpreting Model pie charts and bar charts.
data on a pie chart.
3 VARIATION Students:
Revision of problem solving a. Solve problems on direct and inverse
involving: variation
i. direct (ii) inverse (iii) joint b. Solve problems on partial and joint
iv. partial variation. variation
Instructional Resources
-Source data on the different types of
variation.
-Flash cards.
4 APPROXIMATION Students:
Revision of approximation of a. Rounds off numbers to decimal places
numbers to: and significant figures
i. decimal place b. Rounds off numbers to a required
ii. significant figures degree of accuracy.
iii. required degree of accuracy
5 FRACTIONS (Revision) Students:

i. Addition and subtraction of a. Add and subtract fractions
fractions b. Multiply and divide given fractions
ii. Multiplication and division of c. Simplify algebraic fractions.
fractions.
35
iii. use of order of operations in Instructional Resources:
simplifying expressions with Flash cards.
fractions.
iv. Simplifying algebraic fractions
with monomial denominators.
6 RIGHT-ANGLED TRIANGLES Students:

i. Use of Pythagoras rule in a. Give the sine, cosine and tangent
finding missing sides of triangles. ratios of required acute angles.
ii. Pythagoras triples b. Identify Pythagoras triples
iii. Finding trigonometric ratios of
sine, cosine, and tangent using Instructional Resources:
sides of right angled triangles. Flash cards with different problems.
7-13 Revision and Revision and

BECE Examinations BECE Examinations
36
NIGERIAN LANGUAGES (NL)
HAUSA LANGUAGE L1 FIRST TERM

ZANGO NA DAYA AJI UKU
MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Garbatar da jimla mai harshen damo.
Misalimyaron nana baki gare shi, ta ci wake,
yaron ya koma.
2 HARSHE:
Takaitaccen bayani akan lokutan Hausa.
Misali – lokaci mai zuwa, lokacin yanzu da
lokaci wanda ya gabata
3 ADABI:
Nazarin saukakan rubutattun waƘoƘi masu
ɗango biyu-biyu zuwa uku-uku.
4 ADABI:
Gabatar da bayani akan rubtun zube.
5 AL’ADA:
Ma’anar tsaro da nau’o’ina. Misali – tsaron kai,
gida, gari, kasa ds.
6 AL’ADA:
Ma’anar sana’a da ire-irenta. Misali – noma,
Ƙiwo, rini, Ƙira, saƘa, dukanci, jima, ɗinki, gini,
ds.
7 HARSHE:
Amfani da baban baki ko karami a inda ya
dace.
8 ADABI:
Ci gaba da nazari akan zaɓaɓɓun rubutattaun
waƘoƘi. (A kula da zubi da salonta tare da
37
jigonta)
9 AL’ADA:
Bayani akan hukumomin tsaro da irin
ayyukansu. Misali- yau sauda, soja (sama,
kasa, ruwa) kwastan, jamian kula da shiga da
fice, yau saudan – ciki, da ganduroba.
10 AL’ADA:
Tsokaci akan muhimmancin sana’a. misali –
dogaro da kai, kare mitunci, samun abin
masarufi, haɓaka tattalin arziki ds.
11 ADABI:
Ci gaba da nazari akan rubutun zube , misali-
kula da zubi da tsarin labari tare da jigonsa.
12 HARSHE:
Haɗawa ko raba Ƙalmomi inda ya dace.
Misali- kodayaushe, ci gaba, barkonon-
tsohuwa, matsattsaku, shasshaka, ds.
13 Bitar aikin baya/maimaitawa
14 Jarabawa
HAUSA LANGUAGE L1 SECOND TERM

ZANGO NA BIU AJI UKU

1 HARSHE:
Ma’ana da nau’o’in fassara. Misali – ta baki
(tafinta), da ta rubutu.
2 ADABI:
Nazari da bayanin zababbun rubutattun wasan
ƘwaiƘwayo.
3 ADABI:
38
Ma’anar adabin baka da rukunoninsa. Misali –
waƘoƘin baƘa, tatsuniyoyi, labaran gargajiya,
zaurance, Karin nagana, waƘoƘin makaɗa ds.
4 AL’ADA:
Ma’anar kare-saye da haƘƘoƘin kare saye.
(kiyaye haƘƘoin mai saye daga mai sayarwa).
Misali – samum biyan buƘata, rashin illa ga
lafiya, samum bayani, ds.
5 AL’ADA:
Nazari akan hanyoyin haɓaka tattalin arziki na
zamani. Misali – noma da kiwo na zamani,
sarrafa kayan abinci.
6 HARSHE:
Cikakke bayani akan rubutacciyar fassara.
Misali – fassara mai yanci da mara yanci.
7 ADABI:
Ci gaba da nazari akan rubutaccen wasan
ƘwaiƘwayo. (kula da jigo da salon wasa)
8 ADABi:
Ci gaba da bayani akan ruƘunonin adabin
baƘa.
9 AL’ADA:
Ci gaba da bayani kan haƘƘoƘin kare saye.
Misali – haƘƘin zaɓi, kai kuka, ilimantar da
kai, koke ds.
10 AL’ADA: Ci gaba da nazarin hanyoyin habaka
tattalin arziki. Misali – sana’o’in hannu na
zamani, da cinikayyar zamani
12 Jarabawa
39
HAUSA LANGUAGE L1 THIRD TERM
ZANGO NA UKU AJI UKU

1 ADABI:
Ma’anar rubutaccen adabi da ruƘunoninsa
2 AL’ADA:
Ma’anar da misalan keta haddi. Misali – satar
mutane, safarar mutane, azabtar da yara da
gallazawa mata.
3 HARSHE:
Bayani kan auna fahimta da nau’o’in sa. Misali
– na wayar da kai, fasaha da ƘirƘire-ƘirƘire.
4 ADABI:
Ci gaba daa cikakken bayani akan rukunonin
rubutaccen adabi. Misali – rubutun zube,
rubutacciyar waƘa da wasan ƘwaiƘwayo.
5 HARSHE:
Ci gaba da bayani akan auna fahimta. Misali -
fasahar Ƙwanfuta da sadarwa
6 AL’ADA: Illolin keta haddin al’umma. Misali –
karuwanci, Ƙangarewa, shaye-shaye, hauka,
ds.
8 Jarabawa
HAUSA LANGUAGE L2 FIRST TERM

ZANGO NA DAYA AJI UKU
40
1 HARSHE:
Ƙa’idojin rubutu misali-amfani da babban bakiko
Ƙaramin baki inda ya dace.
2 HARSHE:
Koyar da alamomin rubutu. Misali-aya, waƘafi,
karan ɗori, alaman motsin rai, baƘa biyu ds
3 HARSHE:
Koyar da kiɗaya daga 100-1000
4 HARSHE:
Sunayen zahiri da badini misali-zafi, sanyi, iska,
teburi, mota, kujera, d.s.
5 HARSHE:
Ma’anar insha’i da rabe-rabensa (na labari,
muhawara, bayani, rubutun wasiƘa.dis)
6 HARSHE:
Sigar rubutun wasiƘa misali-adireshi, kwanun
wata, gaugaur jiki. d.s.
7 HARSHE:
Hadawa ko raba Ƙalmomi inda ya dace.
8 ADABI:
Ma’anar Ƙarin magana da misalai. Misali-komai
nisan jifa……..rabon Ƙwado…..d.s.
9 HARSHE:
Tambaya da amsa, hira tsakanin aboki.
10 HARSHE:
Koyar da rubutu da karatu a aji.
11 ADABI:
Koyar da halin da mutum ke ciki misali-farin ciki,
juyayi, bakin ciki (labarin zucuja a tambayi fuska)
12 HARSHE:
41
Ma’anar ingausa tare da misali. Misali-zanje
makaranta, ya tafi kasuwa d.s.
13 Bita/maimaita aikin baya
HAUSA LANGUAGE L2 SECOND TERM

ZANGO NA BIU AJI UKU

1 HARSHE:
Ma’anar fassara da rabe-rabenta
2 HARSHE:
Fassara Ƙalmomin turanci zuwa hausa. Misali-
fassara Ƙananan jinloli da gajerun labarari.
3 ADABI:
Wayar da kai game da ciwon sida (hiv),da shan
miyagun kwayoyi.
4 HARSHE:
Kara Ƙarfafa bayani kan auna fahimta
5 HARSHE:
Koyar da Ƙalmomi tare da Ƙishiyoninsu.misali-
rayuwa-mutuwa,zauna-tashi d.s.
6 AL’ADA:
Abincin hausawa (ganyayen da hausawa keci)
misali-zogale,rama,dinkin,kauci,yadiya,alayyahu
d.s.
7 AL’ADA:
Ma’anar sana’a da rabe-rabenta (ta mata da ta
maza)
8 AL’ADA:
Bayani kan sana’ar noma da kiwo
9 AL’ADA:
Bayani a kan Ƙira da wanzanci
42
10 AL’ADA:
Bayani kan sana’ar fawa da su.
11 Bita/maimaita aikin baya

12 Jarabawa.
HAUSA LANGUAGE L2 THIRD TERM

ZANGO NA UKU AJI UKU

1 ADABI:
Manar rubutaccen adabi da ire-irensa misali-
rubutun zube; wasan ƘwaiƘwayo, rubutattun
waƘoƘi).
2 ADABI:
Ci gaba da bayani adabi.
3 AL’ADA:
Ma’anar maganin gargajiya da ire-irensa.
misali-turare,shafi,sake-safi,sabara,dauri,d.s.
4 HARSHE:
Fassara Ƙananan Ƙalmomi
5 Bitar aikin. zangon karatu na ɗaya da na

biyu.
6 Bitar aikin zango karatu na uku.
ASỤSỤ IGBO (L1)
JSS 3 TAM NKE MBỤ
43
IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI
1. ỌNỤỌGỤGỤ (0-1000) IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịgụ ọnụọgụgụ (0-5000) 1. Ịgụ ọnụọgụgụ
2. Ịgụ ọnụ ọgụgụ na-agarirị 2. Ịdepụta ọnụọgụgụ
(501-1000) 3. Ịrụgosi ọnụọgụgụ
NGWA NKỤZỊ
Akwụkwọ ọgụgụ, kaadị mgbubam,
mkpụrụokute, dgz.
2. OMENALA IHE ỤMỤAKWỤKWỌ GA-EME

a) Nkọwa Omenala 1. Ige ntị
b) Ịgụ nwa aha na ndị o metụtara 2. Ikwu ihe gbasara omenala ndị e
c) Ịhụ nwata eze na ndị o metụtara depụtara
d) Mgbanwe na-abatagasị 3. Ikwu ihe a na-emegasị n’omenala
n’omenala ndị a ndị a
4. Ịkowa mgbanwe batarala
n’omenala
NGWA NKỤZI:
Eserese/foto, akwụkwọ ọgụgụ,
tepụrekọda, redio, tiivii na ihe ndị ọzọ
dabara adaba
3. AGỤMAGỤ: ỊGỤ IDUUAZỊ A IHE ỤMỤAKWỤKWỌ GA-EME

HỌPỤTARA 1. Ige ntị
a) Nkọwaodee akwụkwo,isiokwu, 2. Ịgụ akwụkwọ iduaazị a họpụtara
ndị nisiokwu akụkọ ya 3. Inye nkọwa mkpụrụokwu na okwu
b) Ọgụgụ akwụkwọ iduuazị ọhụrụ ndị batara n’ihe ha gụrụ
c) Nkọwa mkpụruokwu na okwu NGWA NKỤZI
ọhụrụ batara n’ihe a gụrụ Akwụkwọ Iduuazị a họpụtara
4. OMENALA IHE ỤMỤAKWỤKWỌ GA-EME

A i) Nkọwa Omenala 1. Ige ntị
ii) Ile ọbịa na mkpọpụta ihe ndị 2. Ikwu ihe banyere ile ọbịa
ụfọdụ ndị Igbo ji ele ọbịa. Ya 3. Ịkpọsịta ihe ụfọdụ ha na-ahụ e ji
bụ ihe ndị na- anọchi anya ọjị. eme ọjị / ele ọbịa
B) Ọmụmụ ilu na nkọwa ilu ụfọdụ 4. Ikwu ilu Igbo ndị ha maara na
dị mfe. nkọwa ha
NGWA NKỤZỊ:
Akwụkwọ ọgụgụ, foto/eserese
na-egosi ọjị na ụmụ ihe oriri ndị e ji

anọchite anya ọjị na ihe oriri ndị ahụ
44
n’onwe ha
5. AGỤMAGỤ: IDUUAZỊ IHE ỤMỤAKWỤKWỌ GA-EME

1. Ọgụgụ akwụkwọ Iduuazị a 1. Ịgụ akwụkwọ a họpụtara
họpụtara 2. Ịkọwa okwu ọhụrụ batara n’ihe ha
2. Nkọwa usoro okwu na okwu gụrụ
ọhụrụ ndị bata n’ihe a gụrụ 3. Ịjụ na ịza ajụjụ
3. Ntụle agwa ndị gbara elu NGWA NKỤZI
n’iduuazị Akwụkwọ iduuazị a họpụtara
4. Nchịkọta akwụkwọ ejije na ihe
mmụta sitere n’akụkọ
6. NSOROEDIDE IHE ỤMỤAKWỤKWỌ GA-EME

a) Nkọwa na ọmụmụ iwu 1. Ige nti,
ndakọrịtaụdaume 2. Inye ọmụmaatụ okwu nwere
b) Iwu nsụpe dịka o metụtara ndakorịta ụdaume
ndekọ na ndesa mkpụrụokwu 3. Ndepụta ụfọdụ mkpụrụokwu a
c) Ndepụta mkpụrụokwu ndị na-edekọ ọnụ na nke a na-edesa
nwere ndakorịta na ndị dara edesa
n’iwu ndakọrịtaụdaume NGWA NKỤZỊ:
Akwụkwọ ọgụgụ, chaatị ụdaume,
kaadị mgbubam (flash card)
7. NSOROEDIDE IHE ỤMỤAKWỤKWỌ GA-EME

a) Ọrụ “na” na-arụn’ahịrị- 1. Ige ntị
okwu dịka mbuụzọ, nnye- 2. Ịkọwapụta ọrụ “na” n-arụ
makangwaa, njikọ na isingwaa. n’ahịrịokwu
b) Nkụzi “na” dịka Njikọ 3.Igosipụta ebe “na” na-arụ ọrụ di
c) Inyegasị ọmụmaatụ ha iche
n’ahịrịokwu iche
5.Imebe ahịrịowku iji gosiputa ‘”na”
dịka njikọ
NGWA NKỤZI
Kaadị mgbubam, akwụkwọ ọgụgụ,
ụgbọ ojii, chaatị, dgz.
8. ỤTỌASUSỤ IHE ỤMỤAKWỤKWỌ GA-EME

i. Ọmụmụ “na” dịka mbuụzọ 1. Ige ntị
ii. Inyegasị ọmụmaatụ ha 2. Ịrụgosị ebe “na” na-arụ ọrụ dịka
mbuụzọ
3. Inye ọmumaatụ ha gasị
NGWA NKỤZI
45
9. ỤTỌASỤSỤ IHE ỤMỤAKWỤKWỌ GA-EME

a) Ọmụmụ “na” dịka isingwaa 1. Ige ntị
b) Ọmụmụ “na” dịka 2. Ịrụgosị ebe “na” na-arụ ọrụ dịka
nnyemaka ngwaa Isingwaa na nnyemaka ngwaa
c) Iwepụtagasị ọmụmaatụ ha 3. Inye ọmụmaatu nke ha
NGWA NKỤZI
10. A. IBI N’UDO IHE ỤMỤAKWỤKWỌ GA-EME

a) Nkọwa ihe bụ ibi n’udo 1. Ịkọwa ibin’udo na mpụ ule
b)Ụzọ dị iche iche e si ebi 2. Ikwupụta ọtụtụ ụzọ e si ebi n’udo
n’udo 3. Ikwu uru na ọghọm dị n’ibi n’udo
c) Uru na Ọghọm dị n’ibi n’udo 4. Ịkpọsita ụzọ e si eme mpụ ule
B. MPỤ ULE 5. Idepụta uru na ọghọm mpụ ule
a) Nkọwa ihe bụ mpụ ule 6. Ikwupụta ndị a ga-ata ụta site n’iji
b) Ụzọ dị iche iche e si eme okwu dị omimi were kwado isiowu.
mpụ ule NGWA NKỤZI
c) Ọghọm dị n’ime mpụ ule. Tepụrekọda, akwụkwọ ọgụgụ,
d) NRỤRỊTAỤKA: Olee ndị a ga- eserese, ụmụaka n’onwe ha
aka ata uta gbasara mpụ ule. Ọ bụ
ndị nne na nna ka ọ bụ
ụmụakwụkwọ?
11. AGỤMAGỤ: IDUUAZỊ IHE ỤMỤAKWỤKWỌ GA-EME

1. Ọgụgụ iduuazị 1. Ige ntị
2. Nchịkọta isiokwu na ndịnisiokwu 2. Ikwu ihe ha mụtara n’iduuazị ha
akụkọ gụrụ
3. Nkọwa ihe mmụta dị n’akụkọ 3. Ịkọ agwa ndị masịrị ha na ndị
4. Ntụle agwa ndị batara n’akụkọ amasịghị ha. Ihe kpatara nke a.
4. Omenala Igbo ndị batara 4. Ịkpọsịta omenala ndị batara
n’akụkọ n’iduaazị
NGWA NKỤZI
Akwụkwọ iduuazị a họpụtara
12 MMỤGHARỊ IHE A KỤZIRI
13. ULE
14. MMECHI
ASỤSỤ IGBO (L1)
JSS 3 TAM NKE ABỤỌ
46
IZUỤKA ISIOKWU/NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI
1. AGỤMAGỤ: ABỤ EDEREDE IHE ỤMỤAKWỤKWO GA-EME:

a) Ịkọwa odee abụ na akwụkwọ 1. Ịgụ abụ a họpụtara
abụ ya 2. Ịkọwa isiokwu na asụsụ nka
b) Ọgụgụ abụ abụọ ndị a họpụtara ndị pụtara n’abụ
c) Ntụle abụ, isiokwu, asụsụ nka na 3. Ikwu ihe ha mụtara n’abụ ndị
ihe abụ na- akọ maka ya na ha gụrụ
nkenke NGWA NKỤZỊ
d) Ịkọwa ihe mmụta dị n’abụ Akwụkwọ abụ a họpụtara
e) Nkọwa okwu ọhụrụ ndị batara
n’abụ
2. ỌGWỤ IHE ỤMỤAKWỤKWỌ GA-EME:

a) Nkọwa ihe bụ ọgwụ 1. Ịkọwa ihe ọgwụ bụ
b) Onye kwesiri inye ọgwụ 2. Ikwu nsogbu na-adapụta
c) Ebe e kwesiri ịzụta ọgwụ n’ịzụ/ịṅụ ọgwụike
d) Mgbe e kwesiri ịnụ ọgwụ 3. Idepụta ọghọm atọ na-adị
e) Nsogbu dị n’ịzụ na ịṅụ ọgwụ n’ịṅụ ọgwụ aghara aghara
f) Ịnụ ogwụ aghara aghara na NGWA NKỤZI
ọghọm ya Akwụkwọ ọgụgụ, eserese, ọgwụ
dị iche iche, tepụrekọda, dgz.
3. AGỤMAGỤ: ABỤ EDEREDE

a. Ọgụgụ abụ abụọ a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME
b. Ntụle abụ, isiokwu/ ihe abụ 1. Ịgupụta abụ
2.Ikwu isiokwu abụ na asụsụ
na-akọ maka ya na asụsụ nka
nka
c. Nkọwa ihe mmụta dị n’abụ
3. Ide na nkenke ihe abụ na-akọ
d. Itụle asụsụ nka ndị batara n’abụ
maka ya
e. Nkọwa okwu ọhụrụ batara na ha 4. Idepụta ihe mmụta abụọ dị
n’abụ ndị ha gụrụ.
NGWA NKỤZI:
Akwụkwọ abụ a họpụtara
4. NKEBIOKWU IHE ỤMỤAKWỤKWỌ GA-EME

a) Nkọwa nkebiokwu 1. Ige ntị
b) Ụdị nkebiokwu dị iche iche 2. Ịkowa ihe bụ nkebiokwu
dịka: nkeaha, kenkọwa, 3. Imebe ahịrịokwu ndị nwere
nkebiokwu
nkembuụzọ na nkenrụaka 4. Ịgosiputa nkebiokwu n’ahịrị-
c) Mmebe ahịrịokwu ndị nwere okwu
47
nkebiokwu. NGWA NKỤZỊ:
5. Akwụkwọ ọgụgụ, kaadị
mgbubam, ụgbọ ojii, flanelgraf
chaatị, dgz.
EDEMEDE KỌMPOZISHỌN IHE ỤMỤAKWỤKWỌ GA-EME

a) Nkọwa edemede kompozishọn 1. Ịkparịtaụka maka edemede
b) Nhazi ya kọmpozishọn
c) Ide otu edemede nkọwa 2. Ikwu ka e si ahazi edemede
kompozishọn
NGWA NKỤZỊ:
Akwụkwọ ọgụgụ, ụgbọ ojii
6. NKEBIOKWU IHE ỤMỤAKWỤKWỌ GA-EME

a) Nkọwa nkebiokwu 1.Ige ntị
b) Ọmụmụ nkebiokwu keaha 2.Ịkọwa maka nkebiokwu keaha
c) Ọmụmụ nkebiokwu kenkọwaha na kenkọwaha
d) Ọmụmaatụ gasị n’ahịrịokwu 3. Inye ọmụmatụ ha gasị
4. Igosipụta ha n’ahịrịokwu
5. Imebe ahịrịokwu nwere
nkebiokwu
NGWA NKỤZI
Eserese, kaadị mgbubam,
7. flanelgraf chaatị, dgz
NKEBIOKWU IHE ỤMỤAKWỤKWỌ GA-EME

a) Ọmụmụ nkebiokwu kenrụaka 1. Ịkọwa nkebiokwu kenrụaka
b) Ọmụmụ nkebiokwu kembuụzọ nke mbuụzọ
c) Ọmụmaatụ ha gasị n’ahịrịokwu 2. Inye ọmụmaatụ nke ọ bụla
3. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Akwụkwọ ọgụgụ, kaadị
mgbubam, ụgbọ ojii, dgz.
AGỤMAGỤ: ABỤ EDEREDE IHE ỤMỤAKWỤKWỌ GA-EME

a) Ọgụgụ akwụkwọ abụ abụọa 1. Ịgụpụta abụ a họpụtara
8. họpụtara 2. Ikwu uche ha banyere abụ ha
b. Ntụle abụ, isiokwu/ ihe abụ gụrụ
na-akọ maka ya na asụsụ nka 3. Ikwu isiokwu abụ na ihe abụ
c. Nkọwa ihe mmụta dị n’abụ na-akụzi
d. Nkọwa okwu ọhụrụ batara na ha NGWA NKỤZI
Akwụkwọ abụ a họpụtara.
9. AGỤMAGỤ IHE ỤMỤAKWỤKWỌ GA-EME
48
Ngụgharị akwụkwọ abụndị a 1. Ịgụpụta abụ a họpụtara
họpụtara na nchịkọta ha. 2. Ikwu uche ha banyere abụ ndị
ha gụrụ
4. Ịkọwa okwu ọhụrụ ndị
pụtara n’abụ
NGWA NKỤZI
Akwụkwọ abụ a họpụtara.
10. EDEMEDE IHE ỤMỤAKWỤKWỌ GA-EME

1. Nkọwa edemede 1. Ige ntị
2. Edemede dị iche iche 2. Ịkpọsịta ụdị edemede ndị e
i) Leta nke onye nwegasịrị
ii) Leta anamachọihe 3. Idepụta edemede n’ụdị
iii) Edemede mkparịtaụka edemede nke ọ bụla
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii, tepụ
rekọda, dgz.
11. MMỤGHARỊ IHE A KỤZIRI
12 ULE/MMECHI
ASỤSỤ IGBO (L1)
JSS 3 TAM NKE ATỌ
49
IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI
1. AGỤMAGỤ: EJIJE EDEREDE IHE ỤMỤAKWỤKWỌ GA-EME

1. Ọgụgụ akwụkwọ ejije a họpụtara 1. Ịgụ akwụkwọ ejije a họpụtara
2. Ntụle odee ejije, ihe ejije 2. Ikwu aha ode, ebe a mụrụ ya,
na-akọ maka ya na asụsụ nka Isiokwu akụkọ ya na asụsụ nka
odee ndị o webatara n’akụkọ ya.
c) Ọgụgụ akwụkwọ ejije 3. Ịkparịtaụka gbasara ihe ha
d) Nkọwa okwu ọhụrụ bataran’ejije gụrụ
4. Ịkọwa okwu ọhụrụ batara n’ihe
ha gụrụ
OMENALA IHE ỤMỤAKWỤKWO GA-EME:

2. a) Ile ọmụgwọ 1. Ịkọwaputa ihe ha maara gbasara
b) Ibi ugwu ile ọmụgwọ na ibi ugwu
NGWA NKỤZỊ
Akwụkwọ ọgụgụ, foto, eserese,
tepụrekọda, redio, tiivii
3. OMENALA na-agarịrị IHE ỤMỤAKWỤKWỌ GA-EME:

a) Iri ji ọhụrụ 1. Ịkọwapụta ihe ha maara gbasara
b) Ịwa ọjị iri ji ọhụrụ na ịwa ọjị
NGWA NKỤZI
Akwụkwọ ọgụgụ, eserese,
oge/mkpurụ oji, ji, tepụrekọda,
redio, tiivii
4. AGỤMAGỤ: Ejije ederede
i) Ọgụgụ akwụkwọ ejije a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME
ii) Nkọwa usoro okwu na okwu 1. Ịgụ akwụkwọ ejije a họpụtara
ọhụrụ ndị batara n’ihe a gụrụ 2. Ịkọwa okwu ọhụrụ bata n’ihe ha
gụrụ
3. Ịjụ na ịza ajụjụ
NGWA NKUZỊ
Akwụkwọ ejije a họpụtara
5.
ỤTỌASỤSỤ:NKEBIAHỊRỊOKWU IHE ỤMỤAKWỤKWỌ GA-EME
i) Nkọwa ihe bụ nkebiahịrịokwu 1. Ige ntị
ii) Ụdị nkebiahịrịokwu dị iche iche 2. Ikwu ihe bụ nkebiahirị
iii) Ọmụmụ nkebiahịrị keaha na 3. Ịrụgosi nkebiahịrị n’ahịrịokwu
izipụta ya n’ahịrịokwu NGWA NKỤZI:
Akwụkwọ ọgụgụ, eserese, kaadị
mgbubam
6. ỤTỌASỤSỤ: IHE ỤMỤAKWỤKWỌ GA-EME
50
i) Nkebiahịrị kenkọwa 1. Ige ntị
ii) Izipụta nkebiahịrị kenkọwa 2. Idepụta nkebiahịrị dị n’ahịrịokwu
n’ahịrịokwu 3. Imebe ahịrị okwu ndị nwere
iii) Nkebiahịrị kembuụzọ na Nkebiahịrị
nzipụta ha n’ahịrịokwu 4. Ịgosiputa nkebahịrị n’ahịrịokwu
NGWA NKỤZỊ:
chaatị, flanelgraf, dgz.
7 AGỤMAGỤ:EJIJE EDEREDE IHE ỤMỤAKWỤKWỌ GA-EME

1. Ọgụgụ ejije a họpụtara 1. Ịgụ ejije a họpụtara
2. Nchịkọta akwụkwọ ejije a gụrụ 2. Ịkọwa okwu ọhụrụ
3. Ntụle agwa ndị kara pụta ihe 3. Ịkọwa ihe ha ma gbasara agwa
n’ejije ndị batara n’ejije ha gụrụ.
4. Nchịkọta akwụkwọ ejije na ihe 4. Idepụta omenala ndị kara pụta
mmụta sitere n’ejije n’ejije
NGWA NKỤZI
ULE
ASỤSỤ IGBO (L2)
JSS 3 TAM NKE MBỤ
IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWANKỤZI
IHE ỤMỤAKWỤKWỌ GA-EME:

1. A) ỊKỌWA KA AHỤ NA OBI 1. Ikwu ka ahụ na obi dị ha
MMADỤ DỊ (dịka ịnọ na mwute, 2. Ịji ahịrịmfe kọwaa ka obi dị ha
n’ihe mgbu, n’ihe isiike, mgbe obi 3. Ide ihe odide
dị mmadụ ụtọ/njọ, dgz). 4. Ikwunwo/imenwo ihe
B) IJIAHỊRỊMFE KỌWAA KA NGWA NKỤZỊ
AHỤ NA OBI DỊ MMADỤ Olu onye nkụzi, ngwa nurụlere,
Akwụkwọ ọgụgụ, chaatị, kaadị
mgbubam,dgz.
2. A) IME NJEM IHE ỤMỤAKWỤKWỌ GA-EME:

i) Nkọwa ihe bụ ime njem na ụzọ 1. Ịkpọsịta ụzọ ndị e si eme nje
dị iche iche e si eme njemdịka : 2. Ime mkparịtaụka
njemụgbọelu, 3. Mmenwo/ikwunwo ihe
ụgbọmmiri,ụgbọala, NGWA NKỤZI
51
ụgbọokporoigwe/ụgbọoloko. Ụgbọ ọjii, akwụkwọ ọgụgụ, olu onye
ii) Ime mkparịtaụka gbasara ime nkụzi, kaadị mgbubam, tepụredio.
njem
B. ỌNỤỌGỤGỤ 1. Ịgụ ọnụọgụgụ nke
i. Ọmụmụ ọnụọgụgụ nke (onye 2. Igosipụta ha n’ahịrịokwu
nke mbụ, abụọ.dgz) 3. Idetụ ọnụọgụgụ
ii. Onụọgụgụ mpekele ( ½, 3/5) NGWA NKỤZỊ
iii. Ọnụ ọgụgụ ọgwa (5 ½, 9 ¾) Eserese/foto, kaadị mgbubam, tebul
nnọchi, dgz.
3 AGỤMAGỤ: AKỤKỌ NKENKE IHE ỤMỤAKWỤKWỌ GA-EME:

a. Ọgụgụ akụkọ nkenke abụọ 1. Igụ akụkọ nkenke a họpụtara
ndị a họpụtara 2. Ịkowa ihe isiokwu na mmụta dị
b. Ntụle isiokwu na ndịnisiokwu n’akụkọ
dị n’akụkọ nkenke 3. Ịkọwa okwu ọhụrụ/asụsụ nka
c. Ntụle agwa ndị pụtagasịrị odee
n’akụkọ a gụrụ NGWA NKỤZỊ
d. Ntụle ihe mụta dị n’akụkọ na Akụkọnkenke a họpụtara
asụsụ nka odee
4. ỊJỤTA NA ỊGWA MMADỤ IHE IHE ỤMỤAKWỤKWỌ GA-EME

a.Ịjụta ihe gbasara mmadụ 1. Ịjụrịta onwe ha ihe
b Ịjụta gbasara ihe na ebe dị 2. Imebe ahirịmfe
iche iche 3. Ịza na ide ihe odide
c.Iji nkenke ahịrịokwu jụta he NGWA NKỤZI
gbasarammadụ maọbụ ebe Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị
mgbubam, olu onye nkụzi, tebul
nnọchi dgz.
5. ỌNỤỌGỤGỤ na-agarịrị IHE ỤMỤAKWỤKWỌ GA-EME

(100-1,500) 1. Ige ntị
2. Ịgụ ọnuọgụgụ
3. Irụgosi ọnuọgụgụ
4. Idepụta ha
NGWA NKỤZI
ụgbọ ojii, mkpụrụokwe, dgz.
6. AGỤMAGỤ: AKỤKỌ NKENKE IHE ỤMỤAKWỤKWỌ GA-EME

a. Ọgụgụ akụkọ nkenke abụọ 1. Igụ akụkọ nkenke
ndị a họpụtara 2. Ikwu isiokwu na ihe mmụta dị
b. Ntụle isiokwu na ndịnisiokwu dị
52
n’akụkọ nkenke n’akụkọ
c. Ntụle agwa ndị pụtagasịrị 3. Ịkọ ihe ha ma gbasara agwa
n’akụkọ a gụrụ batara n’akụkọ
d. Ntụle ihe mmụta dị n’akụkọ NGWA NKỤZI
Akwụkwọ ọgụgụ a họpụtara
ITI IWU NA ỊRỊỌ IHE N’ỤZỌ DỊ

7. MFE IHE ỤMỤAKWỤKWỌ GA-EME
a. Okwu ndị na-egosi iti iwu 1. Idepụta okwuntimiwu
b. Okwu ndị na-egosi arịrịọ 2. ikwupụta okwu e ji arịọ ihe
c. Iji ahịrịokwu mfe gosipụta iti 3. Iji ha mebe ahịrịmfe
iwu na ịrịọ arịrịọ. NGWA NKỤZI
Akwụkwọ ọgụgụ
Eserese/foto, kaadị mgbubam, dgz.
AGỤMAGỤ : AKỤKỌ NKENKE

8. i)Ọgụgụ akụkọ nkenke abụọ a IHE ỤMỤAKWỤKWỌ GA-EME
họpụtara 1. Igụ akụkọ nkenke
b) Ntụle aha odee, isiokwu, 2. Ikwu aha odee, isiokwu na ihe
ndịnisiokwu na ihe mmụta dị mmụta dị n’akụkọ
3. Ikọwa okwu ọhụrụ
n’akụkọ nkenke 4. Ịkọwa , omenala na agwa ndị ha
c)Ntụle omenala, asụsụ nka na gụtara n’akụkọ
agwa ndịpụtagasịrị n’akụkọ a NGWA NKỤZI
gụrụ Akwụkwọ akụkọ nkenke a họpụtara
d) Nchịkọta akụkọ nkenke ndị a
gụrụ
A) AHỤIKE NDỊ NTORỌBỊA

9. i) Nkọwa ihe bụ ahụike na IHE ỤMỤAKWỤKWỌ GA-EME
ntorọbịa 1. Ịkọwa ahụike na ntorọbịa
ii). Ọrịa ụfọdụ na-emetụta ahụike 2. Ikwu ọrịa ụfọdụ na-emetụta
ha ahụike ha
iii) Ụzọ mgbochi ha. 3. Ikwu ụzọ mgbochi ha
NGWA NKỤZI
Akwụkwọ ọgụgụ
Eseresefoto, ụmụaka n’onwe ha,
kaadị mgbubam,dgz.
B) NRI :
i) Nrị ndị Igbo Ụfọdụ IHE ỤMỤAKWỤKWỌ GA-EME
ii) Etụ e si akọpụta ha na etụ e 1. Ịkpọsịta nri ndị Igbo
si eri ha 2. Ikwu ka e si akọpụta ha
iii) Nrị a na-eri na mmemme dị 3. Idepụta nri ndị a na-eri na
iche iche. mmemme dị iche iche
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii,
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Eserese, nri Igbo dị iche iche,dgz.
A)AKAỌRỤ
10. i) Ụdị akaọrụ dị iche iche (Dịka IHE ỤMỤAKWỤKWỌ GA-EME
ọrụ ugbo, izụahịa, ịkụ azụ, dgz) 1. Ịkpọsịta akaọrụ ndị ha maara
na ejirimara nke ọ bụla 2. Ịkwu ejirimara nke ọ bụla
B)INWETA AKỤNỤBA N’ỤZỌ 3. Inye nkọwa akụnụba
ZIRI EZI 4. Ikwu ụzọ ezighi ezi e si akpata
i) Nkọwa Ihe bụ akụnụba na akụnụba
inweta ya n’ụzọ ziri ezi NGWA NKỤZI
ii) Inweta akụnụba n’ụzọ ezighi Akwụkwọ ọgụgụ, ụgbọ ojii,
ezi dịka: iji mmadụ atụ mgbere foto/eserese, tepụ rekọda, dgz
ahịa, iji mmadụ gwọrọ ọgwụ
ego, ibu/ire ọgwụike
MMEMME OMENALA:
11. a. Iri ji IHE ỤMỤAKWỤKWỌ GA-EME
b. Ịlụ nwaanyị 1. Ịkọwa omenala ndị a
c. Ihe ndị e ji eme mmemme na 2. Ikwu ihe ndị e ji eme omenala
uru ha ndị a
3. Ikwu uru dị n’ime omenala ndị a.
MMỤGHARỊ IHE A KỤZIRI

12.
ULE
13.
ULE NA MMECHI
14.
ASỤSỤ IGBO (L2)
JSS 3 TAM NKE ABỤỌ
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1. MKPỤRỤEDEMEDE IGBO (abịịdị) IHE ỤMỤAKWỤKWỌ GA-EME:

a. Ndepụta mkpụrụabịịdị Igbo 1. Ịgụ abịịdị
na ikewa ha n’ụzọ abụọ 2. Ịde abịịdị
i) Ụdaume 3. Ime nkewa ụdaume
b) Mgbochume NGWA NKỤZỊ
Akwụkwọ ọgụgụ, chaatị, kaadị
mgbubam, dgz.
2. AGHỌTAAZAA: NRUBEISI NA IHE ỤMỤAKWỤKWỌ GA-EME:

NDEBEIWU 1. Ige ntị
i. Igụpụta ederede 2. Ịgụ ihe
ii. Idesita mkpụrụokwu ọhụrụ 3. Ide ihe odide
ndị batara n’ederede a gụpụtara NGWA NKỤZI
iii. Ịkọwa mkpụrụokwu ọhụrụ Ụgbọ ọjii, akwụkwọ ọgụgụ, olu
onye nkụzi, kaadị mgbubam
3. NZIKỌRỊTA NA NRỤKỌRỊTAỌRỤ IHE ỤMỤAKWỤKWỌ GA-EME:

a) Nkọwa Nzikọrịta ozi nke teknọlọjị 1. Ịkọwa ihe bụ nzikọrịta ozi nke
b) Uru nzikọrịta ozi nke teknọlọjị teknọlọji
c) Nrụkọrịta ọrụ na uru ya 2. Ikwu uru nzikọrịta ozi nke
teknọlọjị bara
3. Ịkọwa ihe nrụkọrịta ọrụ pụtara
4. Ikwu uru dị na nrụkọrịta ọrụ
NGWA NKỤZỊ
Akwụkwọ ọgụgụ, ekwe ntị, ogene,
eserese na foto, tepụrekọda,
oluonye nkụzi, redio, tiivii, dgz.
4. AGWỤGWA NA ILU ỤFỌDỤ DỊ IHE ỤMỤAKWỤKWỌ GA-EME

MFE 1. Ịjụ na ịza agwụgwa
a. Nkọwa ihe bụ agwụgwa na 2. Inye ọmụmaatụ agwụgwa
ọmụmaatụ agwụgwa ndị dị mfe 3. Inye ọmụmaatụ ilu na nkọwa ya
b. Nkọwa ihe bụ ilu na ọmụmaatụ NGWA NKỤZI
ilu Igbo dị iche iche dị mfe. Akwụkwọ ọgụgụ, ụgbọ ojii, olu
onye nkụzi, dgz.
5. OKWUNTỤHỊ/OKWU IHE ỤMỤAKWỤKWỌ GA-EME

MGBAWAỌNỤ 1. Ikwu okwuntụhị
1. Nkọwa okwuntụhị na ọmụmaatụ 2. Ịza ajụjụ
okwuntụhị dị iche iche 3. Ịkọwa okwu ndịiche na
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ọmụmaatụ
2. OKWU NDỊ ICHE (Indicating ha
opposite in Igbo) NGWA NKỤZI
dịka: elu, ala, ocha, ojii, dgz. Akwụkwọ ọgụgụ, ụgbọ ojii,
b. Iji ha meputa ahịrụokwu Kaadị mgbubam, ụmụaka n’onwe
ha, tepụrekọda, dgz.
AGỤMAGỤ: EJIJE IHE ỤMỤAKWỤKWỌ GA-EME

6. i) Ọgụgụ akwụkwọ ejije a 1. Ịgụ akwụkwọ ejije
họpụtara 2. Ịkọwa okwu ọhụrụ
ii) Nkọwa okwu ọhụrụ pụtara 3. Ijụ na ịza ajụjụ
na ya NGWA NKỤZI
AGỤMAGỤ na-agarịrị IHE ỤMỤAKWỤKWỌ GA-EME

a. Ntụle isiokwu na ndịnisiokwu dị 1. Ịgụ akwụkwọ ejije
7. n’ejije a gụrụ 2. Ịkọwa okwu ọhụrụ
b. Ntụle agwa ndị pụtagasịrị n’ejije 3. Ijụ na ịza ajụjụ
c. Ntụle ihe mmụta dị n’ejije NGWA NKỤZI
Akwụkwọ ejije a họọrọ
NKỌWA DỊ MFE GBASARA

NJIRIMARA NA ỌDỊDỊ IHE GASỊ IHE ỤMỤAKWỤKWỌ GA-EME
1. Nkọwa nhaole na Ịmata ole 1. Ịkọwa ole ihe dị
ihe dị 2. Ịkọwa ọdịdị ihe
2a. OKE NA NWUNYE (Gender) 3. Inye ọmụmaatụ nhaole gasị
(dk. Okoro na agboghọ, okeọkpa 4. Inye ọmụmaatụ genda
na nnekwu, oke na nwunye, dgz,) 4. Iji genda mebe ahịrịmfe
8. b. Iji ha mepụta ahịrịokwu mfe. NGWA NKỤZI
Akwụkwo ọgụgụ, ụgbọ ojii, kaadị
mgbubam, dgz.
NKỌWA DỊ MFE GBASARA IHE ỤMỤAKWỤKWỌ GA-EME

NJIRIMARA NA ỌDỊDỊ IHE GASỊ 1. Ịkọwa ka ihe dị
a. Imebe ahịrịokwu na-ezipụta ole 2. Ịmebe ahịrịmfe na-egosi ọdidị
ihe dị ihe
b. Ịchọpụta nhaole dịgasị n’ahịrị- 3. Iji nkọwa aha gosipụta nha ole
10. okwu 4. Iji nkọwa aha mepụta ahịrịokwu.
c. Iji nkọwa aha ụfọdụ zipụta nhaole
(dk. niile, ọtụtụ, dgz)
NGWA NKỤZI
Akwụkwọ ọgụgụ, olu onye nkụzi,
ụgbọ ojii, kaadị mgbubam, akwa
nwere agwa dị iche iche, dgz.
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11. NKEJIASỤSỤ: NGWAA IHE ỤMỤAKWỤKWỌ GA-EME
a. Nkọwa ngwaa 1. Ịkọwa ihe bụ ngwaa
b. Imepụta ahịrịokwugasị ndị 2. Ịchọpụta ngwaa n’ahịrịokwu
nwere ngwaa 3. Imebe ahịrịokwu nwere ngwaa
NGWA NKỤZI
Akwụkwọ ọgụgụ, olu onye nkụzi,
ụgbọ ojii, kaadị mgbubam, dgz.
12. NKEJIASỤSỤ: IHE ỤMỤAKWỤKWỌ GA-EME

a. Nnọchiaha: Ọmụmaatụ na ọrụ 1. Ịkọwa nnọchiaha mpesịn na ọrụ
ha n’ahịrịokwu ha
b. Nnọchi mpesịn:Ọmụmaatụ na 2. Inye ọmụmaatụ nnọchi mpesịn
ọrụ ha n’ahịrịokwu 3. Ịrụgosi ha n’ahịrịokwu
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii/ kaadị
mgbubam dgz.
13 MMỤGHARỊ IHE A KỤZIRI
IHE ỤMỤAKWỤKWỌ GA-EME
1. Ige ntị
ULE/MMECHI 2. Ịgụ na Ịza ajụjụ ule
3.Ide ihe odide
NGWA NKỤZI
Akwụkwọ ajụjụ ule
ASỤSỤ IGBO (L2)
JSS 3 TAM NKE ATỌ

1. IHE NDỊ NA-EME N’EZINỤLỌ 1. Ige ntị
a. Ịdị ime 2. Ịza ajụjụ
b. Ịmụ nwa na ọmọgwụ 3. Ide ihe odide
c. Ịgụ nwa aha na ikupụta nwa NGWA NKỤZỊ
Akwụkwọ ọgụgụ, foto/eserese dị
iche iche,dgz.
2. a. AKARA EDEMEDE IHE ỤMỤAKWỤKWỌ GA-EME:

(puntuation mark) 1. Ige ntị
Dịka: kpọm, kpọm rịkọm, rịkọm, 2. Ịrụgosi edemede nwere akara
rịkọm elu, rịkọm ala, akara mkpu, edemede
57
na kọlọm. 3. Ide ihe odide
b. Ahịrịokwu ebe akara ndị a 4. Ịjụ na ịza ajụjụ
pụtagasịrị. NGWA NKỤZI
Ụgbọ ọjii, akwụkwọ ọgụgụ,
eserese, kaadị mgbubam,
ụmụakwụkwọ n’onwe ha, dgz.
AGWA ỌJỌỌ ỤMỤAKA UGBU A IHE ỤMỤAKWỤKWỌ GA-EME:

3. NA-AKPA N’OGE UGBU A 1. Ige ntị
a. Aghọtazaa: Ime Mpụ Ule 2. Ịjụ na ịza ajụjụ
b. Nkọwa mkpụrụokwu ụfọdụ ndị 3. Ịgụ ihe
batara n’ederede a gụpụtara dk: 4. Ide ihe
agwa ọjọọ, mpụ ule, dgz. NGWA NKỤZI
Ederede sitere n’akwụkwọ ọgụgụ
ha maọbụ nke onye nkụzi
depụtara, tepụrekọda, ụgbọ ojii,
dgz.
ỌNỤỌGỤGỤ
(1000 – 1020) IHE ỤMỤAKWỤKWỌ GA-EME:
4. 1. Ige ntị
2. Ịgụ ọnụọgụgụ
3. Ịrụgosị ọnụọgụgụ
4. Idepụta ọnụọgụgụ
5. Ịjụ /ịza ajụjụ
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii, dgz.
AGỤMAGỤ: Abụ dị mfe IHE ỤMỤAKWỤKWỌ GA-EME

5. a. Ịgụ akwụkwọ abụ a họpụtara 1. Ịgụ abụ
b. Ntụle isiokwu na ndịnisiokwu dị 2. Ijụ na ịza ajụju
n’abụ a gụrụ 3. Ịkọwa isiokwu na ihe mmụta
c. Aha odee abụ na ebe a mụrụ ya NGWA NKỤZI
d. Ntụle ihe abụ na-akụzi Akwụkwọ ọgụgụ, ụgbọ ojii,
foto/eserese
EDEMEDE NDUZI MFE IHE ỤMỤAKWỤKWỌ GA-EME

(Guided Leta Writing) 1. Ịgụ
a) Ebe mgbadoụkwụ: 2. Ịrụgosi eserese
6 i) Isiokwu 3. Ide edemede
ii) Okwu mmalite 4. Ịjụ na ịza ajụjụ
iii) Ahụ edemede NGWA NKỤZI
iv) Mmechi Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị
b) Ọmụmaatụụdị leta dị iche iche mgbubam, delta ederede na kaadị,
a. Leta maka Ụlọakwụkwọ m dgz.
58
b. Ezigbo enyi m
c. Nne na nna m
d. Leta maka iwe n’ọrụ/ịchọ ọrụ
7. ULE BECE
YORÙBÁ L2 JSS 3 TÁÀMÙ KÌN-ÍN-NÍ
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1. ÀŚÀ: Ìśêdálê àti Ìtànkálê Ômô Yorùbá OLÙKÖ
a. Śe àlàyé àwôn agbègbè tí êyà Yorùbá tàn dé ní

ÀKÓÓNÚ IŚË àgbáyé
a. Ìśêdálê Yorùbá láti õdõ Odùduwà b. Fi ìtàn àti àwòrán máàpù śe àlàyé bí Yorùbá śe śê
b. Àwôn ìlú tí ó jë ti Yorùbá àti bí wôn śe dé ibi tí wôn wà báyìí.b
d. Orúkô àwôn ômô Odùduwà
AKËKÕÖ
a. Dárúkô díê lára àwôn agbègbè tí êyà Yorùbá tàn dé.
b. Tún ìtàn náà sô
d. Kô kókó ìdánilëkõö sílê
OHUN-ÈLÒ ÌKÖNI
a. Máàpù Áfíríkà àti ilê Yorùbá
b. Máàpù Nàìjíríà àti ti àgbáyé tí ó śàfihàn ìtànkálê

Yorùbá.
2. FÓNËTÍÌKÌ: Ìró Èdè Yorùbá OLÙKÖ
a. Ka álífábëêtì fún àwôn akëkõö.

ÀKÓÓNÚ IŚË
b. Śe àlàyé lórí lëtà ńlá àti kékeré
a. Álífábëêtì Yorùbá
d. Pín álífábëêtì èdè Yorùbá sí ìsõrí köńsónáýtì àti
b. Kíka álífábëêtì láti A – Y fáwëlì
d. Àlàyé lórí lëtà ńlá àti lëtà kékeré e. Fi ìyàtõ hàn láàrin álífábëêtì èdè Yorùbá àti èdè
Gêësì.
e. Ìsõrí álífábëêtì èdè Yorùbá (B.a. köńsónáýtì
àti fáwëlì àìránmúpè àti fáwëlì àránmúpè)
59
ç. Ìyàtõ láàrin álífábëêtì èdè Yorùbá àti èdè OHUN-ÈLÒ ÌKÖNI
Gêësì.
a. Kádíböõdù tí a kô álífábëêtì Yorùbá sí.
b. Káàdì pélébé pélébé tí a kô lëtà kõõkan sí.
3. ÀŚÀ: Ìkíni OLÙKÖ
a. Śe àlàyé ìkíni ní onírúurú ìgbà àti àkókò

ÀKÓÓNÚ IŚË
b. Śe àlàyé ìkíni fún onírúurú ayçyç
a. Ìkíni ní onírúurú ìgbà àti àkókò (B.a. àárõ,
õsán, alë, òru, ìyálêta, ààjìn abbl) d. Śe àlàyé ìkíni fún onírúurú iśë
b. Ìkíni fún onírúurú ayçyç (Bí ìsômôlórúkô, AKËKÕÖ

ìgbéyàwó, ôlöjö ìbí, oyè jíjç, ìkíni fún aláboyún
a. Dárúkô àkókò àti ìgbà tó wà nínú ôjö.
abbl).
b. Kí ènìyàn bí ó ti yç ní àkókò kõõkan.
d. Ìkíni fún onírúurú iśë. Bí àpççrç: àgbê, ôdç,
akõpç, onídìrí, aláró, awakõ, alágbêdç, d. Kí ènìyàn bí ó ti yç fún onírúurú ayçyç.
babaláwo abbl.
e. Kí ènìyàn fún onírúurú iśë
ç. Hùwà bí ó śe yç ní àsìkò ìkíni (B.a. ìkúnlê, ìdõbálê)
OHUN-ÈLÒ ÌKÖNI
a. Pátákó tí a kô onírúurú ìkíni sí.
b. Àwòrán àwôn ômô tí wôn ń kí obi wôn.
4. ÈDÈ: Àkàyé OLÙKÖ
a. Jë kí akëkõö ka àyôkà náà lëêmejì ó kéré tán.

ÀKÓÓNÚ IŚË
b. Tö akëkõö sönà láti lè fa kókó õrõ inú àyôkà yô.
a. Kíka àwôn ìtàn kéèkèèké ôlörõ geere àti ewì.
d. Béèrè ìbéèrè lórí àyôkà náà
b. Títúmõ àwôn õrõ tí ó ta kókó inú àyôkà.
d. Ìbéèrè àti ìdáhùn lórí àyôkà.

AKËKÕÖ
a. Tëtí sí olùkö
b. Ka àyôkà náà ni àkàsínú – àkàsíta
d. Dáhùn ìbéèrè àyôkà
e. Jíròrò lórí ìtumõ õrõ pàtàkì pàtàkì àti àkànlò-èdè inú
60
àyôkà náà, kí o sì kô ö sínú ìwé
OHUN-ÈLÒ ÌKÖNI
a. Pátákó ìkõwé
b. ìwé atúmõ èdè
5. ÀŚÀ: Àśà Ìgbéyàwó Nílê Yorùbá OLÙKÖ
a. śe àlàyé fún àwôn akëkõö lórí ìtumõ ìgbéyàwó

ÀKÓÓNÚ IŚË
b. Jë kí àwôn akëkõö töka sí ìgbésê ìgbéyàwó
a. Ìtumõ àti oríśi ìgbéyàwó
d. Kí olùkö jë kí àwôn akëkõö dárúkô àwôn ohun èlò
b. Àwôn ìgbésê ìgbéyàwó bí i ìfojúsóde, ìdána àti ìwúlò rê
alárinà, ìtôrô, ìjöhçn tàbí ìśíhùn, ìdána abbl
AKËKÕÖ
d. Àwôn ohun èlò ìdána àti ìwúlò wôn.
a. Tëtí sí olùkö.
b. Jíròrò nípa ìrírí rê
d. Da õrõ tí olùkö kô sí ojú pátákó kô sínú ìwé wôn.
OHUN-ÈLÒ ÌKÖNI
- Àwòrán ìgbéyàwó
- Fídíò
- Téèpù
- Tçlifísàn
6. ÈDÈ: Àkôtö OLÙKÖ
a. Śe àlàyé ohun tí àkôtö jë

ÀKÓÓNÚ IŚË
b. kô àkôtö àtijö àti òde òní sára pátákó
a. Àtúnyêwò álífábëêtì èdè Yorùbá
d. Śe àlàyé kíkún lórí ìyàtõ láàrin méjèèjì
b. ìtumõ àkôtö
AKËKÕÖ
d. sípëlì àtijö àti àkôtö òde òní
a. Tëtí sí àlàyé olùkö
e. ìyàtõ láàrin sípëlì àtijö àti àkôtö òde òní.
b. kô àpççrç tí olùkö kô sí ojú pátákó
i. Fáwëlì: aiye – ayé
d. Béèrè ohun tí kò bá yé ô löwö olùkö.
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yio – yóò
enia – ènìyàn, abbl
ii. Köńsónáýtì: Oshogbo - Òśogbo, abbl
iii. Àmì ohùn: õgun - òógùn
alãnu – aláàánú
iv. Yíyán õrõ nídìí: ẹ - ç , ṣ - ś, ọ - ô
v. Pípín õrõ: wipe – wí pé
nigbati – nígbà tí
7. LÍTÍRÈŚÕ: Lítírèśõ Yorùbá OLÙKÖ
a. Śe àlàyé ohun tí lítírèśõ jë

ÀKÓÓNÚ IŚË
b. Sô çka lítírèśõ
a. Ìtumõ oríkì lítírèśõ
d. pín êka kõõkan sí ìsõrí pêlú àpççrç tí ó yç
b. Êka lítírèśõ Yorùbá
e. Śe àlàyé ìyàtõ láàrin àpilêkô àti alohùn.
i. Lítírèśõ Àpilêkô
AKËKÕÖ
ii. Lítírèśõ Alohùn
d. Ìsõrí Lítírèśõ àpilêkô
b. kô àwôn êka àti ìsõrí tí olùkö sô sílê pêlú àpççrç
i. Àpilêkô ôlörõ geere
d. kô àpççrç mìíràn sí láti ilé
ii. àpilêkô ewì
OHUN-ÈLÒ ÌKÖNI
iii. àpilêkô eré-onítàn
- Téèpù
e. Ìsõrí lítírèśõ alohùn
- Tçlifísàn
i. ôlörõ geere
- Rédíò
ii. ewì alohùn
- kásëëtì àti téèpù tí a gba ohùn sí
iii. eré-oníśe
- Fíìmù ìśeré lítírèśõ alohùn
- ìwé tí a da lítírèśõ alohùn kô sí
8. LÍTÍRÈŚÕ: Òýkà Yorùbá OLÙKÖ
a. Tö akëkõö sönà láti ka òýkà láti Õödúnrún dé
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ÀKÓÓNÚ IŚË irínwó
a. Òýkà Õödúnrún dé irínwó (300 – 400) b. Śe àlàyé ìgbésê òýkà ní kíkún
AKËKÕÖ
a. ka òýkà láti Õödúnrún dé irínwó
b. dá òýkà tí a kô sójú pátákó mõ ní õkõõkan
d. kô òýkà tí olùkö kô sí ojú pátákó sínú ìwé
OHUN-ÈLÒ ÌKÖNI
- Kádíböõdù tí a kô òýkà láti Õödúnrún dé irínwó
- Káàdì pélébé pélébé tí a kô òýkà kõõkan sí
9. ÈDÈ: Ìsõrí Õrõ OLÙKÖ
a. śe àlàyé kíkún lórí ipò àti iśë õkõõkan nínú

ÀKÓÓNÚ IŚË gbólóhùn.
a. õrõ-orúkô b. śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö
b. õrõ aröpò- orúkô/ aröpò afarajorúkô d. darí akëkõö láti śe àpççrç tirê
d. õrõ-ìśe AKËKÕÖ
e. õrõ-àpèjúwe a. Tëtí sí àlàyé olùkö lórí ìsõrí kõõkan
b. kô àwôn àpççrç tí olùkö śe sínú ìwé

ç. õrõ-àpönlé
d. śe àwôn àpççrç tirê lábë ìdarí olùkö.
f. õrõ-atökùn
OHUN ÈLÒ ÌKÖNI
g. õrõ-àsopõ
a. Kádíböõdù
b. Káàdì pélébé pélébé.
10. ÀŚÀ: Òwò Śíśe àti Ìpolówó Ôjà OLÙKÖ
a. Tç ìpolówó ôjà tí a ti tê sórí téèpù fún àwôn akëkõö

ÀKÓÓNÚ IŚË gbö.
a. ìdí tí a fi ń polówó ôjà b. fún àwôn akëkõö láýfààní láti śe ìpolówó ôjà nínú
kíláásì.
b. bí a śe ń polówó kõõkan. Bí àpççrç; Ç fçran
jêkô d. kí akëkõö lô śe àbêwò sí ôjà tàbí ìdíkõ.
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d. ôgbön ìpolówó ôjà láyé àtijö àti lóde òní. Bí AKËKÕÖ
àpççrç: ìpolówó lórí rédíò, tçlifísàn, ìwé ìròyìn,
a. Tëtí sí téèpù tí olùkö tê
ìpàtç, ìkiri abbl.
b. kópa nínú śíśe ìpolówó ôjà nínú kíláásì
d. śe àbêwò sí ôjà tàbí ìdíkõ
OHUN-ÈLÒ ÌKÖNI
a. àtç
b. fídíò
d. êrô agbõrõsílê
e. Téèpù
ç. ìpolówó ôjà lóríśiríśi nínú ìwé ìròyìn
11. ÈDÈ: Ìśêdá Õrõ-Orúkô OLÙKÖ
a. Śe àlàyé ohun tí õrõ-orúkô jë

ÀKÓÓNÚ IŚË
b. śe àlàyé oríśi õrõ-orúkô méjì: àìśêdá àti èyí tí a śêdá
a. kí ni õrõ-orúkô? pêlú àpççrç: çja, ejò, ìyá, ôwö, êrín, adé, abö, jíjç,
alaalë abbl
b. oríśi õrõ-orúkô méjì: àìśêdá àti èyí tí a śêdá
pêlú àpççrç. d. śe àlàyé kíkún lórí oríśiríśi õnà ìśêdá õrõ-orúkô pêlú
àpççrç.
d. Àlàyé kíkún lórí oríśiríśi õnà ìśêdá õrõ-
orúkô pêlú àpççrç. AKËKÕÖ
b. śe àpççrç õrõ-orúkô tí a kò śêdá mìíràn
d. śe àpççrç àwôn oríśiríśi õrõ-orúkô tí a śêdá mìíràn

yàtõ sí èyí tí olùkö ti śe.
OHUN-ÈLÒ ÌKÖNI
a. kádíböõdù tí a kô oríśiríśi àpççrç sí.
12. ÈDÈ: Àròkô kíkô OLÙKÖ
a. Tö akëkõö sönà láti jíròrò lórí aroko

ÀKÓÓNÚ IŚË
b. Töka sí onírúurú àròkô pêlú àpççrç
a. Àlàyé lórí àròkô kíkô
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b. Oríśiríśi àròkô d. śe àlàyé ìgbésê fún kíkô àròkô
d. Ìgbésê AKËKÕÖ
a. Jíròró lórí àròkô
b. Tëtí sí àlàyé olùkö
d. sô àpççrç àròkô mìíràn yàtõ sí ti olùkö
e. kópa nínú śíśe àlàyé ìgbésê àròkô
OHUN-ÈLÒ ÌKÖNI
- pátákó tí a kô oríśi àròkô sí
- pátákó tí a kô ìgbésê àròkô sí.
13. ÀTÚNYÊWÒ ÊKÖ
14. ÌDÁNWÒ
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YORÙBÁ L2 JSS 3 TÁÀMÙ KEJÌ
1. FÓNËTÍÌKÌ: Àwôn êyà ara fún ìró èdè OLÙKÖ

pípè
a. Śe àlàyé àwôn êyà ara tí a ń lò fún àwôn ìró èdè pípè
ÀKÓÓNÚ IŚË b. Tö akëkõö sönà láti dárúkô êyà ara àfipè àti ìwúlò wôn.
a. Àwôn êyà ara tí a fi ń pe ìró d. Dárúkô oríśi àfipè pêlú àlàyé kíkún
b. Oríśi àfipè: AKËKÕÖ
i. Àwôn êyà ara tí a lè fi ojú rí a. Tëtí sí àlàyé olùkö
ii. Àwôn êyà ara tí a kò lè fojú rí b. Dárúkô àwôn êyà ara tí a fi ń pe ìró têlé olùkö
iii. Àfipè àsúnsí d. Kô ohun tí olùkö kô sí ojú pátákó sínú ìwé wôn
iv. Àfipè àkànmölê OHUN-ÈLÒ ÌKÖNI
- Àwòrán àwôn êyà ara tí a fi ń pe ìró tí a yà sí ara

kádíböõdù
- Káàdì pélébé pélébé tí a kô êyà ara ifõ kõõkan sí.
2. ÀŚÀ: Oyún níní àti ìtöjú Aláboyún OLÙKÖ
a. Śe àlàyé ní kíkún lórí ìgbàgbö àwôn Yorùbá nípa oyún

ÀKÓÓNÚ IŚË níní, ìtöjú oyún àti àsìkò tó tö láti lóyún
a. Ìgbàgbö Yorùbá nípa àgàn, ômô bíbí b. Śe àlàyé onírúurú jënótáìpù êjê tí ó wà àti èyí tí ó bára mu
àti àbíkú
d. Kô àwôn oúnjç aśaralóore tí aboyún lè jç sára pátákó
b. Àwôn tí oyún níní wà fún (tôkôtaya) ìkõwé
d. Õnà tí a lè gbà dín bíbí àbíkú kù e. Śe àlàyé bí a śe ń töjú aláboyún látijö àti lóde òní
láwùjô
ç. Śe àlàyé nípa pàtàkì ìkóra-çni-ní-ìjánu sáájú ìgbéyàwó fún
e. oríśiríśi jënótáìpù êjê tó wà àti àwôn çni tí ó bá tètè fë ômô bí
tó lè fëra wôn.
AKËKÕÖ
ç. Aájò láti lè tètè lóyún – àýfààní
kíkóra-çni-níjàánu nípa ìbálòpõ a. Sõrõ nípa àwôn tóyún wà fún
f. Bí a śe ń töjú aboyún látijô àti lóde b. Sô ohun tí o mõ nípa oyún

òní:
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Àtijö; d. Sô jënótáìpù tìrç
 Oyún dídè, èèwõ aláboyún, e. Dárúkô díê lára àwôn oúnjç aśaralóore
àsèjç, àgbo abbl
ç. Dárúkô díê lára àwôn õnà tí a fi ń töjú aláboyún látijô àti
Òde òní
lóde òní
 Oúnjç aśaralóore, lílô fún ìtöjú
f. Tëtí sí àwôn àlàyé olùkö
ní ilé ìwòsàn (ìbílê/ ìjôba) abbl
OHUN-ÈLÒ ÌKÖNI
a. Àwòrán aboyún
b. Àwòrán díê lára ohun-èlò tí a fi ń töjú aláboyún ní ìlànà ti

ìbílê: kòkò àgbo, ìsaasùn àśèjç, ìgbàdí abbl
d. Àwòrán díê lára ohun tí a fi töjú aláboyún ní òde òní
e. Àtç tí ó ń fi oúnjç aśaralóore hàn.
3. ÈDÈ: Ìdámõ OLÙKÖ
a. Dárúkô nýkan díê nínú ilé àti ilé-êkö

ÀKÓÓNÚ IŚË
b. Sô orúkô àwôn ènìyàn àti bí wön śe jë sí ara wôn.
a. Dídá nýkan mõ ní ilé-êkö àti inú ilé.
d. Töka sí orúkô àwôn çranko díê
b. Dárúkô àwôn ènìyàn àti bí wön śe jë
sí ara wôn e. Sô díê nínú àwôn êyà ara wa.
d. Dárúkô díê nínú àwôn êyà ara wa; AKËKÕÖ

ojú, imú, ôwö, çsê abbl
a. Dárúkô àwôn nýkan díê nílé-êkö àti ní ilé yàtõ sí ti olùkö.
b. Tëtí sí àlàyé olùkö
d. Sô díê nínú orúkô àwôn çranko
e. Töka sí êyà ara rç
OHUN-ÈLÒ ÌKÖNI
- Àwòrán àwôn nýkan nílé-ìwé àti inú ilé
- Àwòrán çranko
- Àwòrán êyà ara
4. ÀŚÀ: Àkókò, ìgbà àti ojú ôjö OLÙKÖ
67
a. Dárúkô ôjö tó wà nínú õsê àti àśà Yorùbá tó rõmö
ÀKÓÓNÚ IŚË õkõõkan wôn.
a. Ôjö tó wà nínú õsê b. Sô orúkô àwôn ośù tó wà nínú ôdún.
b. orúkô àwôn ośù nínú ôdún d. Sô iye agogo tó lù ní èdè Yorùbá pêlú õpõlôpõ àpççrç
d. Sísô iye agogo tó lù AKËKÕÖ
b. Dárúkô ôjö tó wà nínú õsê
d. Sô orúkô àwôn ośù tó wà nínú ôdún
e. Sô iye agogo tó lù yàtõ sí ti olùkö.
OHUN-ÈLÒ ÌKÖNI
- kádíböõdù tí a kô orúkô ôjö àti ośù nínú ôdún sí.
- Ago ara ògiri
- Àwòrán ago tó ń fi onírúurú àkókò hàn.
5. ÈDÈ: Lëtà Kíkô OLÙKÖ
a. Sô oríśi lëtà kíkô méjì tí ó wà fún akëkõö

ÀKÓÓNÚ IŚË
b. Śe àlàyé ìyàtõ láàrin méjèèjì
a. Oríśi lëtà: lëtà gbêfê àti àìgbagbêfê
d. Lo ìlapa kíkô lëtà gbêfê àti àìgbêfê láti töka sí ìyàtõ wôn
b. Ìyàtõ àárin wôn
e. Tö akëkõö láti kô oríśi lëtà méjì
d. ìlànà kíkô lëtà gbêfê
AKËKÕÖ
- àdírësì, déètì, kíkô õrõ inú lëtà kí a sì
pín-in sí ègé afõ bí ó ti yç. a. Tëtí sí àlàyé olùkö
- àsôkágbá/ àgbálôgbábõ/ ìgúnlê b. Kô ìlapa kíkô oríśi lëtà – gbêfê àti àìgbêfê bí olùkö śe
àlàyé rê/ kô ö sára pátákó.
e. ìlapa kíkô lëtà àìgbagbêfê
d. Têlé ìtösönà olùkö láti kô oríśi lëtà méjì
- Àdírësì
OHUN-ÈLÒ ÌKÖNI
- Déètì
- Pátákó çlëmõö àti kádíböõdù tí a kô ìlànà méjèèjì sí
- Àkôlé
- Õrõ inú lëtà tí a pín sí ègé afõ bí ó ti
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yç.
6. LÍTÍRÈŚÕ: Ìwé Kíkà (Àśàyàn Ìwé OLÙKÖ

ìtàn àròsô ôlörõ geere)
a. Ìfáàrà lórí òýkõwé àti ohun tí êdá ìtàn dálé
ÀKÓÓNÚ IŚË b. śe àlàyé ìbáyému àkóónú ìtàn náà (ìśêlê, kókó-õrõ)
d. Jíròrò lórí ìwà êdá ìtàn pêlú akëkõö

a. Ibùdó àti ahunpõ ìtàn
e. Jíròrò lórí ìlò èdè àti àśà tó súyô
b. Àśà tó súyô
AKËKÕÖ
d. Àwôn kókó õrõ tó súyô
a. Ka ìtàn náà kí o sì jíròrò lórí ìśêlê inú rê (àhunpõ ìtàn)
e. Êdá ìtàn àti ìfìwàwêdá
b. sõrõ lórí êdá ìtàn tí wön fëràn àti èyí tí wôn kò fëràn
ç. Ônà èdè àti ìsôwölo-èdè
d. śe àfàyô ìlò ônà èdè àti ìsôwölo ônà èdè
e. śe àfàyô àśà tó súyô
OHUN-ÈLÒ ÌKÖNI
a. ìwé asayan
b. ìwé ìròyìn tí ìśêlê tí ó fara pë ti inú ìtàn tó wáyé wà.
7 ÀŚÀ: Eré Ìdárayá OLÙKÖ
a. Śe àlàyé bí a ti ń śe díê nínú eré ìdárayá.

ÀKÓÓNÚ IŚË
b. Tö àwôn akëkõö sönà láti śe àwôn eré ìdárayá náà.
a. ìtumõ eré ìdárayá
d. Kô àwôn orin inú eré ìdárayá náà sójú pátákó
b. Oríśiríśi eré ìdárayá
AKËKÕÖ
i. Eré òśùpá bí i – bojúbojú, ta ló wà
nínú ôgbà náà abbl a. Sô ohun tí o mõ nípa eré ìdárayá sáájú ìdánilëkõö.
ii. Eré ojoojúmö – àlö pípa, òkòtó, àrìn b. Dárúkô díê nínú eré ìdárayá mìíràn tí o mõ
títa, ayò títa
d.Tëtí sí àlàyé olùkö.
e. Kópa nínú eré ìdárayá tí olùkö darí.
ç. kô eré ìdárayá tí olùkö kô sójú pátákó sínú ìwé
OHUN-ÈLÒ ÌKÖNI
 Ôpön ayò
 Ômô ayò
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 Òkòtó
 Àrìn abbl
8. ÈDÈ: Òýkà OLÙKÖ
a. Kô òýkà sí ara pátákó

ÀKÓÓNÚ IŚË
b. Śe àlàyé ìlànà okòó, òjì, õtà, õrìn
a. kíka irínwó – êëdëgbêta ní èdè
Yorùbá: bí àpççrç; - Àwôn òýkà àárin wôn
okòólénírínwó – 420 d. Śe ìdánwò akëkõö lórí àwôn òýkà náà
ojìlénírinwó – 440 AKËKÕÖ
õtàlénírínwó – 460 a. Da àwôn òýkà tí olùkö kô sí ara pátákó kô ö sí inú ìwé rç
õrìnlénírínwó – 480 abbl b. Tëtí sí àlàyé olùkö
b. Kíka òýkà àárin wôn. Bí àpççrç: d. Śe ìdánwò tí olùkö pàśç ní kíláásì
oókanlénírínwó – 401 OHUN-ÈLÒ ÌKÖNI
èjìlénírínwó – 402 abbl a. Kádíböõdù

b. Káàdì pélébé pélébé
9. LÍTÍRÈŚÕ: Àśàyàn Ìwé Ewì OLÙKÖ
a. ka ewì sí akëkõö létí

ÀKÓÓNÚ IŚË
b. śe àlàyé lórí ewì tí a kà
a. Ewì kíkà
d. fa kókó õrõ jáde
b. Kókó õrõ ajçmö-õrõ-tó-ń-lô
láwùjô/ lágbàáyé. e. śe àlàyé ônà èdè àti ìsôwölo-èdè tó jçyô
- Ìśêföfábo
- ipò obìnrin AKËKÕÖ
- ètò ôrõ-ajé
a. Ka ewì náà sinu
- ìkôlura êsìn/ àśà
- ìkóra-çni-ní-ìjánu nínú ìgbésí b. ka ewì náà síta
ayé õdö
d. Ônà èdè àti ìsôwölo-èdè d. fi pëńsù fàlà sí ibi tí wön ti kíyèsí kókó õrõ àti êkö tí wön
rí kö
e. Töka sí ônà èdè àti ìsôwölo-èdè
ç. Tëtí sí àlàyé olùkö
OHUN-ÈLÒ ÌKÖNI
70
a. Ìwé tí a yàn
b. Àwòrán ohun tí ewì dálé
d. Ìwé ìròyìn tí ó sô nípa àwôn kókó õrõ
10. ÈDÈ: Ìró Èdè Yorùbá OLÙKÖ
a. Töka sí õnà tí á ń gbà śàpèjúwe köńsónáýtì àti fáwëlì

ÀKÓÓNÚ IŚË
b. Śe àpèjúwe konsonati àti fáwëlì
a. Àpèjúwe ìró köńsónáýtì
b. Àpèjúwe ìró fáwëlì d. Ya àtç köńsónáýtì àti fáwëlì
d. Àtç fáwëlì àti köńsónáýtì
e. Dán àwôn akëkõö wò lórí àpèjúwe köńsónáýtì àti fáwëlì
AKËKÕÖ
b. Śàjùwé ìró köńsónáýtì àti fáwëlì
d. Kô àpèjúwe tí olùkö kô sí ojú pátákó sínú ìwé rç
e. Śe ìdánwò tí olùkö pàśç ní kíláásì
OHUN-ÈLÒ ÌKÖNI
a. Àtç köńsónáýtì àti fáwëlì tí a yà sínú kadiboodu
b. Àwòrán êyà ara ìfõ
d. Káàdì pélébé pélébé
12. ÌDÁNWÒ
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YORÙBÁ L2 JSS 3 TÁÀMÙ KËTA
1. ÒWE ÀTI ÀKÀNLÒ ÈDÈ KÉÈKÈÈKÉ OLÙKÖ
1. Śe àlàyé owe
ÀKÓÓNÚ
2. Töka sí àbùdá òwe
1. Ìtumõ òwe
3. Śàlàyé ìwúlò òwe pêlú àpççrç
2. Àbùdá òwe
4. Túmõ àkànlò èdè
3. ìwúlò òwe: fún àlàyé, ìkìlõ, ìmõràn, ìbáwí
abbl 5. Töka sí oríśi àkànlò èdè kéèkèèké pêlú àpççrç
4. Àkànlò èdè – ìtumõ AKËKÕÖ
5. Oríśi àkànlò èdè pêlú àpççrç 1. Tëtí sí àlàyé olùkö
2. Pa òwe tí olùkö kô sí ojú pátákó
3. pa òwe ti ara rç
4. Kô ohun tí olùkö kô sí ojú pátákó sínú ìwé rç
5. Śàlàyé ìyàtõ láàrin òwe àti àkànlò èdè
OHUN-ÈLÒ ÌKÖNI
1. kádíböõdù tí a kô òwe àti àkànlò èdè sí.
2. káàdì pélébé pélébé tí a kô òwe àti àkànlò èdè sí
2. ÈDÈ: Òýkà Yorùbá OLÙKÖ
1. kô òýkà sí ara pátákó

ÀKÓÓNÚ IŚË
2. śe àlàyé ìlànà òýkà
1. Àtúnyêwò òýkà láti oókan dé êëdëgbêta (1-
500) 3. śe ìdánwò fún akëkõö lórí òýkà náà.
2. ka òýkà láti oókan dé êëdëgbêta AKËKÕÖ
3. Da fígõ àwôn òýkà náà mõ. 1. Da àwôn òýkà tí olùkö kô sí ara pátákó kô sínú ìwé rç
2. Tëtí sí àlàyé olùkö
3. Śe ìdánwò tí olùkö pèsè ní kíláásì
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OHUN-ÈLÒ ÌKÖNI
1. kádíböõdù
2. káàdì pélébé pélébé
3. ÀŚÀ: Ìtàn Ìśêdálê Yorùbá OLÙKÖ
1. Śe àlàyé ìtàn ìśêdálê Yorùbá àti bí wôn śe tan káàkiri

ÀKÓÓNÚ IŚË
2. Töka sí àwôn ôba Yorùbá àti orúkô oyè wôn
1. Ìtêsíwájú ìtàn ìśêdálê Yorùbá
3. Dárúkô àwôn ìlú Yorùbá àti êka èdè tí wön ń sô
2. Àwôn ômô Õkànbí
AKËKÕÖ
3. Àwôn ôba ilê Yorùbá àti orúkô oyè wôn 1. Dárúkô díê lára àwôn agbègbè tí êyà Yorùbá tàn dé
4. Êyà Yorùbá àti êka èdè wôn 2. Dárúkô àwôn ôba Yorùbá yàtõ sí ti olùkö
3. Sô díê lára àwôn ìlú Yorùbá àti êka èdè wôn
4. Tëtí sí àlàyé olùkö.
OHUN-ÈLÒ ÌKÖNI
1. Máàpù ilê Áfíríkà àti ilê Marubaawa
2. Máàpù Nàìjíríà àti ilê Yorùbá
4. LÍTÍRÈŚÕ: Àśàyàn ìwé àyôkà OLÙKÖ
1. Darí akëkõö láti sô ní sókí ìtàn náà

ÀKÓÓNÚ IŚË
2. Śe àlàyé ní kíkún lórí êdá ìtàn, ìfìwàwêdá, ibùdó ìtàn,
1. Àtúnyêwò àwôn àśàyàn ìwé ìtàn àròsô kókó õrõ
ôlörõ geere, ewì àti eré-onítàn
3. Darí ìjíròrò àti eré ní kíláásì
2. ìtàn inú ìwé ní sókí
AKËKÕÖ
3. Êdá ìtàn
1. Ka ìtàn àròsô
4. Ìfìwàwêdá
2. Tëtí sí àlàyé olùkö kí ó sì śe àkôsílê rê.
5. ibùdó ìtàn
3. Béèrè ìbéèrè nípa ohun tí kò bá yé wôn
6. Àhunpõ ìtàn
4. Sô ní sókí ohun tí ìwé dálé lórí
7. kókó õrõ tó jçyô
5. kópa nínú ìśeré tí olùkö darí
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OHUN-ÈLÒ ÌKÖNI
1. ìwé tí a yàn
2. ohun èlò ìśeré
3. orí ìtàgé
4. Àwòrán àfihàn ìśêlê àti êdá ìtàn eré.
5. ÈDÈ: Ìsõrí õrõ OLÙKÖ
1. Śe àlàyé lórí ipò àti iśë õkõõkan nínú gbolohun

ÀKÓÓNÚ IŚË
2. Śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö
1. Ìtêsíwájú lórí ìsõrí õrõ
3. Darí akëkõö láti śe àpççrç tirê.
2. Dárúkô àwôn ìsõrí õrõ Yorùbá: õrõ-orúkô,
õrõ-àpönlé, õrõ-aröpò orúkô, õrõ-ìśe, õrõ- AKËKÕÖ
àpèjúwe, õrõ-atökùn, õrõ-àsopõ
3. Àlàyé kíkún lórí ipò àti iśë wôn nínú
2. Kô àwôn àpççrç tí olùkö śe sínú ìwé
gbólóhùn
3. Śe àwôn àpççrç tìrç lábë ìdarí olùkö
OHUN-ÈLÒ ÌKÖNI
1. kádíböõdù
6. FÓNËTÍÌKÌ: Ìró Èdè Yorùbá OLÙKÖ
1. ka álífábëêtì Yorùbá
ÀKÓÓNÚ IŚË
2. Töka sí köńsónáýtì àti fáwëlì
1. Dárúkô àwôn ìró köńsónáýtì àti fáwëlì
3. Dárúkô oríśi fáwëlì
2. Oríśi fáwëlì tí ó wà
4. Śe àpèjúwe köńsónáýtì àti fáwëlì
3. Àpèjúwe ìró köńsónáýtì àti fáwëlì 5. Ya àtç köńsónáýtì àti fáwëlì pêlú àlàyé.
4. Àtç köńsónáýtì àti fáwëlì AKËKÕÖ
1. ka álífábëêtì têlé oluko
2. Ya köńsónáýtì àti fáwëlì sötõ
3. Śe àpèjúwe ìró kõõkan
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4. Ya àtç köńsónáýtì àti fáwëlì
OHUN-ÈLÒ ÌKÖNI
1. kádíböõdù tí a ya àtç köńsónáýtì àti fáwëlì sí
7. ÀŚÀ: Ìsômôlórúkô OLÙKÖ
1. Rán àwôn akëkõö létí nípa àśà ìsômôlórúkô

ÀKÓÓNÚ IŚË
2. Dárúkô àwôn ohun èlò ìsômôlórúkô
Ìtêsíwájú lórí:
3. Töka sí oríśi orúkô Yorùbá
1. Àśà Ìsômôlórúkô
AKËKÕÖ
2. Àwôn ohun èlò ìsômôlórúkô 1. Tëtí sí àlàyé olùkö
3.oríśi orúkô: orúkô àbísô, àmútõrunwá, 2. Dárúkô àwôn ohun èlò ìsômôlórúkô
àbíkú, oríkì, ìdílé ìnagijç abbl
3. Töka sí oríśi orúkô pêlú àpççrç nípa ìdarí olùkö
OHUN-ÈLÒ ÌKÖNI
1. Àwôn ohun èlò ìsômôlórúkô
2. Àwòrán àwôn ohun èlò ìsômôlórúkô
3. káàdì pélébé pélébé tí a kô oríśi orúkô sí
8. ÈDÈ: Akókò, ìgbà àti ojú ôjö OLÙKÖ
1. Rán akëkõö létí àkókò tó wà nínú ôjö

ÀKÓÓNÚ IŚË
2. Śàlàyé agogo tó lù nípa lílo ôwö kúkurú àti gígùn
Ìtêsíwájú nípa:
3. Töka sí õpõlôpõ àpççrç láti fi agogo tó lù hàn
1. Sísô àwôn àkókò tó wà nínú ôjö
AKËKÕÖ
2. Sísô iye agogo tó lù
1. Dárúkô àkókò tó wà nínú ôjö
3. Ìlò a.m àti p.m ní èdè Yorùbá. Bí àpççrç,
Aago méje àárõ, aago kan õsán, aago méje alë 2. Sô iye agogo tó lù nípa ìdarí olùkö
abbl
3. Śe àmúlò a.m àti p.m ní èdè Yorùbá.
4. Ya àwòrán agogo tí olùkö kô sílê sínú ìwé rç.
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OHUN-ÈLÒ ÌKÖNI
1. Aago ara ògiri
2. Àwòrán agogo lóríśiríśi
9. ÈDÈ: Õrõ Àyálò OLÙKÖ
1. Śàlàyé õrõ àyálò.

ÀKÓÓNÚ IŚË
2. Śàlàyé õnà tí õrõ àyálò gbà wônú èdè Yorùbá.
1. Oríkì õrõ àyálò
3. Dárúkô àwôn èdè tí Yorùbá ti yá õrõ lò.
2. Õnà tí õrõ àyálò gbà wônú èdè Yorùbá.
Àpççrç; êsìn, ôrõ-ajé, òśèlú, õlàjú abbl. 4. Töka sí oríśi õrõ àyálò pêlú àpççrç.
3. Àwôn èdè tí Yorùbá ti yá õrõ lò bí i èdè AKËKÕÖ

Gêësì, Haúsá, Hébérù, Lárúbáwá
4. Oríśi õrõ àyálò pêlú àpççrç.
2. Sô àpççrç õrõ àyálò
3. Kô ohun tí olùkö kô sí ojú pátákó sínú ìwé rç.
OHUN-ÈLÒ ÌKÖNI
1. Kádíböõdù
2. Káàdì pélébé pélébé.
10. ÀŚÀ: Ìkíni OLÙKÖ
1. Śàlàyé oríśiríśi ìkíni

ÀKÓÓNÚ IŚË
2. Jë kí àwôn akëkõö kí ara wôn nínú kíláásì
Ìtêsíwájú nípa
3. Tö akëkõö sönà nípa ìśesí àti ìhùwàsí ní àsìkò ìkíni
1. Ìkíni ní onírúurú ìgbà àti àkókò
AKËKÕÖ
2. Ìkíni fún onírúurú ayçyç
3. Ìkíni fún onírúurú iśë
2. Kí olùkö àti akëkõö bí ó ti yç
4. Ìkíni fún çni tí õfõ sê abbl
3. Hùwà bí ó śe yç ní àsìkò tí wôn bá ń kí ara wôn
5. Ìśesí ní àsìkò ìkíni
4. Kô iśë tí olùkö kô sójú pátákó sílê
11. ÈDÈ: Êrô Ayára-bí-àśá (Computer) OLÙKÖ
1. Śe àlàyé êrô ayára-bí-àśá
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ÀKÓÓNÚ IŚË 2. Dárúkô oríśi kõýpútà
1. Àlàyé lórí èrò kõýpútà 3. Töka sí êyà ara kõýpútà àti iśë wôn
2. Oríśi kõýpútà 4. Śe àlàyé ìwúlò êrô kõýpútà
3. Êyà ara kõýpútà AKËKÕÖ
4. Ìwúlò kõýpútà 1. Tëtí sí àlàyé olùkö
2. Sô ìwúlò êrô kõýpútà nípa ìdarí olùkö
3. kô iśë tí olùkö kô sójú pátákó sle sínú ìwé rç.
OHUN-ÈLÒ ÌKÖNI
1. Êrô kõýpútà
2. Àwòrán kõýpútà àti àwôn êyà ara rê.
12. ÀTÚNYÊWÒ IŚË
13. ÌDÁNWÒ
77
YORÙBÁ L1 JSS 3 TÁÀMÙ KÌN-ÍN-NÍ
1. ÈDÈ: Ìsõrí Õrõ OLÙKÖ
1. Śe àlàyé kíkún lórí ipò àti iśë ìkõõkan nínú gbólóhùn

ÀKÓÓNÚ IŚË
2. Śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö
Iśë àwôn ìsõrí õrõ nínú gbólóhùn:
3. Darí akëkõö láti śe àpççrç lórí tirê
1. Iśë tí õrõ-orúkô ń śe nínú gbólóhùn.
AKËKÕÖ
2. Iśë tí õrõ aröpò-orúkô ń śe nínú
gbólóhùn 1. Tëtí sí àlàyé olùkö lórí iśë ìsõrí õrõ kõõkan
3. Iśë tí õrõ-ìśe ń śe nínú gbólóhùn 2. Kô àwôn àpççrç tí olùkö śe sínú ìwé
4. Iśë tí õrõ-àpönlé ń śe nínú gbólóhùn 3. Śe àwôn àpççrç tìrç lábë ìdarí olùkö
OHUN-ÈLÒ ÌKÖNI
1. Kádíböõdù tí ó ń śàlàyé/ śe àpççrç iśë ìsõrí õrõ kõõkan
2. ÌTÊSÍWÁJÚ LÓRÍ ÊSÌN ÒDE-ÒNÍ OLÙKÖ
1. Śe àlàyé ipa tí êsìn ń kó láwùjô

ÀKÓÓNÚ IŚË
2. Ìdí tí ìbõwõ fún êsìn çnìkejì śe śe pàtàkì láti dènà
1. Kírísítíënì rògbòdìyàn àti ìjà êsìn láwùjô.
2. Mùsùlùmí AKËKÕÖ
3. Çkanka Sô ohun tí wôn gbö/ rí nípa êsìn òde òní.
4. Buda OHUN-ÈLÒ ÌKÖNI
5. Gúrúmàrajì Àwòrán àwôn çlësìn wõnyí níbi tí wôn ti ń jösìn sí.
Ipa tí êsìn ń kó láwùjô
3. ÒÝKÀ: Òýkà Yorùbá láti 301 – 400 OLÙKÖ
1.Tö akëkõö sönà láti ka òýkà láti oókanlélöõdúnrún dé

ÀKÓÓNÚ IŚË irínwó (301-400)
Òýkà èdè Yorùbá láti 301 – 400. 2. Śe àlàyé ìgbésê òýkà ní kíkún.
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Sô àwôn õnà tí a ń gbà śe òýkà ní ilê AKËKÕÖ
Yorùbá. B.a. lé - +, dín = -
1. ka òýkà láti oókanlélöõdúnrún dé irínwó (301-400)
2. śàlàyé àwôn ìgbésê òýkà.
OHUN-ÈLÒ ÌKÖNI
Kádíböõdù tí a kô òýkà láti oókanlélöõdúrún dé irínwó

(301-400)
4. ÈDÈ: Àkôtö Síwájú sí i OLÙKÖ
1. Fi õpõlôpõ àpççrç gbé õrõ rê lësê kí o sì tún àlàyé śe lórí

ÀKÓÓNÚ IŚË àkôtö òde òní
1. ìyapa ìsùpõ köńsónáýtì AKËKÕÖ
2. Àtúnśe/ àtúnkô àwôn õrõ méjì tàbí 1. Tëtí sí àlàyé olùkö.

jù bëê lô tí a ń kô papõ gëgë bí çyô
kan tàbí méjì, b.a. nitorinaa – nítorí 2. Śe àkôsílê àwôn àpççrç tí olùkö śe.
náà, biotilçjçpe – bí ó tilê jë pé abbl.
OHUN-ÈLÒ ÌKÖNI
Kádíböõdù tí a kô àwôn àpççrç àkôtö òde òní àti sípëlì àtijö

sí.
5. LÍTÍRÈŚÕ: Ìwé Kíkà (Eré-Onítàn) OLÙKÖ
1. Śe ìfáàrà lórí òýkõwé àti ohun tí ìtàn dá lé lórí

ÀKÓÓNÚ IŚË
2. Darí akëkõö láti tún ìtàn/ eré onítàn sô ní sókí
Àśàyàn ìwé lítírèśõ àpilêkô
3. Śe àlàyé lórí àwôn kókó õrõ tó súyô àti ìbáyému wôn.
1. Ìtàn inú ìwé tí a bá kà ní sókí
4. Śe àlàyé ní kíkún lórí êdá ìtàn, ìfìwàwêdá, ibùdó ìtàn,
2. Êdá ìtàn àhunpõ ìtàn, kókó õrõ
3. Ìfìwàwêdá 5. Darí ìjíròrò àti ìśeré ní kíláásì
4. Ibùdó ìtàn AKËKÕÖ
5. Àhunpõ ìtàn 1. ka eré onítàn
6. Kókó õrõ tó jçyô/ êkö tí ìtàn kö wa: 2. Tëtí sí àlàyé olùkö, kí ó sì śe àkôsílê rê
Ìbáyému õrõ tó ń lô láwùjô bí àpççrç:
éèdì, ìkôlura êsìn 3. Béèrè ìbéèrè nípa ohun tí kò bá yé e.
7. Àwôn àśà Yorùbá tó súyô 4. Śe ìsônísókí iran eré náà
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8. Ìlò èdè: (a) ônà èdè: àfiwé, òwe, 5. kópa nínú ìjíròrò àti ìśeré tí olùkö darí
àkànlò èdè (b) Àwítúnwí, ìfìrómõrísí,
ìfohùngbohùn abbl. OHUN ÈLÒ ÌKÖNI
1. Ìwé ìtàn tí a yàn
2. Ohun èlò ìśeré
3. Orí ìtàgé
4. Aśô eré
5. Àwòrán àfihàn ìśêlê àti êdá ìtàn eré
6. ÌTÊSÍWÁJÚ LÓRÍ ÀRÒKÔ OLÙKÖ

AJÇMÖ-ÌSÍPAYÁ
1. pèsè àkôlé/ orí õrõ kõõkan
ÀKÓÓNÚ IŚË 2. Tö akëkõö sönà láti jíròrò lórí àpççrç orí õrõ lábë oríśi
àròkô kõõkan
1. Àròkô ajçmö-ìsípayá
3. Darí akëkõö láti śe ìlapa èrò
2. Àròkô aláríyànjiyàn
4. Tö akëkõö sönà láti kô àròkô nípa lílo ìlapa tí ó śe
3. Àpççrç àkôlé lábë oríśi àròkô
kõõkan. AKËKÕÖ
4. Àkôlé 1. Jíròrò lórí àkôlé tí a yàn nípa títêlé ìdarí olùkö.
5. ìlapa èrò 2. kópa nínú śíśe ìlapa èrò
6. Àtúntò ìlapa èrò 3. Lo ìlapa èrò náà láti kô àròkô
7. ìfáàrà
8. ìpín afõ
9. kô õrõ inú àròkô
10. ìgúnlê/ Àsôkágbá
7. ÈDÈ: Àpólà- Orúkô àti Iśë rê OLÙKÖ
1. Kô oríśiríśi gbólóhùn
ÀKÓÓNÚ IŚË
2. Töka sí àwôn ìhun àpólà-orúkô inú wôn
1. Ìhun Àpólà-orúkô
3. Töka sí ìsõrí õrõ tí ó máa ń wáyé nínú àpólà-orúkô
2. Ìsõrí õrõ tí ó máa ń wáyé nínú àpólà-
orúkô
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3. Iśë àpólà-orúkô 4. Sô pàtàkì àpólà-orúkô
AKËKÕÖ
1. Śe àdàkô àwôn gbólóhùn tí olùkö kô.
2. Tëtí sí àlàyé olùkö nípa ìsõrí õrõ tí ó ń jçyô nínú àpólà-

orúkô àti pàtàkì rê.
OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô àpççrç gbólóhùn tí ó ní àpólà-
orúkô àti iśë rê sí.
8. LÍTÍRÈŚÕ: Àśàyàn Ìwé Lítírèśõ OLÙKÖ
Àpilêkô (Ewì)
1. ka ewì sí akëkõö létí
2. Śe àlàyé lórí ewì tí a kà

ÀKÓÓNÚ IŚË
3. Fa kókó õrõ jáde
1. Ewì kíkà
4. Śàlàyé ônà-èdè àti ìsôwölo-èdè tó jçyô.
2. Kókó õrõ ajçmö õrõ-tó-ń-lô láwùjô/
lágbàáyé. AKËKÕÖ
- ìśêtöfábo, ipò obìnrin, ètò ôrõ-ajé, 1. Ka ewì náà sínú

ìkôlura êsìn/ àśà, ìkóra-çni-ní-ìjánu
nínú ìgbésí ayé õdö abbl. 2. ka ewì náà síta
3. Ônà-èdè àti ìsôwölo-èdè. 3. Fi pëńsù fàlà sí ibi tí wôn kíyèsí kókó õrõ àti êkö tí wôn
ríkö
4. Töka sí ônà èdè
OHUN-ÈLÒ ÌKÖNI
1. Ìwé tí a yàn
2. Àwòrán ohun tí ewì dálé
3. Ìwé ìròyìn tí ó sô nípa àwôn kókó õrõ
9. ÈDÈ: Àpólà-iśë àti iśë rê OLÙKÖ
1. Kô oríśiríśi gbólóhùn pêlú àpççrç àwôn õrõ-ìśe nínú wôn

ÀKÓÓNÚ IŚË àti irú õrõ-ìśe tí wön jë
81
1. Oríśiríśi õrõ-ìśe bí i õrõ-ìśe: 2. Śàlàyé pêlú àpççrç ìhun àpólà-ìśe
a. çlëlà àti aláìlëlà abbl 3. Sô pàtàkì àpólà-ìśe
b. agbàbõ àti aláìgbàbõ abbl AKËKÕÖ
2. ìhun àpólà-ìśe 1. Tëtí dáradára sí àlàyé olùkö.
3. Pátákó àpólà-ìśe 2. Kô àpççrç àwôn õrõ-ìśe àti irúfë èyí tí wön jë sílê
3. mënuba lára pàtàkì àpólà-ìśe
OHUN-ÈLÒ ÌKÖNI
 Kádíböõdù tí ó śàlàyé léérèfé àpólà-ìśe àti iśë rê

10. ÀŚÀ: Eré Òśùpá àti Eré Ojoojúmö OLÙKÖ
1. Sô ìtumõ eré òśùpá àti eré ojoojúmö

ÀKÓÓNÚ IŚË
2. śàlàyé ìwúlò àti pàtàkì eré òśùpá àti eré ojoojúmö
1. Ìtumõ eré òśùpá
3. Darí akëkõö láti śe eré/ kô orin tí ó jçmö eré kõõkan
2. Ìtumõ eré ojoojúmö
AKËKÕÖ
3. Ìgbà wo ni à ń śeré òśùpá
4. Ìgbà tí eré ojoojúmö máa ń wáyé
2. Kô pàtàkì àti ìwúlò eré òśùpá àti eré ojoojúmö sílê
5. pàtàkì eré òśùpá àti eré ojoojúmö
3. kópa nínú eré tí olùkö darí
OHUN-ÈLÒ ÌKÖNI

Ìwé pêlú àwòrán tí ó ń śe àfihàn àwôn tó ń śe eré
òśùpá àti eré ojoojúmö.
11. LÍTÍRÈŚÕ: Àśàyàn Ìwé Lítírèśõ OLÙKÖ
Àpilêkô (Ìtàn àròsô ôlörõ geere)
1. Ìfáàrà lórí òýkõwé àti ohun tí ìtàn náà dá lé lori
ÀKÓÓNÚ IŚË 2. Śàlàyé ìbáyému àwôn àkóónú ìtàn náà (ìśêlê, kókó õrõ)
1. Ibùdó àti àhunpõ ìtàn 3. Jíròrò lórí ìwà êdá ìtàn pêlú akëkõö
2. Àśà tó súyô 4. Jíròrò lórí ìlò èdè àti àśà tó súyô
3. Àwôn kókó õrõ tó jçmö ìśêlê AKËKÕÖ

bágbàmu b.a Êtö ômô ènìyàn,
1. Ka ìtàn náà yóò sì jíròrò lórí ìśêlê inú rê (àhunpõ ìtàn)
ìśètòfábo, Ètò ôrõ-ajé, ìkôlura êsìn/
àśà, jíjínigbé abbl. 2. Sõrõ lórí êdá ìtàn tí wön fëràn àti èyí tí wôn kò fëràn
82
4. Êdá ìtàn àti ìfìwàwêdá 3. Töka sí ônà èdè tí ó súyô
5. Ônà èdè àti ônà ìsôwölo-èdè 4. Töka sí àśà tí ó súyô
OHUN-ÈLÒ ÌKÖNI
Ìwé àśàyàn.
Ìwé ìròyìn tí ó ń fi ìśêlê tí ó fara pë ti inú ìtàn tó wáyé hàn.
12. ÀŚÀ: Òge Śíśe OLÙKÖ
1. Tëtí sí olùkö
ÀKÓÓNÚ IŚË
2. Śe ìdàkô ohun tí olùkö kô sílê ní ojú pátákó
1. Oge síse
3. kópa nínú ìmënubà pàtàkì àti àléébù oge śíśe
2. Ilà kíkô
3. Aśô wíwõ
OHUN-ÈLÒ ÌKÖNI
4. Ìtöjú irun orí
Kóòmù, làálì, ôsç, ìpara, àtíke, bíléèdì omi abbl
5. Ìtöjú ara
6. Pàtàkì oge śíśe
7. Àléébù àti ewu nínú oge śíśe àśejù
14. ÌDÁNWÒ
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YORÙBÁ L1 JSS 3 TÁÀMÙ KEJÌ
1. ÈDÈ (FONÖLÖJÌ): Ìpàrójç àti OLÙKÖ

Ìsúnkì
1. Śe àlàyé ohun tí ìpàrójç àti ìsúnkì jë
ÀKÓÓNÚ IŚË 2. Śe àpççrç fún àwôn akëkõö
1. Oríkì ìpàrójç àti ìsúnkì 3. Darí àwôn akëkõö láti mú àpççrç ti wôn wá.
2. pípa fáwëlì tó bêrê õrõ jç, b. a ; AKËKÕÖ

Adémölá – Démölá, ìkòkò – kòkò,
1. Tëtí sí àlàyé lórí oríkì ìpàrójç àti isunki
iyàrá – yàrá
2. kópa nínú ìkëkõö nípa mímú àpççrç wá
3. ìpàrójç láàrin õrõ méjì, b.a. Aya
ôba – Ayaba, ojú ilé – ojúlé, ewé oko 3. śe àkôsílê ohun tí olùkö kô sí ojú pátákó.
– ewéko abbl
OHUN-ÈLÒ ÌKÖNI
1. Pátákó çlëmõö tí ó ń sô oríkì ìpàrójç àti ìsúnkì pêlú àpççrç
2. Orúkô àwôn akëkõö kan fún àpççrç.
2. ÀŚÀ: Çrú àti Ìwõfà OLÙKÖ
1. Śe àlàyé dáradára fún àwôn akëkõö lórí çni tí çrú jë àti çni
ÀKÓÓNÚ IŚË tí ìwõfà jë
1. Àlàyé lórí çni tí çrú jë. 2. Sô õnà tí a fi ń ní çrú àti õnà tí a fi ń ní ìwõfà
2. Àlàyé lórí çni tí ìwõfà jë 3. Śe àlàyé lórí õnà tí a ń gbà lo çrú àti ìwõfà
3. Õnà tí a fi ń ní çrú, bí àpççrç mímú 4. Śe àfiwé ìkönilëkõö tí ìgbàlódé lô sí òkè-òkun fún òwò
lójú ogun, fífi owó rà abbl nàbì.
4. Õnà tí a ń gbà lo çrú AKËKÕÖ
5. Õnà tí a ń gbà lo çrú àti ìwõfà (fífi 1. Tëtí sí àlàyé olùkö

yá owó) ìwõfà.
2. Śe àfiwé ômô õdõ àti ômô mõlëbí ní õdõ àwôn òbí.
OHUN-ÈLÒ ÌKÖNI
Àwòrán láti inú ìwé tí ó śàfihàn çrú àti ìwõfà.
3. ÈDÈ: Àpólà-atökùn àti iśë rê OLÙKÖ
84
ÀKÓÓNÚ IŚË
1. Śe àlàyé nípa àpólà-atokun
1. Ìhun àpólà-atökùn
2. Kô àpççrç àpólà-atökùn
2. Iśë àpólà-atökùn
3. Sô nípa iśë tí àpólà-atökùn ń śe nínú gbólóhùn
3. Àpççrç àpólà-atökùn
AKËKÕÖ
1. Fi òye sí àlàyé tí olùkö śe
2. kópa nínú àfikún àpççrç
3. Śe àkôsílê ohun tí olùkö kô sí ojú pátákó
OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí ó ń śàlàyé léréèfé àpólà-atökùn pêlú
àpççrç
4. LÍTÍRÈŚÕ: KíkaÌwé (Àśàyàn OLÙKÖ
lítírèśõ àpilêkô)
1. Ìfáàrà lórí òýkõwé àti ohun tí ìtàn dá lé lórí
ÀKÓÓNÚ IŚË 2. Śe àlàyé ìbáyému àwôn ìśêlê inú ìtàn náà (ìśêlê, kókó õrõ)
1. Ibùdó àti àhunpõ 3. Jíròrò lórí ìwà êdá ìtàn pêlú akëkõö
2. Àśà tó súyô 4. Àti lórí ìlò èdè àti àśà tó súyô
3. Àwôn kókó õrõ tó jçmö ìśêlê AKËKÕÖ

bágbàmu b.a.
1. ka ìtàn náà, yóò sì jíròrò lórí ìśêlê inú rê (àhunpõ ìtàn)
- Ètò ômô ènìyàn
2. sõrõ lórí êdá ìtàn tí wön fëràn àti èyí tí wôn kò fëràn
- ìśêtöfábo
3. śe àfàyô ìlò ônà èdè àti ìsôwölo ônà èdè
- Ètò ôrõ-ajé
4. śe àfàyô àśà tó súyô.
- ìkôlura êsìn àti àśà
OHUN-ÈLÒ ÌKÖNI
- jíjínigbé abbl
1. ìwé àśàyàn
4. Êdá ìtàn àti ìfìwàwêdá
2. ìwé ìròyìn tí ìśêlê tí ó fara pë ti inú ìtàn tó wáyé wà.
5. Ônà èdè àti ônà ìsôwölo-èdè
5. Òýkà Èdè Yorùbá 400 – 500 OLÙKÖ
85
ÀKÓÓNÚ IŚË 1. Tö akëkõö sönà láti ka òýkà- irínwó dé êëdëgbêta
Òýkà láti irínwó dé êëdëgbêta (400- 2. Śe àlàyé ìgbésê òýkà ní kíkún.

500)
AKËKÕÖ
1. Ka òýkà láti irínwó dé êëdëgbêta (400 – 500)
2. Da òýkà tí a kô sójú pátákó mõ ní çyô kõõkan
3. Kô òýkà tí olùkö kô sójú pátákó sínú ìwé.
OHUN-ÈLÒ ÌKÖNI
Káàdì pélébé pélébé tí a kô òýkà kõõkan sí.
6. ÀŚÀ: Çrú àti Ìwõfà OLÙKÖ

ÀKÓÓNÚ IŚË
2. Śe àfikún sí àfiwé tí olùkö śe nípaśê ìrírí wôn ní ilé tàbí
1. Àfiwé çrú níní, ìwõfà yíyá láyé àdúgbò wôn.
àtijö àti ômô õdõ níní láyé òde òní.
3. Mô ewu tí ó rõ mö wôn.
2. Kíkó õdömôkùnrin àti õdömôbìnrin
lô sí òkè-òkun lô śe çrú àti òwò nàbì. OHUN-ÈLÒ ÌKÖNI
3. Àwôn ewu tí ó rõ mö wôn. 1. Ìwé tí ó ń śàfihàn çrú àti ìwõfà.
7. ÈDÈ: Ìtêsíwájú Lórí Sílébù Èdè OLÙKÖ

Yorùbá
1. Kö/ śe àpççrç õrõ tí sílébù wôn ju sílébù méjì lô.
ÀKÓÓNÚ IŚË 2. Śe àlàyé ìwúlò sílébù èdè Yorùbá.
- Àwôn õrõ tí sílébù wôn ju méjì lô AKËKÕÖ

b.a. olówó, ômôdé, labalábá abbl
- Ìwúlò sílébù.
2. Śe àfikún àpççrç tí olùkö śe
3. Śe àkôsílê ohun tí olùkö kô
OHUN-ÈLÒ ÌKÖNI
Kádíböõdù tí ó ń śe àfihàn sílébù àpççrç àti iśë rê nínú õrõ
8. LÍTÍRÈŚÕ: Ìwé Kíkà OLÙKÖ
86
1. Śe ìtúpalê ìwé tí a yàn nípa títêlé ìlànà ìtúpalê ìwé
ÀKÓÓNÚ IŚË
AKËKÕÖ
Àśàyàn ìwé lítírèśõ àpilêkô
1. Tëtí sí àlàyé olùkö.
2. Śe àkôsílê ohun tí olùkö kô sí böõdù
3. Kópa nínú èdè
OHUN-ÈLÒ ÌKÖNI
Ìwé tí a yàn
9. Àròkô Aśàpèjúwe àti Oníròyìn OLÙKÖ
1. Śe àlàyé lórí àròkô aśàpèjúwe àti Oníròyìn

ÀKÓÓNÚ IŚË
2. Kô àpççrç orí õrõ tí ó wà lábë oríśi àròkô kõõkan
1. Àlàyé lórí àròkô aśàpèjúwa àti
3. Śe àlàyé ìlapa èrò fún àròkô kõõkan.
oníròyìn.
AKËKÕÖ
2. Àpççrç orí õrõ lábë ìsõrí àròkô
kõõkan 1. Tëtí sí àlàyé olùkö lórí ìdánilëkõö
3. Ìlapa èrò fún àròkô kõõkan 2. Śe àkôsílê ohun tí olùkö kô
3. Kô àpççrç àròkô oníròyìn nípa títêlé àpççrç ìlapa èrò tí

olùkö sô nípa rê.
OHUN-ÈLÒ ÌKÖNI
Pátákó çlëmõö tí a kô ìlànà méjèèjì sí.
10. Òwe OLÙKÖ
Àkóónú iśë 1. Kô àpççrç oríśiríśi òwe fún àwôn akëkõö
1. Oríśiríśi òwe 2. Śe àlàyé àwôn tí wôn ń pa òwe àti ìlànà tí ômôdé yóò têlé
bí ó bá fë pa á.
2. Ìwúlò òwe
3. Sô ìwúlò òwe
3. Àwôn tí wön ń pa òwe.
AKËKÕÖ
1. Fi òye sí àlàyé tí olùkö śe.
2. Kô àpççrç oríśiríśi òwe sílê
3. Sô ìwúlò òwe
87
OHUN-ÈLÒ ÌKÖNI
Pátákó çlëmõö tí a kô oríśiríśi òwe sí àti ìwúlò òwe.
12. ÌDÁNWÒ
88
YORÙBÁ L1 JSS 3 TÁÀMÙ KËTA
1. Àkôtö Síwájú sí i OLÙKÖ
1. Kô àwôn ìpinnu ôdún 1974 náà.

ÀKÓÓNÚ IŚË
2. śe àlàyé àwôn ìpinnu náà àti àýfààní rê fún kíkô èdè Yorùbá ní
Ìtêsíwájú lórí àkôtö àkôtö
1. Ìyípadà ìsùpõ köńsónáýtì AKËKÕÖ
2. Àwôn õrõ tí wön ju méjì lô tí a ń 1. Da ìpinnu náà kô sínú ìwé rê.

kô ní õkan.
2. Tëtí sí àlàyé olùkö lórí àwôn ìpinnu náà lësççsç
OHUN-ÈLÒ ÌKÖNI
 Kádíböõdù tí a kô àkôtö èdè Yorùbá sí.

2. Òýkà Yorùbá OLÙKÖ
1. Tö akëkõö sönà láti ka òýkà ní kíkún

ÀKÓÓNÚ IŚË
2. śe àlàyé ìgbésê òýkà ní kíkún
Ìtêsíwájú lórí òýkà Yorùbá
AKËKÕÖ
1. Òýkà Yorùbá láti 301 - 350
1. ka òýkà láti 301-350, 351 – 400, 401 - 450
2. 351 – 400
2. Dá òýkà tí a kô sójú pátákó mõ ní õkõõkan.
3. 401 – 450
3. kô òýkà tí olùkö kô sójú pátákó sínú ìwé.
OHUN-ÈLÒ ÌKÖNI
1. kádíböõdù tí a kô òýkà láti 301 – 450 sí.
2. káàdì pélébé pélébé tí a kô òýkà kõõkan sí
3. Iśë àwôn ìsõrí õrõ nínú gbólóhùn OLÙKÖ
1. kô oríśiríśi gbólóhùn tí ó fi iśë õrõ-orúkô, õrõ-ìśe àti õrõ aröpò-

ÀKÓÓNÚ IŚË orúkô hàn sójú pátákó.
Ìtêsíwájú lórí iśë àwôn ìsõrí õrõ 2. śe àlàyé kíkún lórí wôn.
nínú gbólóhùn
AKËKÕÖ
1. Iśë tí õrõ-orúkô ń śe nínú
89
gbólóhùn 1. śe ìdàkô àwôn gbólóhùn tí olùkö kô
2. Iśë tí õrõ aröpò-orúkô ń śe nínú 2. Tëtí sí àlàyé olùkö

gbólóhùn
OHUN-ÈLÒ ÌKÖNI
3. Iśë tí õrõ-ìśe ń śe nínú gbólóhùn
Kádíböõdù tí a kô àpççrç gbólóhùn tí a ti lo õrõ-orúkô, õrõ-ìśe àti
4. Iśë tí õrõ-êyán ń śe nínú õrõ aröpò-orúkô sí
gbólóhùn.
4. Àśàyàn Ìwé Eré-Onítàn OLÙKÖ
1. Darí akëkõö láti ka eré-onítàn náà.

ÀKÓÓNÚ IŚË
2. śe ìfáàrà lórí òýkõwé àti ohun tí eré náà dálé
Ìtêsíwájú lórí àśàyàn ìwé eré-onítàn
3. fa àwôn kókó õrõ yô
1. Ibùdó ìtàn
4. jíròrò lórí êdá ìtàn àti ìfìwàwêdá wôn
2. Àhunpõ ìtàn
5. śe àfiwé ìśêlê inú ìtàn pêlú õrõ tí ó ń lô láwùjô
3. Àśà tó súyô
6. śàlàyé lórí lílo èdè
4. Kókó õrõ
7. Darí ìśeré ní kíláásì, ìbáà jë ìran kan tàbí méjì.
5. Ìfìwàwêdá
AKËKÕÖ
6. Ìlò Èdè
1. ka eré-onítàn náà
2. jíròrò lórí ìśêlê tí wön gbö rí/ kà rí tí ó fi ara pë èyí tí wön ń kà.
3. fa êkö tí wön rí kö yô
4. töka sí oríśiríśi ìlò èdè
5. jíròrò lórí àwôn êdá ìtàn àti ìfìwàwêdá wôn.
6. kópa nínú ìśeré tí olùkö darí ní kíláásì.
5. Ìtêsíwájú Lórí Êsìn Ìbílê Yorùbá OLÙKÖ
1. śe àlàyé ipa tí êsìn ń kó láwùjô

ÀKÓÓNÚ IŚË
2. ipò Olódùmarè nínú êsìn òde òní
ìtêsíwájú lórí êsìn òde oni
3. àjôśe tó wà láàrin àwôn çlësìn ìbílê, Kìrìsítíënì àti Mùsùlùmí.
1. Kìrìsítíënì
4. śàlàyé nípa ìjà êsìn òde òní àti bí a śe lè dëkun wôn
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2. Mùsùlùmí AKËKÕÖ
1. sô ohun tí wôn mõ nípa êsìn ìbílê Yorùbá àti êsìn òde òní.
2. jíròrò àjôśe tó wà láàrin çlësìn Mùsùlùmí àti Kìrìsìtíënì
3. jíròrò lórí ìjà êsìn àti bí a śe lè dëkun rê.
OHUN-ÈLÒ ÌKÖNI
1. Àwòrán àwôn çlësìn Kìrìsítíënì àti Mùsùlùmí níbi êsìn
2. Fídiò
3. Sínnimá
6. Àròkô Síwájú sí i OLÙKÖ
1. pèsè àkôlé/ orí õrõ fún àròkô ajçmö-ìsípayá, aláríyànjiyàn,

ÀKÓÓNÚ IŚË aśàpèjúwe.
Ìtêsíwájú lórí kíkà àti kíkô àròkô 2. tö akëkõö sönà láti jíròrò lórí õrõ náà
Oríśiríśi àròkô: àròkô ajçmö- 3. darí akëkõö láti śe ìlapa èrò

ìsípayá, aláríyànjiyàn, aśàpèjúwe
4. tö akëkõö sönà láti kô àròkô nípa lílo ìlapa tí o śe
AKËKÕÖ
1. jíròrò lórí àkôlé tí a yàn nípa títêlé ìdarí olùkö
2. kópa nínú śíśe ìlapa èrò
3. lo ìlapa èrò náà láti kô àròkô
OHUN-ÈLÒ ÌKÖNI
1. pátákó çlëmõö tí a kô àkôlé àwôn àròkô wõnyí sí lóríśiríśi
2. pátákó çlëmõö tí ó ń śàfihàn ìlapa èrò fún àwôn àkôlé náà
7. ÀKÀYÉ OLÙKÖ
1. pèsè àyôkà lórí àwôn õrõ tí ó ń lô lákòókò bágbàmu

ÀKÓÓNÚ IŚË
2. pèsè ìbéèrè tí ó péye lórí àwôn kókó õrõ inú àyôkà náà.
Ìtêsíwájú lórí àkàyé:
AKËKÕÖ
1. Ôlörõ geere
1. ka àyôkà tí olùkö pèsè
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2. Elédè Ewì 2. dáhùn àwôn ìbéèrè tí olùkö pèsè lórí rê
OHUN-ÈLÒ ÌKÖNI
1. àyôkà oríśiríśi tí ó dálé ìśêlê õrõ tó ń lô láwùjô
2. àwòrán tó bá àyôkà náà mu.
8. Àśàyàn Ìwé Ewì OLÙKÖ
1. ka ewì sí etígbõö àwôn akëkõö

ÀKÓÓNÚ IŚË
2. śe àlàyé lórí ewì tí a kà
Ìtêsíwájú lórí àśàyàn ìwé ewì
3. kô àwôn kókó õrõ jáde
1. Ìtàn inú ìwé ní sókí
4. śe àlàyé ní kíkún lórí ônà èdè, êkö abbl
2. Êdá ìtàn
5. darí ìjíròrò nípa àwôn kókó inú êkö yìí ní kíláásì
3. Kókó õrõ
4. Ìfìwàwêdá
5. Ibùdó ìtàn
AKËKÕÖ
6. Àhunpõ ìtàn
1. tëtí sí bí olùkö śe ń ka ewì
2. ka ewì sí etígbõö ara wôn
3. tëtí sí àlàyé olùkö
4. kópa nínú ìjíròrò tí olùkö darí ní kíláásì
OHUN-ÈLÒ ÌKÖNI
1. Ìwé tí a bá yàn
2. Àwòrán àwôn ohun tí ewì dálé lórí
9. Àpólà-Orúkô àti Iśë rê OLÙKÖ
1. śe àlàyé kíkún lórí àpólà-orúkô àti iśë rê nínú gbólóhùn.

ÀKÓÓNÚ IŚË
2. śe õpõlôpõ àpççrç lórí àpólà-orúkô àti iśë tí ó ń śe fún akëkõö.
Ìtêsíwájú lórí àpólà-orúkô àti iśë rê:
3. darí láti śe àpççrç tirê
i. Oríkì, Ìhun àpólà-orúkô
AKËKÕÖ
ii. iśë tí ó ń śe nínú gbólóhùn
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iii. ìsõrí õrõ tí ó máa ń wáyé nínú 1. tëtí sí àlàyé olùkö
àpólà-orúkô
2. kô àpççrç tí olùkö śe sínú ìwé rç
3. śe àpççrç tìrç lábë ìdarí olùkö
OHUN-ÈLÒ ÌKÖNI
1. kádíböõdù tí a kô àwôn àpççrç sí.
10. Àśàyàn Ìwé Ìtàn Àròsô Ôlörõ OLÙKÖ

Geere
1. śe ìfáàrà lórí òýkõwé àti ohun tí ìtàn dálé
ÀKÓÓNÚ IŚË 2. darí akëkõö láti tún ìtàn sô
Ìtêsíwájú lórí àśàyàn ìwé ìtàn àròsô 3. śàlàyé lórí àwôn kókó õrõ tó súyô àti ìbáyému
ôlörõ geere.
4. śàlàyé nípa àwôn êdá ìtàn àti ìfìwàwêdá wôn
1. Ìtàn inú ìwé ní sókí
5. darí ìjíròrò nípa ìlò èdè nínú ìtàn náà
2. Êdá ìtàn
AKËKÕÖ
3. Kókó õrõ
1. ka ìwé náà
4. Ìfìwàwêdá
2. tún ìtàn náà sô ní sókí
5. Ibùdó ìtàn
3. jíròrò lórí kókó õrõ inú ìwé náà àti ìbáyému wôn
6. Àhunpõ ìtàn
4. tëtí sí àlàyé olùkö nípa êdá ìtàn àti ìfìwàwêdá wôn
5 kópa nínú ìjíròrò lórí ìlò èdè
OHUN-ÈLÒ ÌKÖNI
1. Ìwé tí a yàn fún kíkà.
2. Àwòrán díê lára ìśêlê tó köni lëkõö nínú ìwé náà
11. Àpólà-ìśe àti Àpólà-atökùn àti Iśë OLÙKÖ

wôn
1. śàlàyé lórí ipò àti iśë õkõõkan wôn nínú gbólóhùn
ÀKÓÓNÚ IŚË 2. śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö
Ìtêsíwájú lórí àpólà-ìśe àti àpólà- 3. darí akëkõö láti śe àpççrç tirê
atökùn
AKËKÕÖ
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1. Ìhun àpólà-ìśe 1.Tëtí sí àlàyé olùkö lórí ipò àti iśë õkõõkan
2. Ìhun àpólà-atökùn 2. kô àwôn àpççrç tí olùkö ń śe sínú
3. Iśë àpólà-ìśe àti àpólà-atökùn 3. śàlàyé àwôn àpççrç iśë tí õkõõkan wôn ń śe nínú gbólóhùn
OHUN-ÈLÒ ÌKÖNI
Káàdì pélébé pélébé tí a kô àpççrç iśë tí õkõõkan wôn ń śe nínú

gbólóhùn sí.
12. FONÖLÖJÌ ÈDÈ YORÙBÁ: OLÙKÖ

Ìpàrójç àti Ìsúnkì
1. śe êkúnrërë àlàyé lórí ohun tí à ń pè ní ìpàrójç àti ìsúnkì.
ÀKÓÓNÚ IŚË 2. kô àwôn àpççrç õrõ tí a lè pajç tàbí súnkì nínú gbólóhùn sójú
pátákó.
Ìtêsíwájú lórí ìpàrójç àti ìsúnkì
3. darí akëkõö láti śe àpççrç tirê
1. ìpàrójç ìbêrê fáwëlì, b.a.
Adémölá – Démölá, Ìkõkõ – kõkõ, AKËKÕÖ
Iyàrá – yàrá abbl
2. ìpàrójç õrõ méjì, b.a. aya ôba –
2. kô àwôn àpççrç wõnyí sí inú ìwé
ayaba, ojú ilé – ojúlé abbl
3. śe àwôn àpççrç tìrç lábë ìdarí olùkö
OHUN-ÈLÒ ÌKÖNI
Kádíböõdù tí a kô àpççrç náà sí.
13. Àtúnyêwò Êkö
14. Ìdánwò
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BASIC SCIENCE AND TECHNOLOGY (BST)
BASIC SCIENCE
JSS 3 FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES
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1 FAMILY TRAITS -Brings pictures of family
1. Family traits (skin, color, height, members that illustrate peculiar
albino) etc. family traits.
2. Meaning of dominant and recessive -Participates in discussions and
traits. identify these families among
3. Importance of family traits themselves.
-Intelligence
-Disease
Resemblance
Family
Genealogy.
4. Variation and evolution
2 PERSONAL SCHOOL AND -Explains the meaning of family

COMMUNITY HEALTH (I) and school health education.
1. Family life Education. -Participate in role playing e.g.
a. Meaning and types of families. play let of a family.
b.Duties of members of the family
c. Puberty in boys and girls
d. Teenage, pregnancy and its
consequences.
e. Assertive and communication skills.
f. Carrier guidance
g. Sport promotion Agencies and body
in Nigeria
i. Sport Association
ii. NAPHER SP
iii. Nigeria institutes of sports.
3 PERSONAL SCHOOL AND Identify family members

COMMUNITY HEALTH (II) 1. Uses picture to explain ageing
1. Agencies/organizations promoting stages of life.
health education in Nigeria e.g NGO, 2. narrate/state experience with
ministry of health, NAFDAC, WHO etc. behavior of aged parents and
2.personal health: description of ageing relatives.
death
3. life enhancing measure against
ageing e.g.
Exercise , Nutrition, rest and sleep
4. Supporting, dying, grieving and
ageing persons.
5. Meaning of drug use, misuse and
abuse.
6. Categories of drugs.
-prescription of drugs/medicine.
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-non-prescription of drugs/medicine e.tc.
4 FAMILY HEALTH -Teacher brings pictures/posters

1. Types of diseases and mode of of diseased persons to the class.
transfer. -Teacher guides the students to
2. disease vectors draw the life cycle of mosquito.
3. Life of mosquito and other vectors. -Teacher explains the meaning of
4. control measures STLS, HIV/AIDS, COVID-19
5. STLS, HIV/AIDS, COVID - 19 -Students mention consequences
6. Consequences and prevention STLS, HIV/AIDS, COVID-19
5. PATHOGENS,DISEASE AND Discuss the nature of

PREVENTION communicable diseases.
1.Nature of communicate disease
2. Mode of transmission of the
diseases.
3.Factors and caustic agents
4. Prevention and management of non-
communicate diseases.
6 DRUGS AND SUBSTANCE ABUSE. Teacher uses chart, pictures,

1. Effects of drugs abuse. films to guide the discussion.
2. prevention of drug abuse
3. Activities of drug control agencies
NAFDAC, NDLEA.
4. Misuse of herbal medicine.
7 WRITING CHEMICAL EQUATIONS
1. Symbols elements Teacher uses charts to explain
2. Chemical formulae the first twenty elements
3. Simple chemical equations
8 ATOMIC STRUCTURE
1. An old theory of the atom Teacher uses models and charts
2. The electron to explain the atomic structure
3. The proton
4. The neutron
5. The atomic model
9 ACIDS, BASES, AND SALTS Cut small strips of blue litmus
1. Acids in nature paper and use each strip to test
2. Bases the nature of the liquid in ripe and
3. Neutralization unripe fruits
4. Alkalis, soluble bases
5. Salts
6. Importance of acids, bases and
salt.
10. METALS AND NON-METALS Teacher leads the students to
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1. Characteristics of metals and collect some samples of
non-metals substances and classifying them
2. Reactivity of metals and non- into metals and non-metals
metals, activities series
3. Extraction of iron and
manufacture of street
4. Extraction of tin
5. Alloys of tin and their uses
6. Electroplating
11. ENERGY CONVERSIONS (I) Leads the students to
1. Changing potential energy to demonstrate various energy
kinetic energy conversions.
2. Chemical energy to electrical
energy
3. Heat energy to electrical energy.
12 ENERGY CONVERSIONS (II) Leads the students to
1. Mechanical energy to electrical to demonstrate various energy
heat energy conversions.
2. Chemical energy to mechanical
to sound energy
3. Appliances, application of energy
conversion
13 Revision / Examination
BASIC SCIENCE
JSS 3 SECOND TERM
1 RESOURCES FROM LIVING AND Brings samples of solid minerals

NON LIVING THINGS to the class
1.Resources From Living Things -Students should collect samples
–Examples of plant and animal sources of solid mineral in their locality.
-Economic importance of the resource -Guide students to draw map on
2.Resource from non-living things Nigeria showing location of
-Example; locations in Nigeria. mineral deposits.
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2 LIGHT, SOUND AND ELECTRICAL -uses charts to demonstrate.
ENERGY. -guides students on activities.
1. Reflection, refraction, vision, - Demonstrate reflection of sound
dispersion and rainbow, polarization,
interference
2. Production and transmission of
sounds.
3. reflection of sounds, echo,
reverberation
4. Hearing, ultra sonic sound.
Application of echoes
5.flow of elections
6. Circuits; series and parallel.
7. fuses and circuits breaker
8. electric meter reading and billing
9. resistance and resistivity
3 RADIOACTIVITY. -leads discussion on meaning of
1. meaning of radioactivity radioactivity
2. Radioactive elements. -students should recognize some
3. Types of radiation and properties. radioactive elements.
4. uses of radioactivity
5. dangers of radioactive rays
6. Meaning of half – life
7. Nuclear fission and fusion
4. ENERGY TRANSFER. - Leads the Students on the
1.Transfer of Heat Energy function of the Thomas- flask.
2. Conduction
3. Convention
4. Radiation
5. ENERGY TRANSFER (II)
1. Condition of electricity conductor Leads the students to connect a
and insulators circuit and see how it works
2. Electrical circuits
3. Opposing the current
4. Use of ammeters and voltmeters
5. Transfer of electrical energy from
one place to another
6. ENERGY TRANSFER (III)
1. Types of circuit Display a circuit containing the
2. Fuses following: cell, switch, inductor,
3. Transfer of sound energy lamp, voltmeter, ammeter and
4. Plastic and noise fuse
7. FAMILY TRAITS (I)
1. Dominant and recessive traits Students to write down the
2. Tracing family genealogy resemblances and differences of
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their family members.
8. FAMILY TRAITS (II) Leads the student to list the
1. Nuclear and extended families names of members of their
2. Family trees nuclear and extended families
9. DRUG ABUSE
1. Effect of drug abuse Display simples of drugs
2. Prevention of drug abuse Displays charts to illustrate the
3. Drug control agencies harmful effects of drug abuse
10. METABOLISM IN HUMAN BODY
1. Digestion of food Display charts and pictures on
2. Absorption of food in the body digestion of food.
11. SENSE OF ORGANS(I)
1. Component of nervous system Leads the student to have a feel
- The brain of bodies at different temperature
- The spinal cord
2. Simple reflex action
12. SENSE OF ORGANS (II)
1. The eyes Display charts showing eyes, ear
2. The ear and nose.
3. The nose
4. The tongue
BASIC SCIENCE
JSS 3 THIRD TERM
1 MAGNETISM Students
1.loadstone 1. identify magnetic poles fields
2. laws of magnetism through activity
3. magnetic poles and magnetic fields Teacher
4. care of magnet 2. Tell a story about loadstone as
100
5. methods of making magnets the earliest form of magnet.
6. Magnetic shielding
2. WEATHER
1. Relative humidity and propitiation Take students to the school
2. Atmosphere pressure Geographic garden to se various
3. Wind weather features
4. Clouds and storms
5. Weather maps.
3. POLLUTION
1. Air pollution Display some pollutants
2. Water pollution
4. 1. Treatment of sewage Use charts and pictures
2. Oil spillage
5. RESOURCES FROM LIVING THINGS
1. Resources from plants Display various resources from
2. Resources from animals plants and animals
3. Cash crops.
6. FEEDING IN PLANTS AND ANIMALS
1. Adaptation of month part for Students to examine the skulls of
feeding animals in the science laboratory
2. Animal foods and methods of
feeding
3. Birds
4. Insects
7. 1. Insects Leads the students to examine
2. Methods of feeding of the housefly the roots of some plants
3. How plants make their food.
4. Food storage in plants
5. The carbon cycle
8. Revision
9. Examination
BASIC TECHNOLOGY
JSS3 FIRST TERM
1 MOTION AND GEARS Teacher defines gears

1. Definition of gears Teacher mentions uses of gears
2. Uses of gears Students list the types of gear.
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3. Types of gears
4. Calculating the speed of gear
and gear ratio
2 CHANGING THE DIRECTION OF .Teacher discusses changing of
DRIVES direction in gear.
1. Changing the direction of drives Students participate
in gears
3 MOTION Teacher defines motion
1. Definition of motion Students mention types of motion
2. Types of motion
3. Description of the types of motion
4. LINEAR MOTION Teacher guides the students to
1. Lever arrangement to bring about discuss lever arrangement.
linear motion Teacher demonstrates how slides
2. How slides could bring about bring about linear motion.
linear motion. Students participate.
3. How slots bring about linear
motion (introduction)
5. USES OF SLIDES AND SLOTS Teacher demonstrates how slides
1. Slides to bring about movement bring about motion.
(linear) Students participate.
2. Slots to bring about linear motion
(Mechanical system)
6. ROTARY MOTION Teacher defines rotary motion
1. Definition of rotary motion and explains types.
2. Types of rotary motion Students participate in class
3. Description of the two types of discussion.
rotary motion (introduction)
7. PRINCIPLES OF APPLICATION AND Teacher explains conversion of
CONVERSION OF ROTARY MOTION rotary to linear motion.
1. Conversion of rotary motion to students discuss conversion of
linear motion rotary motion to vice
2. Conversion of rotary motion to
vice
3. Clutches
8. ROTARY TO LINEAR MOTION Teacher explains conversion of
1. Conversion of rotary motion to rotary motion to linear motion.
linear motion Teacher demonstrates the
2. practical conversion and students
participate.
9. SOLDERING Teacher defines soldering.
1. Definition of soldering Teacher mentions types of
2. Types of soldering soldering.
3. Description of the types of Teacher guides students to
soldering demonstrate how soldering is
been carried out.
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10. BRAZING Teacher defines brazing
1. Definition of brazing Teacher guides the students to
2. Brazing equipment identify types of brazing
equipment.
11. SOLDERING Teacher demonstrate soldering
1. Operation of brazing operation..
2. Types of soldering (extensive) Teacher guides the students to
3. How to carryout soldering mention types of soldering.
Teacher guides student to
demonstrate how soldering is
been carried out.
Students participate s
12. OPERATION OF BRAZING Teacher explains joints for
1. Joints for brazing brazing
2. Procedure for brazing Teacher demonstrate procedure
3. Safety precautions during for brazing
brazing. Students participate
Teacher guides students to
demonstrate safety precaution
that must observed during
brazing.
13. Revision Revision
14. Examination Examination
BASIC TECHNOLOGY
JSS3 SECOND TERM

1 DRAWING PRACTICE: Teacher defines oblique drawing

1. Meaning of oblique drawing. Teacher guides students to state
2. State the difference between different between oblige and
oblige and perfective drawing perfective drawing.
2. DRAWING PRACTICE: Teacher explains meaning of
1. Meaning of oblique drawing oblige.
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2. State the difference between Teacher state the different
oblique and perspective between oblique and perspective.
3 ISOMETRIC DRAWING OF SIMPLE Teacher guides the students to

SHAPES. draw isometric scale.
1. Draw an isometric scale Teacher demonstrate isometric
2. Isometric drawing of simple scale
4 SIMPLE OBLIQUE DRAWING. Teacher guides the students to
1. State the two types of oblique state the two types of oblique
drawings drawings.
2. Produce an oblique drawing of
simple shape.
5. OBLIQUE DRAWING Teacher explains simple oblique
1. Simple oblique drawings simple oblique drawing.
2. Cabinet oblique drawing Teacher demonstrates an oblique
3. Cavallies oblique drawing
Students participate
6. ORTHOGRAPHIC PROJECTION Teacher defines Orthographic
1. Meaning of orthographic projection.
projection Teacher guides the student to
2. Differences between the two state the two differences between
basic methods of representing basic methods of presenting
objects on paper objects on paper.
7. ORTHOGRAPHIC PROJECTION Teacher draws and explains
1. Draw and dimension
orthographic view of simple
objects
2. Projection planes
8. COMPONENTS Teacher explains principles of
1. Principle view view.
2. Angle of projection Teacher explains angle projection
3. Name the principal views Students participate in class
activities.
9. PLACING PRINCIPLE VIEW Teacher demonstrates two
1. The two quadrants of a circle quadrants of a circle
2. The three principal views Teacher demonstrates three
3. First angle projection principal views and first angle
projection.
10. DIMENSIONING TECHNIQUE Teacher demonstrates
1. Dimensioning a circle dimensioning of a circle.
2. How dimensions are placed Teacher guides the students to
3. A rectangular block showing demonstrate how dimension is
dimension been placed.
11. ONE POINT PERSPECTIVE Teacher demonstrates one point
DRAWING perspective drawing.
1. One point perspective drawing Students participate in the
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demonstration.
12. FURTHER ONE POINT PERSPECTIVE Teacher defines measuring
DRAWING Teacher guides student in the
1. Measuring comparing and sizing of scale.
2. Comparing and sizes of scale
drawing
BASIC TECHNOLOGY
JSS3 THIRD TERM
1 METAL WORK Teacher defines marking out.

1. Marking out Teacher guides students to state
2. Principles of marking out the principles of marking out.
3. Marking out from the centre line Students participate in marking
as datum out from the centre.
105
2. CUTTING, CHISELLING AND FILING Teacher demonstrates:
TO SIZE Cutting and filling to size
1. Cutting and filling to size Hack sawing
2. Hack sawing Filling
3. Filling Students participate in the
demonstration.
3. BENDING AND FOLDING TOOL Teachers demonstrates:
1. Bending and folding Bending and folding
2. Tools commonly used for Tools commonly used for bending
bending and folding and folding
Students participate in the
demonstration.
4 WOOD WORK Teachers demonstrates:

1. Production Production
2. Felling Felling
3. Conversion Conversion
4. Seasoning Seasoning
Students participate in the
demonstration.
5. WOOD WORK Teachers demonstrates:

1. Identify and state uses of and state uses of woodwork
woodwork machines machines
2. Parts of tools Teacher guides students to
mention parts of tools.
6. WOOD WORK Teacher guides the students to
1. Safe use of portable power tools mention safe use of portable
2. Keep power tools and machines power tools
in good working condition
```````````` WOOD WORK (JOINTS) Teacher guides the students to

` 1. Frame define:
2. Tables Frame
3. Boxes Tables
Boxes
Students participate in class
discussion.
8 Revision
9 Examination
106
COMPUTER STUDIES
JSS 3 FIRST TERM
1 COMPUTER CARRER -Teacher explains the different
107
OPPORTUNITIES professional career opportunity in
1.Computer professionals computer.
-Computer manager -Students mention qualities of a
-System analyst good computer professional.
-Programmer etc. -Teacher explains different
2. Qualities of a good computer professional bodies
professional. Students participate in class
3. Computer professional bodies, discussion.
Nigeria Computer Society (NCS)
2 DIGITAL DIVIDE -Teacher defines digital divide
1.Concept of digital divide -Teacher guides students to
2. Feature of new and old economy. explain features of old and new
3.Limitations of the old economy economy.
4. Benefits of new economy. -Teacher explains benefits of new
economy.
3 INTERNET AND COMPUTER VIRUS -Teacher explains the meaning of

1.Meaning and types of Viruses virus
2. Examples and sources of computer -Teacher guides students to
viruses. identify various types of computer
3.Virus warning sign viruses.
4.Virus detection (Anti virus0 -Students identify various search
5. Examples of search engines e.g. engines on the computer.
google.com, yahoo.com etc.
6. Uses of search engines.
4 GRAPHS -Teacher guides students to
1. Creating graphs; lone graph, identify and select data range and
histogram, pie –chart, legend e.g. areas for graph construction.
2. editing graphs -Teacher gives students practice
3. Formatting graphs. exercises.
-Students participate in class
activities.
5 DATA BASE MANAGEMENT SYSTEM -Teacher displays a chart to show
1. Data terminology; ideas, field, forms of database.
records, file, database etc. -.Teacher guides the class to
2. Forms of data base; flat file, identify features of spread sheet.
hierarchical, relational etc.
3. Examples and uses of spreadsheet
4. Spreadsheet features and
terminology; row, columns, cell etc.
5. worksheet
6. Calculations and printing of
worksheet.
6 -Programmer etc. - Teacher defines the term

2. Qualities of a good computer programmer.
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professional. -Teacher guides the students to
3. Computer professional bodies, state qualities of a good computer
Nigeria Computer Society (NCS) programmer.
7 Practical
8 Practical
9 Practical
10 Revision
11 Examination
COMPUTER STUDIES
JSS 3 SECOND TERM

1. GRAPH I: Teacher explains:
 Definition The definition of graph
109
 Uses of graph The uses of graph
2. GRAPH II: Teacher explains:
 Types of graph The types of graph and possible
differences.
3. EDITING GRAPH Teacher guides the student on
how to edit graph.
4. FORMATING GRAPH Teacher explains and guides the
students on formatting graph.
5. GRAPHICAL PRACTICAL Teacher guides practical from
lessons taught on graph.
6. WINDOWS OPERATION SYSTEM: Teacher explains:
 Definition, Definition of windows operating
 Examples. system and the examples.
7. DISK OPERATION SYSTEM (DOS) Teacher explains
 Function of dos Definition of disk operation
 Types of command system, the functions and types.
8. DIFFERENCE BETWEEN WINDOW Teacher explains the difference

OPERATING SYSTEM (WOS) AND DISK between the windows operating
OPERATION (DOS) system and the disk operation
system.
9. FUNDAMENTAL LOGIC GATE: Teacher explains:
 Definition Definition of fundamental logic
 Identification of AND, OR, NOT, gate and the identification of
logic gate AND, OR, NOT logic gate.
10. DRAW THE THREE(3) BASIC BUILDING Teacher guides the students on
BLOCK (AND, OR, NOT) drawing the 3 basic building
blocs stated in the previous
lesson.
11. REVISION
12. EXAMINATION
COMPUTER STUDIES
JSS 3 THIRD TERM

1. DATABASE MANAGEMENT SYSTEM Teacher explains:
110
(DBMS) Definition of database
 Definition management system (DBMS)
 Terminologies of Database. List and explanation of terms of
database.
2. FORMS OF DATABASE: Teacher explains the different
 Flat file forms of database.
 Hierarchical
 Relation
 Network.
3. SPREADSHEET Teacher explains:
 Definition Definition of spreadsheet, the
 Example of spreadsheet examples of spreadsheet and
 Uses of spreadsheet. the uses of spreadsheet.
4. SPREADSHEET Teacher explains:

 Features of spreadsheet The features of spreadsheet and
 Terminologies of spreadsheet the various terminologies of
spreadsheet.
5. WORKSHEET Teacher explains:
Definition and component of the
worksheet.
6. CALCULATIONS AND PRINTING OF Teacher explains:
WORKSHEET How to calculate and print on
the worksheet.
7. REVISION
8. EXAMINATION
111
PHYSICAL AND HEALTH EDUCATION (PHE)

JSS 3 FIRST TERM
1. PERSONAL SCHOOL AND 1. Teacher: Explains the

COMMUNITY HEALTH (I) meaning and school
1. Family Life Education health.
a. Meaning of Family Life Education 2. Explain the types of family
b. Benefits of Family Life Education Students: Answer
c. Meaning and types of family Questions
- Nuclear family and types of
family
- Extended family
Other types of family:
- Foster family
- Adopted family
- Broken family
- Single family
2. PERSONAL SCHOOL AND Participate in role playing e.g.
COMMUNITY HEALTH (II) Play let of a family (duties of
a. Duties of members of family members of family)
b. Importance of family in the
society
c. Basic family valves
3. PERSONAL SCHOOL AND Teachers discuss the dangers of
COMMUNITY HEALTH (III) pre-marital sex, teenage
a. Puberty in boys and girls pregnancy and their
(changes or features) consequences with the students.
b. Teenage pregnancy and its
112
consequences
c. Premarital sex and its health
consequences
-risk of ST/s or STDs
-unwanted pregnancy
-regret, broken heart and guilt
- emotional Issues
d. tips for resistance or refusal
4 PERSONAL SCHOOLS AND Teacher: Explains assertiveness
COMMUNITY HEALTH (IV) Students: role play of
a. Assertiveness and assertiveness
communication skill
b. Means of assertiveness and
communication skill.
c. Demonstration of assertiveness
and communication skill.
5 PERSONAL SCHOOL AND Teacher: Explains the various
COMMUNITY HEALTH (V) areas of specialization in PHE
a. Career of specialization in PHE and their career opportunities.
b. Areas of Specialization in PHE
c. Qualifications in PHE
d. Career opportunities in PHE
e. Career opportunities in PHE
6 PERSONAL SCHOOL AND Teacher: Explain roles/Functions
COMMUNITY HEALTH (VI) of sport promoting bodies
a. Sports promotion agencies and Students: Answer questions
bodies in Nigeria
i. Sport association
ii. NAPHER SD
iii. Nigeria Institutes of Sports
iv. NASSM
v. NAWS
vi. NSHA
b. Agencies /organization
promoting health education in
Nigeria e.g. NGO, Ministry of
Health, NAFDAC, WHO etc
NAHEL, UNESCO
7 PERSONAL HEALTH Identify aged members in the
a. Description of ageing and death family.
Including characteristics. 1. Use pictures to explain
b. Changes as a result of ageing ageing stages in life
c. Life enhancing measures against 2. Narrate/state experience
ageing e.g. exercise, nutrition, with aged parents and
rest and sleep, good medical relatives.
care, careful use of drugs.
113
d. Supporting ageing persons
8. PERSONAL HEALTH (Cont.) Identify conditions/situations that
a. Causes of death can cause grief.
b. Signs of death
c. Supporting dying patient
d. Grief and grieving
e. Supporting grieving person.
9. PERSONAL HEALTH: Drug Teacher defines personal health
Education Teacher guides students to list
a. Meaning of drug use, misuse and the categories of drugs.
abuse Students mention classes of hard
b. Categories of drugs drugs
- Prescribed drugs / medicines
- Psychoactive drugs (hard drugs).
c. Classes of hard drugs e.g
stimulants, sedatives, narcotics,
tranquillizers and hallucinogens
10. DRUG EDUCATION (Cont.) Teacher demonstrates ways of
a. Ways of taking drugs into the taking drugs.
body Teacher guides students to
b. Reasons for drugs use misuse mention reasons for taking drugs.
and abuse. Students mention consequences
c. Consequence of taking hard for taking drugs.
drugs.
11. Revision
12. Examination

JSS 3 SECOND TERM
1. FAMILY HEALTH: DISEASES Teacher explains the meaning of

a. Meaning of disease disease.
114
b. Types of diseases and modes of Teacher guides students to
transfer mention types of diseases and
c. Disease vectors mode of transfer.
2. FAMILY HEALTH (Cont.) Teacher use charts to explain the
a. Life cycle of mosquito and other life cycle of:
vectors -Mosquito and other vectors
- Life cycle of mosquito -Life cycle of mosquito
- Life cycle of guinea worm -Life cycle of guinea worm
- Life cycle of housefly -Life cycle of housefly
- Life cycle of bilharzias -Life cycle of bilharzias
3. FAMILY HEALTH (Cont.) Teacher guides the students to

a. Control measures of vector- mention ways of controlling STIs
borne diseases and HIV/AIDS.
b. Control measures for STIs and
HIV/AIDS
c. Consequences and preventive
measures of STIs and HIV/AIDS
d. Care and support for people
living with HIV/AIDS
4. PATHOGENS, DISEASES AND Teacher guides the students to
PREVENTION define pathogen disease.
a. Meaning of pathogen disease Student mention types of
and prevention. pathogens
b. Types of pathogens e.g bacteria, Teacher guides the students to
fungi, virus, protozoa, worms etc explain the meaning of
c. Meaning of communicable communicable diseases.
disease and examples Students participate in class
d. Nature of communicable activities.
diseases.
5. PATHOGENS, DISEASES AND Teacher guides to mention the

PREVENTION (Cont.) signs and symptoms of
a. Nature of communicable communicable diseases.
diseases (including signs and Teacher explains mode of
symptoms transmission via a chart.
b. Mode of transmission of the Students participate in class
diseases activities.
6. PATHOGENS, DISEASES AND Teacher mentions factors
PREVENTION (Cont.) responsible for transmission.
a. Factors e.g droplets infection, Teacher guides students to
direct and indirect contact, skin mention causative agents.
contact, sexually transmitted. Students mention ways of
b. Causative agents preventing and managing
c. Prevention and management of communicable disease.
communicable diseases.
115
7. ENVIRONMENTAL HAZARD Teacher defines soil and causes.
a. Soil erosion Students explain the effects of soil
b. Causes of soil erosion erosion and prevention.
c. Effects of soil erosion
d. Prevention of soil erosion
8. ENVIRONMENTAL HAZARD Teacher defines flooding
a. Flooding Teacher guides the students to
b. Causes of flooding mention causes and prevention of
c. Drainage patterns flooding.
d. Effects of flooding
e. Prevention of flooding
9. DRUGS AND SUBSTANCE ABUSE
a. Types of drugs and substances Teacher uses posters to illustrate
that can be abused effect of drug abuse
b. Effects of drug abuse
c. Prevention of drug abuse
d. Drug control agencies and their
activities – NAFDAC, NDLEA
10. CONTACT AND NON-CONACT Teacher demonstrates contact
GAMES and non contact games.
a. Taekwondo and basic technique
b. Importance of taekwondo
c. Safety rules, regulations and
officials in taekwondo
d. Boxing and basic techniques
e. Safety rules, regulations and
officiating in boxing
f. Officials in boxing and their
duties
g. Safety rules for non-contact
games
11. Revision
12. Examination

JSS 3 THIRD TERM
1. PHYSICAL FITNESS AND Teacher explain:
116
RECREATION ACTIVITIES -Benefits derived from physical
a. Meaning of physical fitness fitness
b. Benefits derived from physical -Factors that influence physical
fitness e.g. good body posture, fitness.
good sleep, waste removal, -Students listen and to teachers
improved mental health, explanation and answer questions
emotional stability, reduction of
stress and depression etc
c. Factors that influence physical
fitness e.g. health status,
nutrition, rest and sleep, age,
environment, life style, regular
exercise etc
2. RECREATION LEISURE AND DANCE -Students identify traditional and
ACTIVITIES foreign dance instruments
a. Pre-colonial or folk traditional provided by the teacher.
dance like atilogwu – ibo, borta,
agidigbo etc
b. Reasons for folk dance in ancient
times
c. Folk dance in Nigeria
d. Equipments used for traditional
dance
e. Traditional dance costumes
3. SOCIAL DANCE WITH EXAMPLES Teachers demonstrates social
- Modern dance dance
- Foreign dance Students participate in the
Examples reggae, disco, highlife etc demonstration.
c. Values of dance and rhythmic
activities
4. COMPUTER GAMES -Teacher demonstrates how to
a. Types and values of computer play computer games.
games e.g. soccer, cricket, -Students practice simple
tennis, volleyball, wrestling computer games and ask
b. How to play computer games. questions.
5. ATHLETICS: TRACK AND FIELD Teacher demonstrates track and
EVENTS: field event
a. Pole vaults and javelin Students participate in the
b. Facilities and equipment for pole demonstrations.
vault and javelin
c. Techniques and skills in pole
vault and javelin
d. Rules and regulations in pole
vault and javelin
e. Officials in pole vault and javelin
6. COMBINED EVENT: Teachers guides the students to
117
- Pentathlon demonstrate combined events
- Decathlon
-
7 PRACTICAL
8 PRACTICAL
9 REVISION
10 EXAMINATION
PRE-VOCATIONAL STUDIES (PVS)
HOME ECONOMICS
FIRST TERM JSS 3
WEEK TOPIC/CONENT ACTIVITIES
1- Family Budget 1- Teacher explains the meaning of

1- Meaning of family budget. family.
2- Importance of family 2- Mention the importance of family
budget. budget.
3- Needs of the family. 3- List the needs of the family that
primary and secondary need
e.g. food, clothes, shelter and
education.
2- Preparing family budget 1- Explain the factors in preparing

1- Factors to consider in family budget.
preparing family budget. 2- Guide students on how make an
2- Procedures or steps in immediate need in other.
preparing family budget
3- Decision making 1- Discuss the meaning of decision

1- Meaning of decision making.
making. 2- Guide students in decision
2- Steps in decision making making.
4- Consumer challenges and 1- Definition of consumer

rights. challenges
1- Meaning of consumer 2- Explain consumer rights.
challenges.
118
2- Rights of a consumer.
5- Consumer challenges and rights 1- Guide discussions on

1- Challenges of the challenges and redress options
consumer. for consumer.
2- Redress options for 2- Procedures for consumers.
consumer.
3- Procedure for seeking
redress.
6- Child Development and care 1- Teacher explains the meaning of

1- Meaning of child child development.
development. 2- Guides discussion on storages
2- Storages of child of child development.
development. 3- Teacher presents charts
showing different storages of
child development.
7- Child development care. 1- Teacher lists factors that
1- Factors that influence child influence child development.
development. 2- State the conditions necessary
2- Conditions necessary for for child development.
child development.
8- Child development care. 1- Describe the necessary types of

1- Care of the child. care required by a child.
2- Types of child to the child.
9- Child development care. 1- Teacher identifies the common

1- Identifying common childhood ailments.
childhood ailment. 2- Describe the signs and
2- Signs and symptoms. symptoms on chart (pictures).
3- Treatments 3- Shows treatment s that can be
used.
10- Child development care. 1- Enumerate the different types of

1- Meaning of Immunization. immunization required by a
2- Types of Immunization for child.
children
11- Preparation of meal 1- Demonstration on meal planning

1- Meal for infants etc for the child.
2- Practical on meals on
infant’s toddler.
12- Preparation 1- Demonstration on children meal

1- Practical on meal for e.g. pap, custard, spaghetti etc.
119
children
13- Revision Revision

14- Examination Examination
HOME ECONOMICS
SECOND TERM JSS 3
1- Textiles types properties, 1- Explains the term textiles.

production uses and care 2- Discuss the types of textile.
1- Definition of textiles with Students: Participate actively in
examples. the discussions
2- Basic textile terms e.g. Fiber,
yarn, warp, weft etc
2- Textiles; types, Properties, 1- Discuss reasons for studying

production uses and care. textiles.
1- Reasons for studying 2- Explain the importance of
textiles. studying textiles.
2- Importance of textiles. Students: Participate in the class
discussion.
3- Textiles types properties 1- Show ways of taking care of

production uses and care. fibers.
1- Difference between natural 2- Discuss the uses of both natural
and synthetic fibers. and synthetic fibers.
2- Properties, care, and uses of Students: take part in the
fibers. discussion.
4- Textiles; types, Properties, 1- Demonstrate production of

production uses and care. woven table mat.
1- Production of textiles e.g. 2- Demonstrate laundering work.
woven table mat, table cloth Students: 1- Practice weaving
etc. skill using strips of paper to
Laundering of fabrics. produce woven mats. II- Practice
laundering work.
120
5- Textiles; types, Properties, 1- Demonstrate production of
production uses and care. woven table mat.
1- Production of textiles e.g. 2- Demonstrate laundering work.
woven table mat. Students: I- Practice weaving skill
2- Laundering of fabrics using strips of paper to produce
woven mats. II- Practice
laundering work.
6- Sewing machine and garment 1- Explain the meaning of sewing

construction process machine.
1- Meaning of sewing machine. 2- Identify the types and parts of the
2- Types and parts of the sewing machine.
sewing machine
7- Sewing machine and garment 1- Discuss the factors to consider

construction process when choosing sewing machines.
1- Factors that influence choice 2- Explain to students how sewing
of a sewing machine. machine takes care.
2- Care of sewing machine Students: I- Take part in the
discussion. II- operate a sewing
machine.
8- Sewing machine and garment 1- Guide students in discussing the

construction process meaning and making of darts,
1- Terms peculiar garment tucks, openings, hems etc.
construction e.g. Facing, 2- Demonstrate the making of a
hems openings, fastenings, simple baby dress.
etc Students: I- Make specimen of
2- Making of a simple baby facing, hems, opening and
dress using the sewing fastening. II- Make a simple
machine.` baby’s dress.
9- Food Hygiene and safety. 1- Discuss the: -meaning of food

1- Meaning of food hygiene hygiene.
2- Reasons for healthy food -Reasons for healthy food
handling. handling
3- Ways of handling foods for -Food poisoning and food safety
safety. 2- Demonstrate methods handling
left-over foods
Students: I-Participate in discussion
II- Practice how to cover their lunch
packs properly.
10- Food Hygiene and safety 1- Demonstrate how to cover their

1- Sources of food lunch.
contamination and 2- Discuss sensory signs of
121
poisoning. spoilage and causative micro-
2- Sensory signs of spoilage organisms.
and causative micro- Students: I- Practice how cover
organisms. their lunch packs properly. II-
Mention ways of handling food in
their homes.
12- Examination. Examination
HOME ECONOMICS
THIRD TERM JSS 3
1- Preparation, Packaging and Marketing of food 1- Discuss the common

items snacks in the society.
1- Difference between snacks and main 2- Prepared snacks and
meal. drinks as students list
2- Snacks and drinks available in the out.
society.
2- Marketing of food items 1- List duties of food
1- Meaning of food seller provider for public
2- Duties of food sellers/ providers for the consumption.
public.
3- Preparation of snacks, drinks and meals. 1- Prepare snacks and

1- Preparation of snacks e.g. chin-chin, drinks as teacher
buns, egg rolls, doughnuts etc supervises.
4- Packaging of food item 1- Explain of food
1- Meaning of food packaging packaging.
2- Preparation of food for packaging 2- Demonstrate how foods
are package for selling
or preservation
produced.
5- Marketing or food Items 1- Discuss the marketing

1- Definition of marketing principles. principles.
2- State the marketing principles.
7- Examination Examination
122
AGRICULTURAL SCIENCE
FIRST TERM JSS THREE
WEE TOPIC / CONTENT ACTIVITIES

K
1 Packaging of Agricultural produce i. Teacher guides
- Definition of packaging classroom discussion
- Types of packaging materials ii. Students to make
e.g. Boxes, drums/barrels, collection of packaging
trays, cages, polythene bags, materials as a project.
baskets, sacks etc.
2
3 Criteria for selecting packaging materials i. The teacher guides
for agricultural produce classroom discussion
- Nature of produce (either liquid ii. The teacher groups the
or solid) students into project
- Shape of produce groups and asks each
- Size of produce group to provide
- Distance to the market particular packaging
- Live or frozen especially materials in their
livestock produce locality.
4
5 Pricing of Agricultural produce i. The teacher guides
- Definition of pricing classroom discussion
- Determinants of pricing of ii. Students to carry out
agricultural produce e.g. cost of market survey of
production, quality of produce, common agricultural
quantity of produce, market produce in their local
forces (demand and supply) market.
season of production iii. The result of the market
survey should be
discussed in the
classroom.
123
6
7 Farm Records and Book-keeping i. Teacher guides the
- Definition and types of farm discussion in the
records e.g. farm diary, farm classroom
inventory, input record, ii. Exhibits different farm
production record, consumption record format
record, sales records, profit and iii. Students are asked to
loss accounts. maintain a clean farm
record note book.
8
9 Farm Records and Book-keeping cont’d. Teacher exhibit sales journal and
- Computer aided farm records purchase journal.
- Journal preparation
- Types of journal e.g. sales
journal and purchase journal.
10 Forests and forest uses 1. Teacher facilitate guided

1. Types of forests: discussion on:
- Mangrove (swampy) - Resources
- Rain forest (many trees) - Potentials of the
- Derive forest (few trees) forest
2. Forest resources: - Forest products e.g.
- Trees fruits, gum, animals,
- Wildlife (animals) 2. Visit to the saw mill or
- Fruits (food stuffs) carpenter.
- Various herbs
- Shelter.
11
12 Forests and forest uses 3. Teacher gives a board
3. Uses of forest resources summary
4. Effect of forest on the environment
5. Human activities that affect the forest:
- Clearing/deforestation
- Hunting, bush burning,
farming/depletion of wildlife etc.
13 Examination
AGRICULTURAL SCIENCE
SECOND TERM JSS THREE
124
1 Agriculture in Stock Exchange The Teacher guides classroom
- Meaning of stock e.g. discussion
buying and selling of
goods and services
available now and in
future
- People involved in stock
exchange e.g. buyers,
sellers and farmers’
agents
- Importance of stock
exchange in agriculture
2
3 Practical Agriculture i. The teacher guides the
- Identification of students in the laboratory
agricultural crops ii. Students are asked to make a
- Identification of different collection of crop and animal
classes of livestock specimens as project
- Collection of crop and
animal specimens
4
5 Practical Agriculture i. The teachers guides the
- Identification of common students in the laboratory
weeds ii. Students are asked to submit
- Identification of weeds weed album as project
control chemicals and
equipment
- Classification of weeds
- Identification of uses of
weeds
6
7 Practical Agriculture The students are asked to submit their
- Demonstration of farm farm record notebooks.
Record keeping
- Collection of Farm
record source document
e.g.
8
9 Export Promotion in Agriculture The teach is to guide classroom
- Meaning of export discussion
promotion
- Examples of export
produce – cocoa, palm
produce, hide and skins,
rubber etc.
- Benefits of export
125
promotion of agricultural
produce.
10
11 Practical Agriculture The students are asked to make a
- Identification of collection of different packaging
packaging materials for materials as project.
agricultural produce
- Collection of packaging
materials for agricultural
produce
- Students to partake in
school farm record
keeping.
12
14 Examination Examination
126
Islamic Studies:
JSS 3 First Term Scheme of Work
WKS TOPIC CONTENT ACTIVITIES
1 Suratul
Adiyat ‫سورة العاديات‬ Teacher/Pupils
T. writes the Surah
‫ِبْس ِم الَّلِه ٱلَّرمْح ٰـِن ٱلَّر ِح يِم‬ -Reads correctly
-Lays emphasis on underlined
‫﴾ َفٱ وِر اِت‬1﴿‫ ٱْل اِد اِت حًا‬-P.words while reciting
‫ُمل َي‬ ‫ َو َع َي َض ْب‬Listen to the teacher’s
﴾3﴿‫حًا‬ ‫﴾ َف ٱْل ِغ اِت‬2﴿‫ َق ْد حًا‬-Listen recitation
‫ُم َري ُص ْب‬ to the recorded material
‫ع‬ ‫ِه‬ ‫ِب‬

‫َفَو َس َن ْمَج ًا‬ ‫ْط‬ ﴾ 4 ﴿ ‫ع‬ ‫ِه‬‫ِب‬
‫َف َثْر َن َنْق ًا‬ ‫َأ‬
-Recite after the teacher
﴾6﴿ ‫﴾ ِإَّن ٱِإل ن اَن ِل ِّب ِه َلَك ُن و‬5﴿

‫ٌد‬ ‫َس َر‬
‫ِل‬
‫﴾ َو ِإَّن ُه‬7﴿ ‫َو ِإَّن ُه َعَلٰى ٰذ َك َلَش ِه يٌد‬
‫﴾ َأَفَال َيْع َلُم ِإَذا‬8﴿ ‫ُحِلِّب ٱَخْلِرْي َلَش ِد يٌد‬
‫﴾ َو ُح ِّص َل َم ا‬9﴿ ‫ُبْع ِث َر َم ا ىِف ٱْلُقُب وِر‬
‫ِهِب‬ ‫﴾ ِإ‬10﴿ ‫ىِف ٱلُّص ُد وِر‬
‫َّن َر َّبُه م ْم‬
﴾11﴿ ‫ِئٍذ ِب‬
‫َيْو َم َخَّل ٌري‬
2 Attributes of Al – Qadir T. writes and recites the
Allah Al – Muqtadir Attributes of Allah.
Al – Muqaddim -Drills the students on the correct
Al – Mu’akkir pronunciation
Al – Awwal -Explains the meaning of the
Al – Akhir Attributes.
Al – Zahir -P. Listen attentively to the
127
Al – Batin teacher’s reading
Al – Wali -Repeat after the teacher
Al – Muta’aly
Al – Barru
Al – Tawabu
Al – Muntaqimu
Al – Afuwwu
Al – Ra’ufu
Malikul – Mulk
3 Prophet Adam Brief history of Prophet Adam T. Narrates a brief history of
(AS) (AS) Prophet Adam (AS)
- Lessons contained in his life -Guides students how to describe
ways shaytan deceived Adam.
-P. Listen to teacher’s narration
-Qualities of Prophet Adam 1st
Man to be created by Allah.
4 Sheikh Uthman Brief history of Shaykh Uthman Teacher/Pupils
Ibn Fodio Ibn Fodio T. Narrates the brief history of
 Qualities of Shaykh Shaykh
 Lessons contained in his life -States the Qualities
-Lessons from his life
-P. Listen to teacher’s narration.
-Identify and mention the lessons.
5 Social Equity T. guides students to define
responsibilities Justice equity, Justice and fair play.
III Fair play Q5:9 and Q4:135 P. Listen to the teacher
Participate in discussion.
6 Suratul Zilzalah T. writes the Surah
‫سورة الزلزلة‬ -Reads correctly the Surah
‫ِبْس ِم الَّلِه ٱلَّرمْح ٰـِن ٱلَّر ِح يِم‬

-Lays emphasis on the underlined
words while reciting
-Gives a model reading of the
‫ِت‬
‫ِإَذا ُز ْل ِز َل ٱَألْر ُض َز َهَل‬
﴾1﴿‫ِز ْل ا ا‬ Surah
-P. Listen to the teacher’s
﴾2﴿ ‫َأ َق ا ا‬ ‫ِت‬
‫َو َأْخ َر َج ٱَألْر ُض ْث َهَل‬
recitation
-Listen to the recorded material
‫﴾ ِئ ٍذ‬3﴿ ‫َق اَل ٱِإل ن اُن ا ا‬ -Recite after the teacher.
‫َيْو َم‬ ‫َس َم َهَل‬ ‫َو‬
‫﴾ ِب َأَّن َر َّب َك‬4﴿‫َحُتِّد ُث َأْخ َباَر َه ا‬
‫﴾ ِئٍذ‬5﴿‫ا‬
‫َأْو َح ٰى َهَل َيْو َم َي ُر ُس‬
‫َّنا‬‫ل‬ ‫ٱ‬ ‫ُد‬ ‫ْص‬
128
‫َفَم ن‬ ‫َأْش َتاتًا ِّلُيَر ْو ْا َأْع َم اُهَلْم‬
﴾6﴿
‫ِم‬
﴾7﴿
‫َيْع َم ْل ْثَق اَل َذَّر ٍة َخ رْي ًا َيَر ُه‬
‫ِم‬
‫َو َم ن َيْع ـَمْل ْثَق اَل َذَّر ٍة َش ّر َيَر ُه‬
﴿ ‫ًا‬
﴾8
7 Attributes of i) Al – Ba’ithu Teacher/Pupils
Allah (SWT) VI ii) Ash Shahidu T. writes and recites the
iii) Al – Haqqu Attributes of Allah
iv) Al – Wakilu -Explains the meaning
v) Al – Qawiyyu -Highlights the significance of the
vi) Al – Matinu Attributes.
vii) Al – Waliyyu
viii) Al – Hamidu
ix) Al – Hayyu
x) Al – Qayyumu
xi) Al – Wahid
xii) Al – Ahad
xiii) As – Samad.
8 Prophet Nuhu Brief History of Prophet T. Narrates the brief history of
(AS) Lessons contained in his life. the Prophet
-Explains and draws the students
attention to the disobedience of
his Son.
-P. Listen to teacher
-Highlights the consequence of the
action of shaytan.
-Lessons from the history.
9 Hadith No. 23 - The Arabic text T. writes the Arabic text
- The meaning of the Hadith -Reads and explains the meaning
- Application of the lessons derived of the Hadith
from the Hadith. -P. Listen attentively to the text
-Read and explain the meaning.
10 Prophet - Brief life history of Prophet T. Narrates the brief history of
Ibrahim (AS) Ibrahim (AS) Prophet Ibrahim.
- Lessons contained in his life -States lessons contained in his life
history. history
-The birth of Ismail
-The trial Allah’s promise to him
and the commemoration of the
obedience of Ibrahim and Ismail
129
by Muslim.
130
Islamic Studies:
JSS 3 Second Term Scheme of Work
1 Suratul
‫سورة القدر‬
Teacher/Pupils
Qadir T. writes the Surah
‫ ِبْس ِم الَّلِه ٱلَّرمْح ٰـِن ٱلَّر ِح يِم‬-Lays emphasis on underlined

-Reads correctly
words.
‫﴾ َو َم آ‬1﴿ ‫ ِإَّنا َأنَز ْلَن اُه ىِف َلْيَل ِة ٱْلَق ْد ِر‬-Gives a model reading of the
whole Surah.
‫َل‬
‫ْي ُة‬ ‫َل‬ ﴾ 2 ﴿ ‫ِر‬ ‫ْل‬ ‫ٱ‬ ‫َل‬ ‫َل‬ ‫ا‬ ‫َك‬ ‫ا‬ ‫َأ‬ -P. Listen to the teacher’s
‫ ْد َر َم ْي ُة َق ْد‬-Listen to the recorded material
﴾3﴿ ‫ٍر‬ ‫ِف‬ ‫َأ‬
‫ْل‬ ‫ِر‬ ‫ْل‬ ‫ٱ‬
‫َش ْه‬ ‫َق ْد َخ ْيٌر ِّم ْن‬
‫َّزُل ٱْل َالِئَك ُة ٱلُّر و ِفي ا ِبِإْذِن‬
‫َو ُح َه‬ ‫َتَن َم‬
‫﴾ َال ِه‬4﴿ ‫ِهِّبم ِّم ن ُك َأ ٍر‬
‫َس ٌم َى‬ ‫ِّل ْم‬ ‫َر‬
﴾5﴿ ‫ْطَلِع ٱْلَف ِر‬
‫ْج‬ ‫َح ٰىَّت َم‬
2 Hadith No. 25 The Arabic text. T. writes Arabic text
 Meaning of the Hadith -Reads and explains the meaning
 Application of lessons of the Hadith.
-P. Listen attentively to the text
-Read and explain the meaning of
the text.
3 Attributes of i) Zul Jalali wal Ikram T. writes and recites the attributes
Allah (SWT) VII ii) Al – Jami’u of Allah.
iii) Al – Ghaniyyu -Drills the students on the correct
iv) Al – Mughni pronunciation
v) Al – Mani’u -Explains the meaning
vi) Ad – Darru -Highlights the significance of the
vii) An – Nafi’u attributes.
viii) An – Nur -P. Listen att. to the teacher
ix) Al – Hadiy -Repeat after the teacher
x) Al – Badi’u -Explain the meaning
xi) Al – Baqiy -State the significance of the
xii) Al – Warithu attributes.
xiii)Ar – Rashidu
xiv)As – Saburu
4 Prophet Musa Brief life history of Prophet Musa T. narrates the history of the
(AS) (AS). prophet
Lessons contained in his life -State lessons learnt from his life
131
history. -P. Listen to the teacher’s
narration
-Deduce the lessons contained in
his life history.
5 Human Neighbourliness Teacher/Pupils
Relationship III T. Guides the students to describe
who a neighbour is
-Divides students into manageable
groups to discuss.
-P. Describe who is a neighbour
-Participate in group work
-Listen to the teacher’s
presentation and quotations from
Qur’an and Hadith.
6 Suratul Inshira T. writes the Surah
‫سورة اﻹﻧﺸﺮﺡ‬ -Reads correctly

words
-Gives a model reading
‫َأْمَل َنْش َر ْح َل َك َص ْد َر‬

﴾1﴿ ‫َك‬ -Plays a recorded material
-P. Listen to the teacher
‫ِذ‬
‫﴾ ٱَّل ۤي‬2﴿ ‫َو َو َض ْع َنا َعنَك ِو ْز َر َك‬
-Listen to the material
-Recite individually
‫﴾ َو َر َفْع َن ا َل َك‬3﴿ ‫َأنَق َض َظْه َر َك‬ -Watch the demonstration of the
Surah.
‫﴾ َف ِإَّن َم َع ٱْلُعْس ِر ُيْس رًا‬4﴿ ‫ِذ ْك َر َك‬
‫﴾ َفِإَذا‬6﴿‫﴾ ِإَّن َمَع ٱْلُعْس ِر ُيْس رًا‬5﴿
‫﴾ َو ِإٰىَل َر ِّب َك‬7﴿ ‫َفَر ْغَت َفٱنَص ْب‬
﴾8﴿ ‫َفٱ َغ‬
‫ْر ْب‬
7 Hadith No. 26 The Arabic text T. writes the Arabic text
 Meaning of the Hadith -Reads and explains the meaning
 Application of the lessons of the Hadith
derived from the Hadith -Guides students to suggest how
to apply the lessons.
-P. Listen to the text
the Hadith
-Identify the lessons contained in
the Hadith
132
8 Al – Qada’u Definition of Al – Qada and Al – Teacher/Pupils
and Al – Qadar Qadar. T. Defines and explains the
- Both constitute of the articles of meaning.
faith -Mentions that Al – Qada and Al –
- The need to believe in Qada and Qadar constitute one of the
Qadar. article of faith (Iman)
-P. Listen to the teacher definition
-Mention that Al – Qada and Al –
Qadar constitute one of the
articles of faith (Iman)
9 Sujudus Sahwi Definition of Sujad Sahwi T. Gives full definition of sujad
- The two types of Sujud Sahwi sahwi and purpose for which it is
- Courses for it observance performed.
- Description of Sujud Sahwi Leads students to learn types of
sujud sahwi
P. Listen to the teacher’s
definition
Identify types of sujud Sahwi
Participate in demonstration
133
Islamic Studies:
JSS 3 Third Term Scheme of Work
1 Suratul
‫سورة الضحى‬
Teacher/Pupils
Duha T. writes the Surah

-Reads correctly the whole of the
surah
﴿
‫﴾ َو ٱلَّلْيِل ِإَذا َسَج ٰى‬1﴿ ‫ َو ٱلُّضَح ٰى‬words while reciting
-Gives a model reading of the
‫﴾ َم ا َو َّدَع َك َر ُّب َك َو َم ا َقَلٰى‬2

﴿ surah.
-P. Listen to the teacher’s
‫﴾َو َلآلِخ َر ُة َخ ْيٌر َّل َك ِم َن ٱُألوٰىَل‬3

recitation
-Listen to the recorded material
-Recite with the teacher
‫﴾ َو َلَس ْو َف ُيْع ِط يٰـ ٰـ ٰـ ٰـَك َر ُّب َك‬4﴿
‫﴾ َأْمَل ِجَي ْد َك َيِتيمًا‬5﴿ ‫َفَتْر َض ٰى‬
‫﴾ َو َو َج َد َك َض آًّال َفَه َد ٰى‬6﴿ ‫َفآَو ٰى‬
﴾8﴿ ‫َك آِئًال َف َأْغ‬
‫ٰىَن‬ ‫﴾ َو َو َج َد َع‬7﴿
‫﴾ َو َأَّم ا‬9﴿ ‫َفَأَّم ا ٱْلَيِتيَم َفَال َتْق َه ْر‬
‫﴾ َأَّم ا ِبِن ِة‬10﴿ ‫ٱلَّس آِئ َفَال‬
‫َو ْع َم‬ ‫َل َتْنَه ْر‬
﴾11﴿ ‫َر ِّبَك َفَح ِّد ْث‬
2 Hadith No. 27. The Arabic text of the Hadith T. writes the Arabic text and
Application of the lesson derived meaning of the Hadith
from the Hadith -Reads and explains the meaning
of the Hadith
-Guides them to Suggest how to
apply the lessons
-P. Listen attentively to the
meaning
the Hadith
-Identify the lessons.
3 Hajj Pilgrimage Meaning of Hajj. T. States the meaning of Hajj.
Conditions for performing Hajj. -Mentions the conditions for Hajj.
How Hajj is performed -Explains things that vitiate Hajj.
134
Things that vitiate Hajj. -Significance of Hajj
-Mention the condition
-Things that vitiate it
-Significance
-Demonstration of Hajj.
4 Prophet Isa Brief life history of Prophet Isa Teacher/Pupils
(AS) (AS) T. Narrates the brief history
Lessons contained in his life. -States lessons contained
-Mentions ways of reflecting the
lessons
-Induce the lessons contained
-Mention ways of reflecting the
lessons
5 Shaykh Uthman Brief history of Shaykh Uthman bn T. Narrates a brief life history
Ibn Fodio fodio -States the Qualities
- Qualities of the Shaykh and -States the lessons
lessons contained in his life -P. Listen to the teacher
history. -Identify the Qualities
-Mention the lessons
-Ways of applying the lessons.
6 Family Definition of family planning T. Defines family planning
Planning in Acceptable ways of family -Enumerates ways of accepting
Islam planning in Islam family planning
-Discuss the evil of abortions.
7 Maintenance of Alcohol, Drug abuse STD T. guides the students to discuss
good health in HIV/AIDs. in group, the effects of alcohol,
Islam hard –drugs, and drug abuse
-Guides the students in their
presentation.
-Effect of these issues.
-P. Participate in group
-Present group work
-Listen to the teacher
-Ask questions.
8 Maintenance of Lawful foods Teacher/Pupils
Good Health in Unlawful foods T. Guides students to list various
Islam Q2:172 – 173 types of food they know.
‫ٰيَأُّيَه ا ٱَّل ِذيَن آَم ُن وْا ُك ُل وْا ِم ن‬

-Mentions other types of food
-T. Translates the Qur’anic verses
‫َطِّي اِت ا َن اُك ٱْش ُك وْا لَّل ِه‬
-Leads the students to classify the
‫َب َم َر َز ْق ْم َو ُر‬ listed food
-P. Charts on lawful foods
135
﴾172﴿ ‫و‬ ‫ا‬ ‫ِإ‬
‫ُك ْنُتْم َّي ُه َتْع ُبُد َن‬ ‫ن‬ ‫ِإ‬ -Real foods
‫ِإَمَّنا َح َّر َم َعَلْيُك ُم ٱْلَم ْيَتَة َو ٱلَّد َم‬

‫ٱِخْلنِز يِر آ ُأِه َّل ِبِه ِلَغِرْي ٱلَّلِه‬
‫َو َم‬ ‫َو ْحَلَم‬
‫َفَم ِن ٱْض ُطَّر َغْيَر َباٍغ َو َال َعاٍد َفۤال‬
﴿ ‫ِإ َل ِه ِإَّن ٱلَّل َغُف و َّر ِح ي‬
‫َه ٌر ٌم‬ ‫َمْث َع ْي‬
﴾173
9 Sheikh Al – Brief history of Sheykh Al-Amin T. Narrates a brief life history of
Amin Al – Al-Kanemi the Shaykh
Kanemi Shitta Lessons contained in his life -States the lessons
bay of Lagos. history. -Mentions ways of applying the
lessons in the Muslim life.
-P. Listen to the teacher as he
narrates the life history of the
Shaykh.
-Mention the appropriate ways of
applying the lessons.
136
CHRISTIAN RELIGIOUS STUDIES
FIRST TERM
JSS THREE
WEEK TOPIC CONTENT TEACHER/STUDENTS

ACTIVITIES
1 SOME TEACHINGS OF 1) Dignity of labour -Teacher gives the meaning of
PAUL -Paul’s teaching on Dignity of dignity of Labour.
labour. 2Thes.3:6-15, Col.3:23 -Students discuss Paul’s teaching
2)Types of work people on Dignity of labour with the
do(Teaching, medical practice, teacher’s guidance.
Engineering, Banking etc) -Students discuss different work
that people do.
2 SOME TEACHINGS OF 1) Characteristics of Dignity of Teacher leads class discussion on
PAUL labour. the characteristics of Dignity of
-Punctuality, honesty, commitment, labour.
handwork, cooperation, love. -Students identify characteristics
of dignity of labour.
a) Obedience to constituted
authority. Rm. 13:1-7, Eph.6:5-8 -Teacher guides Students to
b) Why is it necessary to obey explain Paul’s teaching on
constituted authority? obedience to the constituted
authority.
-Teacher leads class discussion
on why we should obey the
constituted authority.
3 SOME TEACHINGS OF 1) Love(Rom.13:8-10; 1Cor.13 -Teacher guides Students to
PAUL(CONT’D) 2) Why should we show love to one explain why we should show love
another. Rom. 13:8-10, 1Cor.13. to other.
-Students listen, participate and
debate in the discussion on how
to show love to others
4 PAUL’S TRIALS. 1) Paul’s arrival in Jerusalem. -Students read on the passage and
2) Paul’s arrest. Acts 21:17-40 the teacher guides the class
discussion on the accusations
leveled against Paul.
5 PAUL’S TRIALS 1) Paul before the Jewish council. -Teacher leads Students to
2) The plot to kill Paul. Acts 22:30, discuss what happened at the
23:1-35. Jewish council.
-Students participate in the
discussion ask and answer
questions.
6 PAUL’S TRIALS 1) Paul before the Roman -Teacher guides Students to
Governors. discuss what happened at the
-Paul before Felix. Acts 24:1-27 Paul’s trial before Felix.
137
-Moral lessons. -Students identify lessons they
learnt from Paul’s trial before
Felix
7 PAULS TRIALS 1) Paul before Festus. Act 25:1-21 -Students read the Bible passage
while teacher leads class
2) Moral lessons discussion on the trials of Paul
before Festus.
-Teacher guides Students to give
lessons from Paul’s trial before
Festus
8 PAULS TRIALS 1) Paul’s trials before Agrippa. Act -Teacher read the Bible passage
25:13-25 while the teacher leads discussion
on Paul’s trial before king
2)Moral lesson Agrippa.
-Students mention the lessons
learnt from the trial of Paul
before king Agrippa.
9 PAUL’S TRIALS 1) The cause of division among the -Teacher leads class discussion
members of the council. on what caused division among
2) Reasons why Paul appealed to the members of the council.
Caesar Augustus. -Teacher guides the discussion on
why Paul appealed to Caesar.
10 PAUL’S TRIALS 1)Paul’s case revealed the weakness -Teacher leads Students in
of those in authority discussing how Paul’s case
2) The great commission. Matt revealed the weakness of those in
28:19-20, Mark 16:15-16. authority.
-Students recites the great
commission.
11 THE GROWTH OF 1) The Beginning of the growth of -Teacher leads Students in
THE CHURCH the Church. Acts 2:1-47 discussing the great beginning of
2) Marks of growth in the church. the growth of the Church.
(organizing crusades, Revivals,
Crusades, Vigils, Prayer meetings
etc) -Guides the discussion on factors
responsible for the growth of the
churches.
12 THE GROWTH OF 1) Activities carried out during -State activities carried out during
THE CHURCH evangelism. evangelism
2)Some prominent church leader in
Nigeria
13 REVISION
14 EXAMINATION
138
SECOND TERM
JSS THREE
WEEKS TOPIC CONTENT TEACHER/STUDENTS

ACTIVITIES
1 UNITY AMONG 1) Christian organizations in -Teacher guides Student to
CHRISTIANS Nigeria (Christian Association of identify the Christian
Nigeria etc.) organizations in Nigeria.
2) Aims and objectives of

Christians Association of Nigeria.
2 UNITY AMONG 1)Nigeria fellowship of -Teacher leads Students in
CHRISTIANS evangelical Students (NIFES) discussing the activities of
-Aims Nigeria Fellowship of
-Origin Evangelical Students (NIFES).
3 UNITY AMONG 1) Nigerian Association of Biblical -Teacher guides the Students
CHRISTIANS Studies (NABIS). in discussing the origin and
-Origin aims of Nigerian Association
-Aims of Biblical Studies.
4 UNITY AMONG Definition of interdenomination -Teacher guides Students in
CHRISTIANS and their activities discussing the meaning of
interdenomination.
-The activities of
interdenomination.
5 UNITY AMONG 1) Christians giving. Phil.4:14-20, -Teacher guides Students in
CHRISTIANS 2Cor.8:3-5, 9;6-15. discussing Paul’s teaching on
2) Reasons for Christians giving. Christian giving.
-Students explain the reasons
for Christian giving.
6 UNITY AMONG 1) Teaching that will foster unity. -Students define faith and
CHRISTIANS -Faith and works. James 2:14-18 works.
2)Moral lesson -Teacher guides Students in
discussing James teaching on
faith and works
7 UNITY AMONG 1) Paul’s teaching on Humility. -Students give the meaning of
CHRISTIANS Phil. 2:3-11, Peter. 5:5-11 humility.
-Students read the Bible
20Moral lesson. passage and the teacher guides
Students in discussing the
teaching of Paul on humility.
8 UNITY AMONG 1) Impartiality. James 2:1-13 -Students define impartiality.
CHRISTIANS -Teacher leads discussion on
-Moral lesson the teaching of James
. concerning impartiality
9 UNITY AMONG 1)Forgiveness -Students explain the meaning
139
CHRISTIANS of forgiveness.
-Paul’s teaching on forgiveness. -Teacher guides the discussion
Gal. 6:1-2 on Paul’s teaching on
forgiveness.
UNITY AMONG 1) Reasons why we should forgive - Students discuss why we

CHRISTIANS (For peace of mind, to be healthy, should forgive others with the
to ease pain etc.) teacher’s guidance.
10 CHRISTIAN LIVING IN 1) Christians living in non -Teacher guides discussion on

THE COMMUNITY Christian’s community. Matt. Christians as salt of the earth
5:13-16 and light of the world.
2) Christian attitude to -Teacher leads Students to
persecution. 1Peter 3:13-17, James describe Christian’s attitude to
1:12-15, 1Peter 1:6-9 persecution.
11 REVISION
12 EXAMINATION
140
THIRD TERM
JSS THREE
WEEK TOPIC CONTENT TEACHER/STUDENTS

ACTIVITIES
1 PEACEFUL CO- 1) Explanation of peaceful co- -Teacher guides the
EXISTENCE existence i.e. Living in peace with Students in discussing
others. peaceful co-existence.
2)Reasons for people’s desire for
peaceful co-existence
2 INSTANCES IN THE 1) Abram and lot separate. Gen.13:1- -Teacher explains why
BIBLE OF PEOPLE 8. Esau and Jacob desire
DESIRING PEACEFUL a) Significance of the story. peaceful co-existence.
CO-EXISTENCE 2) Jacob flees from Laban. Gen. 31:1-
11
b) Significance of the story. -Teacher guides Students in
discussing the need for
peaceful co-existence
between Abraham and Lot.
3 INSTANCES OF PEOPLE 1) Isaac and Abimelech. Gen.26:2-29 -Teacher narrates the story
DESIRING PEACEFUL 2) Significance of the story. of Isaac and Abimelech and
CO-EXISTENCE why they desire peaceful
co-existence.
4 INSTANCES OF PEOPLE 1) Philemon and Onesimus. Phil.1 :1- -Students read the Bible
DESIRING PEACEFUL 30 passage while the teacher
CO-EXISTENCE 2) Moral lesson. leads the discussion on how
Philemon and Onesimus
desired peace co-existence.
5 HOW WE CAN SHOW 1) Call for dialogue -Teacher asks Students how
PEACEFUL CO- -Tolerance they can show peaceful co-
EXISTENCE -Forgiveness existence.
-Call for reconciliation or settlement
of disputes. Etc. -Students respond to the
2) Call for reconciliation or settlement questions.
of dispute.
6 ORIGIN OF 1) The birth of Ishmael. Gen 16:15- -Teacher explains the
CHRISTIANITY AND 16. explanation on the origin of
ISLAM FROM 2) The birth of Isaac. Gen. 21;1-3 Christianity and Islam as
ABRAHAM AS ONE being of one father
FATHER (Abraham.)
7 REVISION
8 BECE.
141
SOCIAL STUDIES
JSS3 1ST TERM.

WEEK TOPIC CONTENT TEACHER’S STUDENTS’
ACTIVITIES ACTIVITIES
1 Meaning of social Meaning of social Leads the students Listen and
studies content: studies content. find out the respond to
Components of Components of social meaning of social questions in
social studies. studies such as facts, studies content. class.
concepts, Leads the students Participate in
generalization, skills, to identify identifying the
values, attitudes components of components of
relevant for learners social studies social studies
and the society. content. content.
2 Roles of extended Meaning of extended Uses the family Interpret the
family members in family. Members of tree to explain the family tree.
child development: extended family- concept of
meaning and grand-parents, uncles, extended family.
members of aunts, cousins,
extended family. nephews, nieces etc.
3 Roles of extended Extended family Guides a question Provide answers
family members in members act as and answer session to questions
child development: agents of on the roles of asked by
roles of extended socialization, share extended family teacher.
family members in folk stories, learn members on the
child development. how to relate to child development.
younger family
members and peers,
support family
members in times of
need.
4 Human trafficking: Human trafficking is Uses debate and Participate in
meaning and the recruitment, brainstorming the discussion
factors of human transporting and session to elicit and debate.
trafficking. transferring persons responses from
across borders students. The
(national and meaning of human
international) with trafficking and
the intention to factors responsible
deceive and exploit for children and
them. women trafficking.
Factors: false hope of
continuing education
or working abroad,
poverty.
142
5 Human trafficking: Increasing demand Explains the factors Students
factors of human for dollar sex using the debate participate
trafficking. entertainment and brainstorming actively in the
industry. session. discussion.
6 Human trafficking: Loss of human Invites a guest Listen to the
consequences of resources, life of speaker to give a guest speaker.
human trafficking. crime, addiction and talk on human
sexual violence, trafficking
weakness of family consequences.
love and influence.
7 Human trafficking: Creating awareness Explains the Participate
prevention of campaign, education, preventive actively in the
human trafficking. advocacy, legislation measures of human discussion.
etc. trafficking.
8 Harmful traditional Practices that brings Guides students to Participate in
practices: meaning physical, mental, explain harmful the learning
of harmful social and health traditional activities.
traditional dangers, and damage practices.
practices. to people.
9 Harmful traditional Female circumcision, Leads students to Participate in
practices: examples early marriage, use of mention the the class
of harmful children for begging, examples of discussion of
traditional etc. harmful traditional examples of
practices. practices. harmful
traditional
practices.
10 Harmful traditional Early marriage, Leads students to Participate in
practices: examples maltreatment of mention more of the discussion
of harmful widows, superstitious the examples of of Harmful
traditional beliefs, taboos, Harmful traditional traditional
practices. women as articles of practices. practices.
inheritance, gender
inequality.
11 Harmful traditional Problem at child Guides the students Participate in
practices: birth, exploitation of to discuss the the discussion.
consequences of children, social, consequences of
Harmful traditional economic and Harmful traditional
practices. psychological practices.
consequences.
12 Harmful traditional Public enlightenment, Invites a guest Listen to the
practices: advocacy, education, speaker to speak on guest speaker.
preventive adequate legislation. the preventive
measures. measures.
13 Revision.
14 Examination.
143
SOCIAL STUDIES
JSS3 2ND TERM.

1 Controlling Definition of cultism. Guides students to Explain the
cultism in our explain the meaning meaning of
society: meaning of cultism and cultism and
and causes of discuss its causes. discuss its
cultism. causes.
2 Controlling Violence, criminal Invites a guest Listen to the
cultism in our tendency, moral speaker to discuss speaker on the
society: decadence, breakdown the consequences of consequences
consequences of of social values. cultism. of cultism.
cultism.
3 Controlling Public enlightenment, Explains the ways Listen to the
cultism in our adequate legislation, to curb cultism. explanation.
society: solution to life imprisonment,
cultism. death etc.
4 Preventing drug Meaning of drug Guides the students Participate in
trafficking: trafficking: The to explain the the discussion.
meaning and production, meaning of drug
reasons for distribution and sale of trafficking and its
trafficking in illegal drugs. Reasons causes.
drugs. for drug trafficking:
peer pressure,
influence, ignorance,
greed, get rich quick
syndrome.
5 Preventing drug Bad image for the Invites a guest Listen to the
trafficking: country, speaker to speak n guest speaker.
consequences for imprisonment, death the consequences of
drug trafficking. penalty, forfeiture of drug trafficking.
assets (local and
foreign) etc.
6 Preventing drug Education, poverty Organizes trip to Go on excusion.
trafficking: alleviation, adequate relevant agencies –
prevention of drug legislation, public NDLEA, EFCC,
trafficking. enlightenment, Police, DSS etc.
international
cooperation.
7 Common crimes Rape- imprisonment. Guides the students Participate in
and associated Drug trafficking- 10 to identify common class
punishments years imprisonment crimes and discussion.
Human trafficking- 10 associated
144
years imprisonment. punishments.
Food contamination- 5
years imprisonment.
Theft- imprisonment.
Murder- death
sentence etc.
8i Crimes and Definition of national Guides students Listen to
national security: security as the into the meaning of teacher’s
meaning of requirement to national security. explanations.
national security. maintain the survival
of the state through the
use of economic
power, diplomacy,
power projection, and
political power.
8ii Crimes and Terrorism, illegal Enumerates crimes Mention more
national security: bunkering, pipeline that affect national crimes that
crimes that affect vandalizing, drug security. affect national
national security. trafficking, arson, security.
importation of expired
foods and drugs etc.
9 Revision.
10 Examination.
145
SOCIAL STUDIES
JSS3 3RD TERM.

1 Promoting Definition of peace as Leads students Participate in
peaceful living in the absence of war and using guided the class
our society: social crises or questions to find discussion of
i) meaning of violence. Types of out the meaning of the meaning of
peace peace as positive and peace and its types. peace and its
ii) types of peace negative peace. types.
2 Promoting Progress and Leads students to Participate in
peaceful living in development, lack of debate on the the debate.
our society: violence and conflict, importance of
Importance of happiness and less living in peace with
peace. stress. one another.
3 Promoting Tolerance, social Leads the students Participate in
peaceful living in justice, and human to role play the the play.
our society: ways rights etc. importance of
of promoting peaceful living in
peace in our the society.
society.
4 Social conflict: Definition of conflict Leads the students Engage in the
meaning and types as interpersonal to dramatize drama.
of conflict. misunderstanding. conflict and then
Stating the types of explains the types
conflict as violent and of conflicts.
non-violent conflict.
5 Social conflict: Lists the various Guides the students Participate on
examples of examples of conflicts to identify discussions and
conflict. such as intra-ethnic examples of stimulations on
conflicts e.g. Aguleri conflicts using conflict.
and Umuneri, stimulus.
Tiv/Jukun and inter-
ethnic conflicts e.g.
Urhobo and Itsekiri,
Kataf and Hausa.
6 Social conflict: Denial of basic rights, Leads students to Participate in
causes of conflict. deprivation or identify the major the activities.
frustration, causes of conflicts.
misinformation,
imposition of elders
etc.
146
7 Social conflict: Destruction of lives Leads the students Active
consequences of and properties, retards to identify the participation in
conflict. development, waste of consequences of the discussion.
resources, generation conflicts.
of tension and mistrust
between the
contenders.
8 Managing and Dialogue, negotiation Paints a picture of Engage in the
resolving conflicts: and third-party conflict resolution. discussion.
conflict resolution intervention.
method.
9 Managing and Mutual understanding, Leads the students Participate in
resolving conflict: respect for the rule of into understanding the discussion.
attribute required law. the need for
for conflict allowing conflict to
resolution. be resolved.
10 Managing and Tolerance in the face Explains the Listen for
resolving conflict: of provocation, self- meaning of proper
attributes required control, respect for tolerance, self- understanding.
for managing opposition view, control and respect
conflict. organize guest lecture for opposition view.
on conflict.
11 Revision.
12 Examination.
147
CIVIC EDUCATION
JSS3 1ST TERM.

1 The Meaning- a body of Explain the concept Listen to the
Constitution: agreed rules and of the constitution. explanation on
meaning of principles stating how the meaning of
constitution. powers of governing a constitution.
country are given and
how these powers are to
be exercised.
2 The constitution: Clifford’s constitution of Guides students to Identify the
colonial Nigeria 1922 and Richard’s identify the promulgators
constitution: constitution on 1946. promulgators of of Clifford and
Clifford and Clifford and Richard’s
Richard’s Richard’s constitution.
constitution. constitution.
3 The constitution: Macpherson constitution Leads students to Participate in
MacPherson and of 1951 and Lyttleton identify the the class
Lyttleton constitution of 1954. promulgators of discussion.
constitutions. Macpherson and
Lyttleton
constitutions.
4 The constitution: Independence Leads students to Read about the
independent constitution of 1960. read about independence
constitution. independence constitution.
constitution.
5 The constitution: Features of colonial Guides students to Listen and
features of constitution. explain the features take notes on
colonial of colonial the features of
constitution. constitution. colonial
constitutions.
6 The constitution: Republican constitution Guides students to Participate in
post 1960 of 1963. explain the the class
constitution. republican discussion.
constitution.
7 The constitution: 1979 presidential Leads students to Participate in
presidential constitution. explain the 1979 the class
constitution of constitution. lesson.
1979.
8 The constitution: 1989 presidential Guides the students Participate in
1989 constitution. to explain the 1989 the class
presidential presidential discussion.
constitution. constitution.
148
9 The constitution: 1999 presidential Leads the students Participate in
1999 constitution. to explain the 1999 the class
presidential presidential discussion and
constitution. constitution. ask question.
10 The constitution: Describing features of Invites a guest Listen to the
features of post post 1960 constitutions. speaker to talk on speaker, ask
1960 the features of post questions and
constitutions. 1960 constitutions. take note.
11 Supremacy of Meaning of the Guides the students Participate in
the constitution: supremacy of the to explain the the class
meaning of the constitutions. supremacy of the discussion.
supremacy of the Only one constitution for constitution.
constitution. the country.
12 Supremacy of Provisions of the Guides students to Perform the
the constitution: constitution apply to all identify from the task, ask
the provisions states and individuals. constitution the questions and
apply to all relevant chapters take note
states and that deals with
individuals. supremacy of the
constitution.
13 Revision.
14 Examination.
149
CIVIC EDUCATION
JSS3 2ND TERM.

1 National value: Meaning of right attitude Leads discussion on Participate in
right attitude to to work: positive ways a the meaning of right discussion and
work. worker carries out his or attitude to work. debate.
her work with the aim of
helping oneself and
mankind.
2 National value: Attributes of right Uses tales to explain Listen and
right attitude to attitude to work: honesty, the attributes of make
work. discipline, integrity, right attitude to contributions.
diligence, commitment, work.
punctuality, regularity,
consistency and
transparency etc.
3 National value: Importance of right Uses stories to Listen to the
right attitude to attitude to work: higher explain the stories and
work. productivity, efficiency, importance of right answer the
progress, recognition, attitude to work. likely
improved national image questions.
etc.
4 National value: Consequences of not Guides the students Participate in
right attitude to having the right attitude to list the the discussion.
work. to work: declining consequences of not
productivity, lack of having the right
motivation, indiscipline, attitude to work.
national disasters-
air/sea/road etc.
5 Negative Meaning of negative Leads students to Participate in
behavior: behaviors: they are non- explain negative class
meaning of desirable attitudes behavior. discussion.
negative lacking in helpful
behaviors. qualities or
characteristics which
members exhibit which
adds nothing to the
growth of the society.
6 Negative Types of negative Guides the students Participate in
behavior: types behaviors: stealing, lies, to list the types of listing the
of negative cheating, fighting, negative behaviors. types of
behaviors. truancy, hatred, bribery, negative
human trafficking, drug behaviors.
trafficking, cultism,
150
examination malpractice,
fornication etc.
7 Negative Effects of negative Asks students to list List the effect
behavior: effects behavior on the society: the effects of of negative
of negative high crime rate, negative behaviors. behaviors.
behavior on the inefficiency, value
society. disorientation, high rate
of mental disorder, lack
of respect for elders.
8 Negative Promoting positive Uses guided Participate in
behavior: behavioral changes: mass questions to list the class
promoting election on the ways of promoting discussion,
positive consequences of negative positive behavioral questions and
behavioral behavior, incentives or changes in the answer
changes. rewards for people who society. sections.
behave well, offenders
should be punished and
exposed for public
ridicule etc.
9 Elections and Meaning of elections: a Guides the students Participates in
electoral bodies means of choosing or to explain the the discussion.
in Nigeria: electing representatives meaning and
meaning of to full political position importance of
elections, or offices election.
importance of Importance of elections:
elections. it gives the people free
choice of electing leaders
in the society, easier way
to change bad
government; it promotes
competition among the
political parties and
candidates etc.
10i Elections and Identify the electoral Asks the students to Give the full
electoral bodies bodies- INEC and SIEC. find out the full meaning of the
in Nigeria. Need for free and fair meaning of the acronyms.
election. acronyms- INEC
and SIEC.
ii Electoral Electoral malpractices Guides them to Participate in
malpractices and and their preventions. explain electoral class
prevention. malpractices and discussion.
their preventive
measures.
11 Revision.
12 Examination.
151
CIVIC EDUCATION
JSS3 3RD TERM.
1 Democratic Meaning of voting- a Leads discussion on Participate in
process: voting. fundamental human right the meaning of the class
of an individual that is voting. discussion.
eligible to choose a
candidate of a
recognized political
party.
2 Democratic Voters’ registration: this Uses a voter’s card Participate in
process: voters’ demands that the details to explain the the discussion.
registration. of the voter should be in voters’ registration.
the voters’ register
beginning with the
surname of the voter.
3 Democratic Importance of voting: It Guides the students Participate in
process: allows the masses to explain the the
importance of participate in the importance of explanation.
voting. political activities, it elections.
gives the electorate
quality of votes, it also
makes the public to
know the eligible
candidates in the society
etc.
4 Democratic The process of voting: Uses pictures or Watches the
process: the displaying of election video clips of pictures or
process of materials by INEC, previous elections to clips.
voting. cross-checking of voters’ explain the process
register by INEC, of voting.
issuance of voters’ card
to eligible voters etc.
5 Revision.
6 Revision.
7 Examination.
152
SECURITY EDUCATION
JSS THREE
FIRST TERM
WEEK TOPICS CONTENT TEACHER’S STUDENTS’

1 Common crimes Meaning and Guides students Participate in the
and associated punishments for Rape into the meaning discussion on the
punishments. Meaning of murder. and punishment of meaning and
Punishment for murder rape and murder. punishment of
murder.
2 Common crimes Meaning of Robbery Discusses the Listen and
and associated Punishments for terms; robbery, participate in
punishments Robbery. kidnapping and class discussion.
Meaning of vandalization to
Kidnapping. the students.
Punishment for
Kidnapping.
Meaning of
Vandalization.
Punishment for
Vandalization.
3 Common crimes Meaning of Arson. Explains the Listen attentively
and associated Punishments for arson. meaning and to the teacher.
punishments Meaning of stealing punishments of
Meaning of fraud. arson, stealing and
Punishment for Fraud. fraud.
4 Common crimes Meaning of human Explains the State the meaning
and associated Trafficking. meaning of human of human and
punishments Punishments for human and drug drug trafficking.
trafficking. Meaning of trafficking.
drug trafficking.
Punishment for drug
trafficking.
5 Crimes and Meaning of crime and Guides students Define crime and
national security national security. into the meaning national security.
Consequences of crime of crime and Participate in
in Nigeria. national security. class discussion.
Discusses the
consequences of
crime in the
society.
6 Crimes and -Methods used in Discusses Listen and
national security preventing crime. different methods participate
-Elements of national used in preventing actively in the
153
security e.g. political crime. discussion.
security, societal Enumerates the
security, energy different elements
security etc. of national
security.
7 Crimes and Role of citizens in Guides students State the role of
national security maintaining national on the role of citizens in
security. citizens in maintaining
Crimes that affect maintaining national security.
national security. national security. Discuss the
Enumerates the different crimes
different crimes that affect
that affect national national security.
security.
8 Crimes and Meaning and effects of Discusses the State meaning of
national security vandalism and oil meaning and vandalism.
bunkering on national effects of Explain meaning
security. vandalism and oil and effect of oil
bunkering on bunkering on
national security. national security.
9 Crimes and Meaning and effects of Explains the Identify the
national security terrorism on national meaning and meaning of
security. effects of terrorism.
terrorism on the
society.
10 Crimes and Effects of arson on Discusses the Participate
national security national security. effects of Arson actively in class
on national discussion.
security.
11 Crimes and Effects of stealing on Discusses the Contribute to the
national security national security. effects of stealing discussion.
on national
security.
12 Crimes and kinds, and effects of Guides students to State the meaning
national security human trafficking on the kinds and of human
national security. effects of human trafficking and
trafficking. enumerate the
effects on
national security.
13 Revision.
14 Examination.
154
SECURITY EDUCATION
JSS THREE
SECOND TERM

1 Crimes and Effects of drug Discusses the State the effects
national security. trafficking on national effects of drug of drug
security e.g. bad image trafficking and trafficking and
to the country, shame corruption on corruption on
and disgrace to the national security. national security.
citizens etc.
The meaning of
corruption and effects
of corruption on
national security e.g. it
creates bad image
2 Crimes and Major problems of Enumerates the Contribute
national security national security. major problems of positively to the
national security discussion.
in Nigeria.
3 Crimes and Ways of avoiding Lists ways to State ways to
national security criminal behaviors in avoid criminal avoid criminal
the society. behaviors in the behaviors.
society.
4 First aid Meaning of first aid. Discusses Participate in the
First aid in traditional meaning of first discussion.
society. aid with the Discuss first aid
Scope of first aid. students. in traditional
Responsibilities of a Explains first aid society.
first aider. in traditional State the steps of
society. first aid.
Enumerates the Demonstration of
necessary steps of the
first aid. responsibilities of
Mention the the first aider.
responsibilities of
the first aider.
5 First aid How to act in an Guides the Demonstration on
emergency e.g. students on how how to act in an
stoppage of breathing, to act in an emergency.
keep the patient calm, emergency. Enumerate
give the patient Lists some materials that are
assurance of safety etc. materials that are found in the first
Materials inside a first found in the first aid box.
155
aid box. aid box.
6 First aid Meaning and first aid Guides the Demonstration on
treatment for bleeding. students on the the meaning and
Meaning and types of meaning and first first aid treatment
wounds. aid treatment for for bleeding.
bleeding. State the meaning
Explains the and types of
meaning and types wounds.
of wounds.
7 First aid Meaning, signs, Explains the Identify the
symptoms, and meaning, signs, meaning, signs,
treatment for fractures symptoms, and symptoms and
treatment for meaning of
fractures. fractures.
8 First aid Meaning, signs, Explains the State the
symptoms, and meaning, signs, meaning, signs,
treatment for fainting symptoms, and symptoms, and
and shock. treatment for treatment for
fainting and fainting and
shock. shock.
9 First aid Meaning of poison and Discusses the Contribute
ways in which poison meaning and ways positively to the
enters the body. in which poison class discussion.
Signs, symptoms, and enters the body.
treatment for poison. Lists the signs,
Meaning of burns and symptoms, and
scalds and their treatment for
treatment. poison.
Signs and symptoms of Explains the
burns and scalds. meaning, signs
and symptoms of
burns and scalds.
10 First aid Meaning, signs, Discusses the Contribute to the
symptoms, and meaning, signs, discussion.
treatment for nose symptoms, and
bleeding and bites. treatment for nose
bleeding and
bites.
11 Revision.
12 Examination.
156
SECURITY EDUCATION
JSS THREE
THIRD TERM

1 Diseases. Meaning and types of Discusses the Participate
diseases: meaning of actively in the
communicable diseases. discussion.
non-communicable Enumerates some State the types of
of the diseases.
communicable
diseases to the
students.
2 Diseases. Causes and prevention Explains the Identify the
of communicable causes and causes of
diseases. prevention of communicable
communicable diseases.
diseases. State the types of
diseases.
3 Diseases. Meaning and control of Defines typhoid. State the meaning
typhoid fever. Enumerates the and control of
control of typhoid typhoid fever.
fever.
4 Diseases. Meaning and Define cholera. State the meaning
prevention of cholera. Guides the of cholera.
students on how Demonstrate how
to prevent cholera.
to prevent
cholera.
5 Diseases. Meaning types and Enumerates the State the meaning
prevention of meaning and types and types of
dysentery. of dysentery. dysentery.
Guides the Demonstrate the
students on the control of
control of amoebic
amoebic dysentery.
dysentery.
6 Diseases. Meaning and groups of Discusses the Listen attentively
non-communicable meaning and and contribute
diseases. various groups of positively to the
non- discussion.
communicable
diseases e.g.
environmental,
metabolic, cancer
157
inherited diseases
etc.
7 Diseases. Some diseases Guides the Participate
associated with students to explain actively and
nutrition. some diseases contribute to the
associated with discussion.
nutrition.
8 Fake and Meaning of adulterated Explains the Contribute
adulterated foods foods and goods e.g. meaning of positively to the
and goods. medicinal drugs, adulterated foods discussion.
processed foods, films, and goods to the
electronics etc. students.
9 Fake and Reasons why people Discusses the Listen attentively
adulterated foods produce and distribute reasons why and contribute to
and goods. fake and adulterated people produce the discussion.
goods e.g. greed, and distribute fake
selfishness, lack of and adulterated
morals, lack of goods with the
patriotism etc. students.
10 Fake and How to stop the sales Enumerates the Participate
adulterated foods of fake and adulterated possible ways the actively in the
and goods. goods e.g. through fake and discussion.
honesty, showing love adulterated goods
to one another, respect can be stopped.
for authority etc.
11 Fake and Agencies that tackle Guides the List the agencies
adulterated foods the problems of fake students to discuss that tackle the
and goods. and adulterated goods the various problems of fake
e.g. NAFDAC, SON, agencies that and adulterated
NDLEA. tackle the goods in the
problems of fake society.
and adulterated
goods.
12 Revision.
13 Examination.
158
History:
JSS 3 First Term Scheme of Work
WK TOPIC CONTENT TEACHER ACTIVITIES LEARNERS
S ACTIVITIES
1 Origin and Origin and nature of Explains the origin of Listen to the
organization Trans Saharan trade Trans Saharan Trade teacher’s
of Trans explanation and
Sahara Trade. take notes.
2 Origin and Commodities traded Describes the nature of Take notes of the
organization during Trans Trans Saharan Trade: key feature of Trans
of Trans Saharan Trade Gold, Salt, Horses, Sahara Trade.
Sahara Trade Ostrich feathers etc.
3 Origin and Trade routes during Shows Students Trans Participate actively
organization Trans Saharan Saharan routes using in locating Trans
of Trans routes the map of Africa Saharan route on
Sahara Trade Borno Tripoli route the map of Africa
KanemBorno –
Sudan route Keno
Fezzan
4 Origin and Effects of Trans – Guides students to Identify the various
organization Saharan routes: identify the various commodities traded
of Trans Introduction of commodities traded in Trans – Saharan
Sahara Trade Slave. during Trans Saharan Trade.
Trade.
5 Origin and Introduction of Discusses the effects of Contribute to class
organization international trade Trans Saharan Trade. discussion about the
of Trans using camels. effects of the Trans –
Sahara Trade Saharan Trade.
6 Origin and Introduction of Ask students to make a Make a poster
organization Islam and Arabic poster of Trans showing Trans
of Trans language Saharan Trade routes. Saharan routes.
Sahara Trade
7 Early Nature of early Explain the nature of Listen to the
European European contacts the early European teacher’s
contacts with with Nigeria contact with Nigeria explanation and
Nigeria make notes.
8 Early Early Europeans Discusses the various Participate in class
European that came to Nigeria activities of the various discussions and ask
contacts with e.g. (Mungo park early Europeans that questions
Nigeria etc.) came to Nigeria
159
9 Early European traders Ask students to Identify Christian
European and merchants e.g. identify the European missionaries and
contacts with Christian explorers traders and Europeans traders.
Nigeria missionaries and Christian missionaries
John Holt vent
10 Early Nature of Trans- Explain the nature of Write down notes

European Atlantic slave Trade Trans-Atlantic slave on Trans-Atlantic
contacts with trade from the Trade of Slave
Nigeria organization
11 Revision Revision Revision Revision
12 Examination Examination Examination Examination
160
History:
JSS 3 Second Term Scheme of Work
WKS TOPIC CONTENT TEACHER ACTIVITIES LEARNERS
ACTIVITIES
1 Early Abolition of slave Guides students to Listen and writes
European trade in Trans – discuss the abolition of notes on Trans –
contacts with Atlantic Trade slave Trade in Africa Atlantic slave Trade.
Nigeria
2 Early The legitimate Trade Guides students to Contribute to class
European (i.e the trade of palm discuss the features of discussions about the
contacts with oil) the legitimate Trade. features of the
Nigerian Legitimate Trade.
Territories
3 British British contacts with Explains the nature of Listen to the teachers’
colonization of Nigeria British contacts with explanation and take
Nigerian Nigeria Territories down notes.
Territories
4 British How the British Discusses the strategies Participate in class
colonization of conquered Nigerian used by the British to discussion about the
Nigerian Territory conquer Nigerian strategies used by
Territories Territories British.
5 British British system of Guides the students to Explain the concepts
colonization of colonization. Direct explain direct and of direct and indirect
161
Nigeria an and indirect rule. indirect rules used by rules
territories British to colonize
Nigeria
6 British The effects of direct Ask students to read Read textbooks about
colonization of and indirect rules to textbooks about the the British system of
Nigeria Nigeria Territories British system of colonization
Territories colonization at home
7 The evolution The Berlin Treaty: How Berlin Treaty Read textbooks about
of the Nigerian 1. Major reasons for awarded Nigerian the Berlin Treaty.
states the treaty Territories to Britain.
2. Major features of
the treaty
8 The Evolution The roles of the Royal Holds a class Listen carefully about
of the Nigerian Nigeria company in discussions about the the explanations and
states Nigerian Territories Berlin Treaty take notes.
9 The evolution Colonial conquest Explains the roles of the Listen carefully to the
of the Nigerian and Nigeria Royal Niger company in teachers explanations
state Territories the administration of and take notes
Nigerian Territories
10 The evolution Colonial Guides students to Participates in

of the Nigerian administration its discuss how Nigerian discussion about the
States effects to Nigerian states were administration in the
States administrated Nigerian states.
11 The evolution Divide and rules of Explains the Ask questions about
of the Nigerian the colonial sectionalism caused by the lesson.
state administration the colonial
administration.
162
History:
JSS 3 Third Term Scheme of Work
WKS TOPIC CONTENT TEACHER ACTIVITIES LEARNERS
ACTIVITIES
1 The Meaning of Guides the students to Contributes to class
amalgamation amalgamation discuss the meaning of discussions about
of Nigeria. amalgamation the meaning of
amalgamation.
2 The Reasons for the Uses posters of key Identify the key
amalgamation amalgamation of personalities involves personalities
163
of Nigeria Nigerian Territories in the amalgamation involves in the
amalgamation
3 The Process of the Guides students to Note the reasons for
amalgamation amalgamation of identify the process of the amalgamation of
of Nigeria Nigerian Territories the amalgamation of Nigerian Territories
Nigerian Territory.
4 The Key personalities Ask questions about Take note on the
amalgamation and their rules in the the lesson of the nature of the
of Nigeria amalgamation of amalgamation amalgamation and
Nigerian Territories answer questions.
5 The Meaning of the Explain the meaning of Pay attention to the
independence nationalism nationalism to students. teachers
movement explanations and
take notes.
6 The Factors that Guides a discussions Contributes to class
independence contributed to about the factors that discussions and ask
of Nigeria Nigerian contributed to question about
Nationalism Nationalism Nigeria Nationalism
7 The The nature of Explain the various Explain the various
independence Nigerian activities involved in activities involved in
movement Nationalism the struggled for the struggle for
independence. independence.
8 Peoples involved in Leads students to list List and explain the
the struggle for and explain the roles of roles of the key
independence various personalities personalities involve
involved in the in the struggle.
struggle.
9 The Attainment of Discusses the Participates in the
Independence Independence in attainment of discussion on the
movement. 1960 Independence in 1960 attainment of
with students Independence in
1960.
11 Examination Examination Examination
164
CULTURAL AND CREATIVE ARTS (CCA)
CULTURAL AND CREATIVE ARTS

JSS 3 FIRST TERM
165
1 Nigeria traditional art Teacher discusses types of Nigerian
1.Definiton of traditional art traditional art
2.Types of traditional art Students identify two traditional arts in their
i.nok community
ii.igbo-ukwu
iii.ife
Iv.Benin etc.
2 Identification of places of origin of each arts Teacher states the origin ,materials and
i. places of origin of Nigeria arts work methods of production and functions
ii. nok –kaduna Students discuss the functions of traditional
iii.ife –osun state arts work
iv.benin –edo stae etc. Learning resources-
2. functions of Nigerian traditional arts Photographs, pictures, calendar, charts etc.
3 Contemporary Nigeria art /artist Teacher explains the meaning of artist and
1.defintion of contemporary artist short life history with their contributions.
2. short life history and the contributions of Students participate in the discussion on
pioneer artsit eg contemporary artist.
i. anina onabolu Learning resources-
ii. akinola lasekan Books, art works photographs.
iii. madam lachi kwali
iv. bruce ona brekpeya etc.
4 Nigerian contemporary art work Teacher names works of some artists and
I .Prominent works of the artists and their the location of the their works
location Students discuss some prominent works of
i.caran (sango)ben enweonwu art and the location of such art work
ii. sculptural decoration (demas Learning resources –pictures calendar,
nwoko0national theatre Lagos journals ,magazines etc.
iii. etching-Bruce onabrekpeya delta state etc
2.income generation through contemporary
art
5 Motif Teacher explains the meaning of motif.

1.meaning of motif(a unit of a design) Teacher guides the students to list type of
2. types of motifs with examples- motif with example.
i. Plant motifs Students participate in discussion.
ii .Floral motif
iii. traditional motify
iv. geometrical motify
6 uses of motifs and its application Teacher demonstrates how to motify to

I .Uses motif design patterns.
decorate boarders Students use motify to design patterns
making of greeting card learning resources-carbon paper, colour,
166
iv. design a pattern drawing board etc
7 Display techniques Teacher demonstrates and illustrates

Definition of display. processes of farming, fixing, labeling and
2.various methods of preparing art work for mounting art works.
display Students make their own frames, labels,
I. Labeling fixing etc.
ii. Farming Learning resources-publications catalogues
iii. Fixing ,magazines frames etc
3.Display techniques
i. Categorizing
ii. Mounting boards etc
iii. Designing of space
8 Exhibition Teacher defines and list types of exhibition.

1. Meaning and definition of exhibition. Students participate in the exhibition of art
2.types of exhibition- works in the school.
i.solo Learning resources-exhibition board, space
ii. Juried , catalogues, magazines etc
iii. Commercial
iv. non commercial
v. group
9 Excursion Teacher arranges for the excursion to

Excursion to gallery and museum. gallery and museum by providing vehicle
and informing the gallery office before time
Students feel the art works and their names
in the gallery.
Differentiate and between works in gallery
and museum
Learning resources – gallery and museum.
10 Lettering Teacher defines lettering and types of

1.defintion of lettering lettering
2.types of letters e.g Students identify types of lettering.
i. constructed Learning resources-cardboard ,paper,
ii. Hand written pencil, poster, rulers etc
3.uses of lettering –e.g. Information
communication , education
11 Construction of letters Teacher guides the students to construct

1.construction of letters A-M the slogan ”good morning ma” and
2.construction of letters N-Z produces different slogans.
(both in lower and upper cases) Student observes the teacher constructs
letters.
Produces letters either in upper or lower
167
case
Learning resources-cutting knife ,razor
blade , cardboard paper, rulers, eraser etc
12 Qualities of good lettering Teacher lists the qualities of good

i. Qualities of good lettering lettering .giving examples of the qualities of
i. Simplicity good lettering.
ii. Legibility Students write sentences applying the
iii. Spacing qualities of good lettering.
Learning resources-
Cardboard paper , ruler, pencil, cutting
knife biro etc
.CULTURAL AND CREATIVE ARTS

JSS 3 SECOND TERM
1 Package design Teacher defines packages design and

1.meaning of packages design gives examples of the methods of package
2.mentioning the methods of packages design
designs Students list and discuss the functions of
3.functions of package design packages design.
Learning resources- cardboard paper,
poster colours, scissors, tape etc.
2 Construction of packages design Teacher guides Students To Design

1.construction of different packages Packages
2. Write captions on packages for Students produces a named package in
advertisement. group [participate in the production of
packages.
Learning resources- cardboard sheets,
poster colours, scissors knife, masking tape
etc.
3 Marketing of art work Teacher mentions ways in which art works
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1.wyas or outlets for marketing art work e.g can be sold.
shops, hotels, festivals, trade fairs gallery Students participate in mentioning avenues
for marketing art works.
Learning resources-hotels, festivals trade
fair, market, gallery.
4 Funding for art business Teacher discusses different sources of

1.sources of funding of art work business eg funding art work business.
relatives, individuals, corporate and Students take part in class discussion.
government organization Listen and ask questions on how to source
for funds.
Learning sources- artworks, banner ,
invitation card, resource person.
5 Introduction to embroidery Teacher mentions embroidery tools and

1.meaning and definition of embroidery materials lists 3 embroidery sources
2. embroidery materials and tools Students mention some embroidery tools
3. Sources of embroidery. and materials.
i. Nature Identify some sources of embroidery
ii. environment threads, fabrics, needles etc.
iii. flower
iv. magazines
v. gift wrappers etc.
6 Practical work on how to transfer design Teacher demonstrates how to transfer

to fabrics design using carbon paper, practice
1.methods of transferring embroidery embroidery stitches.
designs Students observe the teacher transfer
i. Use of carbon paper designs into fabrics using carbon paper,
ii. Pricking practice embroidery stitches.
iii. tailors tack Learning resources-different colours of
iv. Direct drawing embroidery threads, fabrics, needles .etc
7 Knitting Teacher explains the meaning of knitting.

1.meaning of knitting stitches Displays tools and materials and guides to
2.basic knitting stitches make the basic stitches
1.pull knit Students listen attentively and observe the
tools and materials for knitting
Learning resources-knitting pins, wools,
knitted garment like cardigan, socks, caps
etc
8 Practical work on knitting Teacher shows the students the way to
1.preparation of caps, cardigan socks, handle the knitting pin and wool and starts
showel, table cover etc a work with the students
Students practice knitting and display a
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finished knitting work
Learning resources-knitting pin wools of
different colours
9 Crocheting Teacher demonstrates how to make basic

1. Meaning of crocheting. crocheting stitches.
2. Materials and tools used in crocheting Student observes the teacher
3. Making of display of finished works. demonstrates with the materials and tools.
Practice making crocheting stitches.
Learning resources-crotchet pins, wools,
thread, and specimen of finished work.
10 Batik work Teacher explains and displays materials

1. Meaning of batik and tools for batik work. Mixes dye for the
2. Materials and tools used in batik work. students to observe.
3. Making a batik projects Students mix dye, dye fabric after
i. Techniques application of wax. Display finished work.
ii. Processes Learning resources-fabrics wax, dye stuff,
printing table etc.
11 Uses of music and impact of music Teacher explains uses of music during
1.mentioning of different uses of music different occasions mentioned lead the
2.impact of music to the society class to enumerate and discuss the impact
i. Help build relationships of music in the society.
ii. Help foster brother lines Students state 4 ways in impact in the
iii. Creates awareness in the mass media society
etc. Learning resources: musical instruments,
textbooks, musical CDS etc.
.CULTURAL AND CREATIVE ARTS

JSS 3 THIRD TERM
1 Creating music solfa notation values Teacher explains the values of musical
1.musical notes and their values notes. Translates staff to solfa.
i. semibreve or whole note Guides students to clap rhythm.
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ii. minim or quartes note Students bar a given solfa of Nigerian’s
iii. Crotchet or quarter note national anthem.
iv. quarer or eight note etc Learning resources- music manuscripts,
2. translating staff to solfa chalk board.
3. clap a rhythm
2 Drama and the development of rural Teacher explains what theatre enumerates
communities ways drama can assist the rural people
1.Drama and theatre for development Students participate in class discussion on
2. Drama rather than to wait for government how drama can help solve some
to do everything for them. community problems.
Act a drama on the issue.
Learning resources: pictures of some
communities with problems of bad roads,
lack of electricity etc.
3 Opportunities for career dramatists Teacher leads the class in a discussion of

1.career prospects for how their creative works impact the society
i. Play Wright. Gives names of notable Nigerians in each
ii. Actors category.
iii. Director Students participate in class discussion of
iv. Designers. some dramatists they know.
2. Their contributions to the society. Learning resources- pictorials, textbooks,
notes copying.
4 Process of choreography Teacher mentions and explains the process

1.processes involved in choreography of choreograph. Explains the uses of space
i. gathering of the movement. and gestures.
ii. putting and arranging the movements by Students participate in the class discussion
teaching the dancers. and perform the choreography dance,
Iv creating the final structure and polishing it Learning resources- musical instruments,
for performance CDS player, dance outfits or costumes.
5 Prospects of studying dance in Nigeria. Teacher states and explains to students the
i. Prospects of dance in Nigeria- lucrative nature of dance.
ii. Dance can be a good income earner for Students act: listen to teacher explanation,
the government and the performer. and write note.
iii. It can also bring in foreign exchange when Participate in the class discussion
used in tourism industry like carnivals’. Learning resources- textbook notebooks,
iv. dance as a cultural indicator and promoter chalkboard
6 Unity Teacher explains the meaning of unity and

1.meaning of unity lists different causes of disunity in the home
2. causes of disunity in the home , school school and society
and society Students discuss meaning of unity, mention
171
3. how to maintain unity some causes of disunity. Dramatize a play
i. Be tolerant on how to maintain unity.
ii. Be fair to all Learning resources- Nigerian flag, school
iii. Be sincere flags, football pictures
iv Be cautious
v. Respect other opinion
vi. Be accommodating
vi. Demonstration of acts of unity
7 Revision
8 BECE practical
9 BECE practical
10 BECE Examination
11 BECE Examination
BUSINESS STUDIES
JSS 3 FIRST TERM
WEEK TOPIC/CONTENTS ACTIVITIES

1 OFFICE PROCEDURE Teacher: Discuss on the meaning and
- Meaning importance of office procedure.
- Importance Students: Give examples of office
172
- Procedures for preparing bills procedure.
invoice and receipts Specimen: bills (e.g. PHCN, NITEL bills,
invoices, receipts
2 PROCEDURES FOR MAKING PAYMENT Teacher: Guide students to complete
- Cash specimen of bills, invoices, receipts,
- Bank transfer cheques, bank drafts and e-payment.
- Cheque Student: Practice preparation of vouchers,
- Bank draft pay roll and pay slip advice.
- E-payment Photographs and adding machine should be
- Imprest account used.
- Balance and restoration of imprest
- Store records
 Meaning of store
 Meaning of store records
3 OFFICE PROCEDURE Teacher: demonstrate on chalkboard

1. Procedure for store procurement preparation of store records, delivery notes
(use of store requisition) and store requisition
2. Importance of stock taking Students: Practice preparation of store
3. Delivery note, Gate pass records and completing a specimen delivery
note and gate pass.
A chart to be used.
4 OFFICE EQUIPMENT Teacher: Explain the meaning of office.
Office Equipment Students: Identify the different types of
- Meaning of office equipment
- Meaning of office equipment Specimen: A chart showing the photograph
- List of office equipment of office equipment like computer,
- Importance of office equipment. typewriter, filing cabinet, stapler, adding
machine, perforator, office pin etc.
5 OFFICE EQUIPMENT Teacher: Demonstrate the uses of office

Uses of Office Equipment equipment and guide the students on how to
- Use of computer use and take care of them.
- Use of duplicating machine Students: Practice how to use office
- Use of photocopying machine equipment and how to take care of them.
- Use of filing cabinet etc Specimen: The equipment should be
- Care of office equipment brought to the class for demonstration.
6 ADVERTISING Teacher: Explain the meaning, types and

Advertising functions of advertising.
- Meaning Students: Explain the meaning and list types
- Types of advertising.
- Functions Specimen: A chart should be used for
showing the picture
7 ADVERTISING MEDIA Teacher: outline the various advertising
Advertising Media media and display in class pictures,
173
- Radio newspaper and other advertising materials
- Television like radio or television.
- Newspaper Students: Develop advertising jingles for a
- Handbill common product.
- Magazines Specimen: Radio or Television should be
- Internet used for demonstration
- Billboards etc
8 TRANSPORTATION Teacher: Explain the meaning of

- Meaning of transportation transportation and state the 5 types of
- Importance of transportation in transportation we have. Discuss the
commerce advantages and disadvantages
- Types of transportation (road, rail, Students: Define transportation and list the
air, pipeline etc) types of transportation system we have.
- Advantages and disadvantages of Specimen: A chart should be used to show
each type of transportation. the different types of transportation.
9 COMMUNICATION Teacher: Discuss on the meaning of
- Meaning of communication communication and means of
- Means of communication communication and an internet.
 Post Students: Define communication and give
 Telephone examples of common means of
 World wide web communication.
 Courier services Specimen: A telephone set, GSM Handset,
computer set etc should be displayed.
10 COMMUNICATION (b) Teacher: Explain the role of communication

1. Importance of communication in in business and give examples of common
business. means of communication.
2. Services provided by Students: Discuss the importance of
communication agencies communication in business. Practice how to
- Postal and telegraphic service make calls.
- Telephone services Specimen: A chart showing the agencies.
- Internet
- Courier services
11 SETTING SIMPLE BUSINESS GOALS. Teacher: Explain the meaning of simple
Simple Business Goals. business goals and lead discussion on
- Meaning strength, weaknesses, opportunities and
- Strength threat to business an entrepreneur wants to
- Weaknesses pursue.
- Opportunities Specimen: A chart, posters and pictures to
- Threats be used.
12 SIMPLE SINGLE BUSINESS PLAN Teacher: Discuss on simple single business
Simple Single Business Plan plan and demonstrate to students
- Procedures for drawing up simple procedures for drawing up simple single
single business plan business plan.
Students: Participate in class discussion and
174
draw up simple single business plan.
Specimen: A chart or pictures should be
use.
13 REVISION
14 EXAMINATION
BUSINESS STUDIES
JSS 3 SECOND TERM

1 CONSUMER PROTECTION AND Teacher: Explain the meaning and needs of
AWARENESS consumer protection agencies and discuss
i. Meaning of consumer on the roles and responsibilities of each
ii. Need for consumer protection consumer protection Agency.
iii. Rights of the consumer Students: Discuss on the meaning and need
iv. Organs/agencies of consumer for consumer protection Agencies and visit
protection consumer protection agency nearby.
Specimen: flip charts and posters.
2 HOW TO MAKE COMPLAINTS Teacher: Explain the meaning of complaint
a. Meaning of complaint and discuss on the differences between
b. Justified complaint justified and unjustified consumer
c. Unjustified complaint complaints.
d. Steps in lodging complaints Students: Define a complaint and distinguish
e. Writing a complaint letter. between justified and unjustified.
Specimen: charts and cardboard sheet
should be used to sample a complaint letter
for redress.
3 PERSONAL FINANCE Teacher: Define personal finance and

i. Meaning of personal finance discuss the source of finance and items of
ii. Sources of finance for individual personal budget.
iii. Uses of personal budget Students: Define personal finance and list
iv. Scale of preference the sources of funds.
Specimen: cartons, posters, books,
calculator and chalkboard to be used.
4 TRIAL BALANCE Teacher: define trial balance and explain the
- Meaning of trial balance ruling and functions of trial balance.
- Ruling of trial balance Students: Discuss the trial balance and
- Functions of trial balance explain the ruling of trial balance.
- Opening of a ledger account Specimen: chalk board and ruler should be
- Entries into the ledger account. used for illustration
5 BALANCING THE LEDGER ACCOUNT Teacher: Explain the balance of the ledger
i. Extraction of balances into the account and list the items of balance sheet
175
trial balance from the trial balance and profit and loss
ii. Identify items of the balance items.
sheet from the trial balance Students: Discuss balancing the ledger
iii. Identification of profit and loss account and list the items of balance sheet
items from the trial balance and profit and loss account.
Specimen: Relevant textbooks or workbook
6 TRADING PROFIT AND LOSS ACCOUNT Teacher: Explain the purpose of preparing
i. Purpose of preparing trading trading Profit and Loss account with the
profit and loss account ruling of the trading profit and loss account.
ii. Ruling of trading profit and loss Students: Practice exercises in calculating
account the cost of goods sold, net sales and gross
iii. Determination of cost of goods profit.
sold Samples of practiced problems and
iv. Determination of gross profit exercises.
7 TRADING PROFIT AND LOSS ACCOUNT Teacher: Discuss the determination of net
i. Determination of net sales sale, net profit or loss
(where there is returns inwards) Students: Practice the exercises.
ii. Determination of net profit or Relevant textbook or workbook.
loss
iii. Rules for constructing profit and
loss account.
8 BALANCE SHEET Teacher: Explain the meaning of a balance

i. Meaning of balance sheet sheet, the uses of balance sheet and the
ii. Ruling of balance sheet items.
iii. Uses of the balance sheet Students: Define balance sheet and list the
iv. Classification of balance sheet contents of balance sheet.
items assets (fixed assets) Ruler, calculators, chalkboard and exercises
v. Classification of balance sheet should be used.
items (Fixed Assets)
9 CLASSIFICATION OF BALANCE SHEET Teacher: Identify the items in the balance
ITEMS from trial Balance.
i. Capital Exercises should be taken.
ii. Current liabilities
iii. Preparation of a simple balance
sheet.
iv. Asset
10 BOOK KEEPING ETHICS Teacher: Explain and give examples of:
i. Transparency – meaning Accountability, Transparency and Probity
ii. Accountability – meaning (TAP) and guide the students to determine
iii. Probity – meaning the need for TAP.
iv. Need for transparency, Students: Participate in the discussion on
Accountability and probity (TAP) the meaning of TAP and explain TAP
11 REVISION
176
12 EXAMINATION
BUSINESS STUDIES
JSS 3 THIRD TERM

1 KEYBOARDING Teacher: Explain keyboarding and page size
i. Page sizes with the number of spaces available on each
ii. Uses of each type types.
iii. Number of spaces available on Students: Identify the page and the size.
each type Typewriter or computer is used to display
iv. Display this in the class
v. Methods of display
vi. Horizontal
vii. Vertical
viii. How to create tables from Insert
2 TYPES OF DISPLAY HEADING Teacher: Explain this heading one after the
a. Main heading other main, sub and shoulder heading.
b. Sub heading Students: List and explain the types of
c. Shoulder heading heading we have.
d. Side heading A chalkboard should be used and shown.
3 MANUSCRIPT Teacher: Explain the meaning of manuscript

i. Meaning of manuscript and printer correction signs.
ii. Longhand manuscript Students: Discuss the meaning of
iii. Abbreviations on manuscript manuscript, abbreviation and correction of
iv. Standard printer signs.
v. Printer’s correction signs. A manuscript should be used for show.
4 ERASING TECHNIQUES Teacher: Explain the meaning of erasing,
a. Erasing techniques methods, instrument for erasing.
i. Methods of erasing Students: Discuss the meaning of erasing
ii. Instruments for erasing and demonstrate it.
b. Erasing techniques A printed paper and carbon copy to be used.
c. Demonstrate erasing on
i. Top copy
ii. Carbon copy
iii. Copies
5 CORRECT KEYBOARDING Teacher: Show the position of the four rows

TECHNIQUES on the keyboard and demonstrate correct
The keyboard rows finger position on the keyboard.
177
i. Top Students: Point out the position of the four
ii. Upper rows on the keyboard.
iii. Home Computer or typewriter is used.
iv. bottom
Divisions of the keyboard
i. Left hand side
ii. Right hand side
6 ALPHANUMERIC KEYS Teacher: Show the alphanumeric keys or

i. Alpha numeric keys symbols and demonstrate correct finger
ii. Identification placement and alphanumeric keys or
iii. Soft touch manipulation symbols.
iv. Correct finger placement on the Students: Observe the alphanumeric keys or
basic service keys on the symbols and practice correct finger
Computer keyboard placement on the basic services key
specimen: Computer, keyboard charts to be
used.
FRENCH LANGUAGE (FL)
FRENCH LANGUAGE
JSS 3 1st TERM
WEE TOPIC/ CONTENT ACTIVITIES

K
178
1 Contrôle continu
2 Parler de profession variée Le professeur à l’aide de dessins

Maîtrise de langue: les mots présente les métiers.
suivants : le plomber, l’ingénier, Les apprenant écoutent et répètent. Ils
l’enseignant, le médecin, font des phrases identiques.
l’infirmier(e), le pilote, le mécanicien, Resource pédagogique
le chauffeur, l’avocat, le journaliste Les divers équipements associés aux
Gramm. : le verbe être + profession. métiers présentes : photo, image,
Expression orale : les apprenants videos, etc.
répètent font des phrases avec être
exemple.
Il est enseignant etc. masculine et
féminine
Expression écrite : ils associent les
métiers aux équipements.
3 Parler de ce qui se passe dans les L’enseignant à l’aide de dessins

professions. présente les métiers et dit ce que font
Maîtrise de la langue les spécialiste de ce métier.
Les métiers et leur fonction exemple : Les apprenant écoutent et répètent. Ils
font des phrases identiques
L’infirmier(e) soigniez les malades à Resource pédagogique
l’hôpital : photo, image, videos etc.
Expression orale : ils parlent les
professions et leur fonction dans la
société.
Expression écrite : Ecrivez une
rédaction sur la profession vous
aimez le plus.
4 Décrire les qualités admirables. l’enseignants demande aux élèves

Maîtrise de la langue (vocabulaire et décrire leurs camarade et de dire ce
expression) les caractéristiques qu’ils admirent chez eux.
admirables, charmant, chaleureux, Ils participent activement ils doivent
sympathique, formidable, mignon(ne) parler et écrire des qualités de leurs
fantastique, adorable, honnête, camarades et leurs parents.
magnifique. Resource pédagogique
Les verbes ‘aimer’, j’aime, il aime, Jeux de rôle, mime, videos, images
Adorer, j’adore, il adore.
Expression orale : parlée des qualités
de vos camarades et vos parents.
Expression écrite : écrivez une
rédaction sur les qualités de votre
amis le plus aime(e)
179
5 Contrôle continu L’enseignant donne des exercices
Parlers des défiants des gens description simple
2ème éprouve Le professeur demande aux élèves de
Maîtrise de la langue décrire leurs camarades et de dire ce
vocabulaire/expression qu’ils déteste chez eux.
caractéristique détestables : Les apprenants écrivent une rédaction
ennuyeux(se), maladroit(e) , sur ma mère.
malhonnête, antipathique, triste, Les élèves doivent parler des défiants
méchant(e). verbe : détester, je détestables de leurs camarades et de
déteste, il déteste. leurs parents.
Expression orale : parlez ce que vous
détestez cher vos camarade et
parents.
Expression écrite. Une composition
sur les défiants de notre camarade et
votre parent.
6 Parler des gens que l’on admire L’enseignants présente les photos des
beaucoup personnalité célèbres et attire leurs
Maîtrise de la langue. attentions sur les qualités qu’ils
Vocabulaire/expression liés aux admirent.
qualités que l’on admire : bon(ne), Par groupe et individuellement les
gentil(le), honnête, prudent, apprenants font une rédaction de
intelligente(e) etc. quelques mots sur les personnalités
Les verbes : aimer et admirer qu’ils admirent.
Expression orale : décrivez les Resource pédagogique
personnes célèbres que vous Les photos de personnes célèbres dans
admirez la société
Expression écrite : écrivez une
rédaction sur un personnalité que
vous admirez.
7 Nommer les malades. L’enseignant fait la démonstration des

Maîtrise de la langue : vocabulaire et douleurs associées à certaines
expression les malades courantes : maladies. Il nomme les maladies.
le paludisme, la fièvre jaune, la Chaque apprenant observe et font des
dysenterie, le cholera, la grippe etc. démonstrations pareilles ils nomment
Les parties du corps avoir/ ma/ au/ à les maladies ensuite.
la/aux Resource pédagogique
Expression orale : nommez les Un dessin montrant les parties du
maladies et des douleurs associées corps, des photos pertinentes
Expression écrite : décrivez une
maladie courante
8 Discuter les causes L’enseignant explique aux élèves les

Contrôle continu causes des maladies diverses. Il
180
Maîtrise de la langue. Expression les demande leurs idées sur le sujet
causes : les moustiques (paludisme), discuté : qu’est-ce qu’il faut faire pour
l’eau sale, (cholera) nourriture gâtée éviter une maladie donné?
(diarrhée et dysenterie), froid (grippe) Les apprenants donnent leurs idées par
trop de travail (fatigue) absence rapport à leurs expériences dans la vie.
général d’hygiène (phisieurs Par groupes, ils parlent des maladies et
maladies) de leurs causes.
Expression orale : dites les causes Resource pédagogique
de certaines maladies courantes Photos des situations de maladie
Expression écrite : écrivez ce qu’il variées expériences personnelles, des
faut faire pour éviter une maladie apprenants.
donne (exemple paludisme).
3ème Épreuve.
9 Parler des populations affectées. L’enseignant fait un tableau des

Maîtrise de la langue. Mots et groupes sociaux qui pourraient être
expression. Utilisés : les enfants, les victimes de certaines maladies et dit
jeunes, les femmes, les hommes, lesquelles.
adultes, les ruraux, les pauvres, tout Avec les mots clés.
le monde. Resource pédagogique
Expression orale : parlez des groups Dessins et document variés.
d’âges affectes par certaines
maladies.
Expression écrite suivez le modèle
donné est fantes des phrases avec
les mots clés.
10 Dire l’importance de l’hygiène. L’enseignant présente les avantages de

Maîtrise de la langue. Mots et l’hygiène et de comment assurer
expressions utiles éviter les l’hygiène dans la maison.
maladies, balayer, sale, pollution, Par groupes les apprenants disent ce
bonne santé, longue vie, faire des qu’il faut faire pour assurer l’hygiène de
économies, développement rapide. l’école, de la nourriture, des dents, des
Protéger la famille, laver les aliments, mains, des vêtements et de l’ensemble
faire cuire la nourriture. du corps.
Expression orale : dires la Resource pédagogique
importance d’hygiène. Authentique photos illustratives.
Expression écrite : comment
assurez-vous l’hygiène dans la
maison.
11 Révision Révision
12 Examen Examen
FRENCH LANGUAGE
181
JSS 3 2nd TERM

K
1 Contrôle continu
2 1ère Épreuve La profession explique que chaque maladie

Parle des professionnels de la a des spécialistes qui s’en occupent. Quand
Maîtrise de la langue. on est maladie, il faut se rendre chez ces
Vocabulaire et expression, les spécialistes.
professionnels de la santé: le Les apprenants par groupes font les
dentiste, le médecin généraliste, mimiques des maladies et se rendent chez
le chirurgien, le spécialiste, le les professionnels dans une situation de jeu
psychiatre, l’infirmier(ère) etc. de rôle.
Quand on a mal aux yeux, on voit Resource pédagogique
l’ophtalmologiste. Les posters des professionnels liés à la
Expression orale : vous avez qui, santé et ce qu’ils font comme métiers.
quand vous avez mal aux yeux,
aux dents etc.
Expression écrite : écrivez des
maladies et des spécialiste au
s’en occupent.
3 Parler de dentiste Le professeur montre le poster de dentiste

Maîtrise de la langue : quand a explique le travail de dentiste et il pose des
mal aux dents, on voit le dentiste. questions aux étudiants.
Soigner les dents, se brousser Le élèves identifient le dentiste et ils
des dents. répondent aux questions.
Expression orale : le dentiste, ce Resource pédagogique
qui ? Le poster de dentiste, photo, image etc.
Expression écrite : qu’est-ce qu’il
faut faire pour soigner les dents?
4 Parler de médecin généraliste L’enseignant montre le poster/image d’un

Contrôle continu médecin généraliste.
2ème Épreuve Les élèves répètent et répondent aux
Maîtrise de la langue. Quand on questions.
à de la fièvre. On voit le médecin Resource pédagogique
généraliste : mal au ventre, mal à L’image, photo, vidéo etc.
la tête ordonnance etc.
Expression orale : voue vouez
qui quand avez mal au ventre,
à la tête etc.
Expression écrite : qui est-ce qui
un médecin généraliste ?
182
5 Parler d’ophtalmologiste L’enseignant montre le poster d’un
Maîtrise de la langue : quand a ophtalmologiste il pose des questions
mal aux yeux, on voit exemple : qui est l’ophtalmologiste ?
l’ophtalmologiste. Les élèves identifient l’ophtalmologiste jeu
Un œil, (les yeux) de rôle.
Malades des yeux Resource pédagogique
Expression orale : qu’est-ce qu’il Photo, posté, image etc.
faut faire quand vous avez mal
aux yeux.
Expression écrite: écrivez les
maladies des yeux
6 Parler de l’infirmier(ère) L’enseignant le travail de l’infirmier(ère). Il

Maîtrise de la langue. poste des questions exemple : que fait-il,
L’infirmier(ère) aide le médecin à l’infirmier?
l’hôpital, soigne les maladies, Les élèves écoutent et répondent aux
donne des piquier. questions.
Expression orale : que font les Resource pédagogique
infirmiers a l’hôpital Poster, image, photo, vidéo.
Expression écrite : écrivez les
activités des infirmiers a l’hôpital.
7 Parler de la pharmacie Le professeur montre le poster ou l’image

Maîtrise de la langue: pour de pharmacie. Pour être querir, qu’est-ce
acheter des médicaments on va qu’on fait ?
à la pharmacie. Les élèves écoutent et répondent aux
Pharmacien(ne) questions.
Les médicaments, aspirine etc. Resource pédagogique
Expression orale : qu’est-ce qu’il Images, photos, video, documents
faut faire pour être guéri ?
Expression écrite : décrivez la
pharmacie, pharmacienne.
8 Parler de l’hôpital Le professeur montre l’image de l’hôpital.

Contrôle continu Pose des questions aux élèves exemple :
Maîtrise de la langue: quand on qu’est-ce qu’on voit a l’hôpital?
est malade, on va à l’hôpital. Les élèves écoutent et répondent aux
Grand bâtiment, les lits, les questions
infirmiers, les médecins les Resource pédagogique
maladies etc. Posters, photos, images etc.
Expression orale : quand on est
malade, on va ou?
Expression écrite : qu’est-ce
qu’on voit a l’hôpital?
9 3ème Épreuve Le professeur explique le dentiste avec
183
Parler de chez le dentiste l’image.
Maîtrise de la langue : quand on Il pose des questions.
a mal aux dents, on va chez le Resource pédagogique
dentiste. Images, photos, documents, video
La douleur, mal aux dents, mal à
la dent
Expression orale :
Expression écrite : décrivez le
travail de dentiste.
10 Parler de faux professionnels et les faux professionnels et médicaments

médicaments. avec l’image/photo.
Maîtrise de la langue : il fait éviter Il pose des questions : pourquoi, il faut
les faux professionnels et éviter les faux professionnels et
médicaments. médicament?
Faux médicaments Les élèves écoutent et répondent aux
Faux professionnels questions.
Texte sur faux professionnel et Resource pédagogique
faux médicaments. Photos, images, documents.
Expression orale : pourquoi, il
faut éviter les faux professionnels
et médicaments ?
Expression écrite : qu’est-ce qu’il
faut faire pour être guéri ?
11 Révision Révision
12 Examen Examen
FRENCH LANGUAGE
JSS 3 3rd TERM

K
1 Contrôle continu Exercice écrite sur la santé
1ère Épreuve
184
2 Décrier ce qu’on fait tous les jours L’enseignant fait des phrases
Compréhension orale : un texte des simples pour illustrer les activities
activities de la journée. quotidiennes.
Dit ce qu’on fait le weekend/matin/l’après- Exemple : elle balaye le salon,
midi /la nuit Ma mère se réveille
Se réveiller, se laver Je me lève
Preparer le petit dejeuner/manger, Questions à l’orale : l’enseignant
balayer, prier, laver pose quelques questions aux
Travailler au bureau ou aller à école. étudiant sur quelques verbe utilise.
Le soir : se reposer, dîner, regarder la L’apprenant répète après
télévision, la radio l’enseignant et donne ses propres
Verbes : au présent de d’indicatif exemples.
Il répond aux questions posées
par l’enseignant.
Resource pédagogique
Les photos, videos, images des
objets utilise pour illustrer les
activitiés quotidiennes/habituelle :
radio brosse a dents.
3 Decrire ce qu’on fait tous les jours avec L’enseigment fait des phrases
les expressions : tous les jours, souvent, correcte et simple avec les
d’habitude, chaque jour, chaque semaine, expressions exemple : tous les
chaque weekend. jours, elle va chercher les enfants
Un text sur les expressions au sujet Chaque jour/matin elle prépare le
Les phrases correctes avec les petit dejeuner
expressions : Souvent, elle arrive en retard etc.
D’habitude, chaque jour etc. L’apprenant répète et écoute.
Jeu de rôle : Il donne ses propres exemples
Dramatiser les activities quotidiennes aussi.
Le professeur et les étudiants. L’apprenant joue les rôles pour
montrer les activities quotidiennes
en classe.
Les photos, videos, images des
objets utilises pour illustres les
activities quotidiennes.
4 Raconter ce qui s’est passé L’enseignant lit le texte d’un

Contrôle continu événement au passe.
Compréhension orale : L’enseignant indique aussi la
Un texte sur un evenement au passe succession des actions.
Explique du texte aux apprenants Exemple : hier, je me suis réveillé
Matrise de la langue : vers six heures du matin.
Le passe compose D’abord je dit ma prier,
Des verbes, aller, regarder, manger, J’ai regarde les lecons puis j’ai
185
mettre, ajouter, pour en raconter préparé le dejeuner ensuite j’ai
Les mots pour indiquer a succession des manger etc.
actions au passe : d’abord, puis ensuite Excercices de réemploi des
2ème Épreuve verbes déjà étudis.
L’apprenant écoule et répéte ce
que l’enseignant parle.
Il raconte sa propre experience.
Resource pédagogique
Plan, emploi du temps, photos
lettre, actualites televisions.
5 Ecrire une lettre d’amitie (informelle) L’enseignant emploie les éléments

Compréhension orale : indiques dans le contenu pour
Un texte/document d’une lettre d’amitie écrire une lettre.
(informelle) Il faut fait attention à la date et
Vocabulaire et expressions utiles : l’address
Une introduction La date (à droite)
Cher/chère, salut John. L’address (à gauche)
ҫa va ?/ Tu vas bien, et ton travail ? etc L’apprenant écoute attentivement
Le corps du message/lettre et suit le modèle du professeur
Parler de ses ami(e)s, pour écrire une lettre sur un sujet
Parler de ses loisirs simple.
Inviter qu’un pour le weekend une fête Resource pédagogique
d’anniversaire etc Exercise de reproduction,
Conclusion d’adaptation où l’apprenant copie
Bien à toi, je t, embrasse, bien des
choses, à bientôt, j’attends ta réponse etc.
6 Téléphoner L’enseignant lit un texte on

Vocabulaire et expressions clés : le dialogue sur communication en
portable, allo! Oui bonjour ! c’est qui a téléphone.
l’appareil ? à qui j’ai l’honneur, c’est de la Il explique les mots cles ou les
part de qui ? c’est moi, exemple mots originaux dans le contenu.
Appelle : allô, c’est qui à l’appareil ? c’est Il se sert d’une scéne ou dialogue
de la part de qui ? à qui j’ai l’hooneur, imaginaire pour lui permettre
C’est moi Tania d’employer les mots clé de la
De mme Gillet, sa mère communication en téléphone.
Ne quittez pas L’apprenant propose une
Mais la ligne est bloquée/brouillée, il y a conversation téléphonique avec
trop d’interférences son/sa camarade de la classe en
Pardon que numéro ? etc utilisant les mots, vocabulaire et
Vous voulez expressions.
rappeler/décrocher/raccrocher/recomposer Les specimens de téléphone
le numéro exemple : portable, télépone fixe,
Jeu de rôle videos, jeux de rôle.
Jouer un rôle de la communication en
186
téléphone. Entre le professeur et
l’apprenant et entre deux apprenants
7 Révision/Examen
8 Révision/Examen
9 Révision/Examen
10 Révision/Examen
11 Révision/Examen
12 Révision/Examen
ARABIC LANGUAGE (AL)
187
‫المنهج الدراسي للسنة الثالثة اإلعدادية‬
‫‪SCHEME OF WORK FOR J.S.S 3‬‬
‫‪FIRST TERM‬‬ ‫الفترة األولى‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫ترجمة من العربية إلى اإلنجليزية‬ ‫الترجمة‬ ‫األول‬
‫النظافة‬ ‫القراءة والفهم‬ ‫الثانى‬
‫‪:‬األناشيد التى تتناول الجمل القصيرة مثل‬ ‫األناشيد العربية‬ ‫الثالث‬
‫أنا فى الصبح تلميذ ‪ #‬وبعد الظهر نجار‬
‫فلى قلم وقرطاس ‪ #‬و إ زميل ومنشار‬
‫وعلمى إن يكن شرفا ‪ #‬كما فى صنعتي عار‬
‫تتعلم الطالب كيفية كتابة الرسالة التى تتناول‬ ‫الرسالة‬ ‫الرابع‬

‫مايأتى‪ :‬العنوان وصلب الموضوع ومضمون‬
‫‪.‬الرسالة والخاتمة‬
‫‪......‬مثل‪ :‬محرم‪ ,‬صفر‪ ,‬ربيع األول‬ ‫تعليم الشهور العربية‬ ‫الخامس‬
‫مايناسب التالميذ من القطعة المختارة‬ ‫اإلمالء‬ ‫السادس‬
‫ما يناسب الطالب من الكتاب‬ ‫القراءة والفهم‬ ‫السابع‬
‫مثل ظرف الزمان‪( ,‬صباح الخير) ظرف‬ ‫الظرف وأقسامه‬ ‫الثامن‬

‫المكان (دوراء أمام)‬
‫مثل‪ :‬رجل طويل‪ ,‬ولد ذكي‪ ,‬بنت ذكية‪,‬‬ ‫الصفة والموصوف‬ ‫التاسع‬
‫مدرسة جميلة وما إلى ذلك‬
‫قصص قصيرة عن العدالة واألمانة أو ما‬ ‫المطالعة‬ ‫العاشر‬
‫يراه المدرس مناسبا لمستوى الطالب‬
‫ما يناسب الطالب من الموضوعات مثل‪:‬‬ ‫اإلنشاء‬ ‫الحادى عشر‬
‫‪.‬نفسى مدرستى‬ ‫المراجعة‬ ‫الثانى عشر‬
‫للدروس السابقة‬
‫اإلمتحانات والتصحيح‬ ‫الثالث عشر‬
‫والرابع عشر‬
‫المنهج الدراسي للسنة الثانية اإلعدادية‬

‫‪SECOND TERM‬‬ ‫الفترة الثانية‬
‫‪188‬‬
‫إمالء بعض الجمل البسيطة مثل‪ :‬دخل المعلم‬ ‫اإلمالء‬ ‫األول‬
‫الفصل‪ ,‬فتح أحمد الباب ‪ ,‬غسلت تلميذة‬
‫المالبس‪ ,‬وما إلى ذلك‬
‫أيام األسبوع سبعة‪ .‬وهي‪ :‬يوم األحد‪ ,‬ويوم‬ ‫معرفة أيام األسبوع‬ ‫الثانى‬
‫أإلثنين‪ ,‬ويوم الثالثاء‪ ,‬ويوم األربعاء‪ ,‬ويوم‬
‫‪.‬الخميس‪ ,‬ويوم الجمعة‪ ,‬ويوم السبت‬
‫أنواع الرسالة مثل‪ :‬الرسالة اإلخوانية‪,‬‬ ‫الرسالة‬ ‫الثالث‬
‫‪.‬والرسالة الديوانية‪ ,‬وما إلى ذلك‬
‫‪.‬ترجمة القطعة من العربية إلى اإلنجليزية‬ ‫الترجمة‬ ‫الرابع‬
‫‪.‬مثل‪ :‬قم‪ ,‬إجلس‪ ,‬إذهب‪ ,‬أدخل‪ ,‬أخرج‪ ,‬إفتح‬ ‫فعل األمر‬ ‫الخامس‬
‫كتابة الجمل والعبارات العربية بكيفية‬ ‫الخط العربى‬ ‫السادس‬
‫‪.‬صحيحية واضحة‬
‫الحوار بين اإلثنين من الطلبة حسب ما يراه‬ ‫الحوار‬ ‫السابع‬
‫‪.‬المدرس مناسبا لمستواهم من الكتب العربية‬
‫قصة قصيرة عن برالوالدين واألمانة‬ ‫المطالعة‬ ‫الثامن‬
‫‪.‬وغيرهما حسب ما يراه المدرس‬
‫مايناسب التالميذ من القطعة من كتاب المقرر‬ ‫القراءة والفهم‬ ‫التاسع‬
‫أو ما يختاره المدرس‬
‫إمالء بعض الجمل العربية البسيطة مثل‪:‬‬ ‫اإلمالء‬ ‫العاشر‬
‫الولد صغير‪ ,‬المسجد كبير‪ ,‬وما إلى ذلك‬
‫لما سبق من الدرس‬ ‫المراجعة العامة‬ ‫الحادى عشر‬
‫اإلمتحانات والتصحيح‬ ‫والثانى عشر‬
‫المنهج الدراسي للسنة الثالثة اإلعدادية‬

‫‪THIRD TERM‬‬ ‫الفترة الثالثة‬
‫ما يناسب مستوى الطالب مثل‪ :‬أهمية العلم‪,‬‬ ‫اإلنشاء‬ ‫األول‬
‫‪.‬المواظبة على الدرس‬
‫الحوار بين اإلثنين من التالميذ على ما يأتى‬ ‫المحادثة‬ ‫الثانى‬
‫من الموضوعات عن طريق السؤال‬
‫والجواب‪ .‬س‪ -‬كم أنواع الماء؟ أنواع كثيرة‬
‫‪189‬‬
‫منها‪ ..‬س‪ :‬مافائدة الماء؟ ج‪ :‬الماء يستعمل‬
‫‪.‬للعبادة والعادة‬
‫أهمية اللغة العربية مثل‪ :‬اللغة العربية لغة‬ ‫المطالعة‬ ‫الثالث‬
‫القرآن‬
‫تقسيم األسماء إلى المفرد والمثنى والجمع مع‬ ‫معرفة األسماء‬ ‫الرابع‬
‫‪.‬اإلتيان باألمثلة‬
‫كتابة الجمل المفيدة الطويلة والعبارة‬ ‫الخط العربى‬ ‫الخامس‬
‫‪.‬الصحيحة‬
‫‪.‬ما يراه المدرس مناسبا لمستوى الطالب‬ ‫اإلمالء‬ ‫السادس‬
‫مثل‪ :‬أوالد‪ ,‬رجال‪ ,‬بيوت‪ ,‬أقالم‪ ,‬نجوم‪.‬‬ ‫جمع التكسير‬ ‫السابع‬

‫‪.‬مرواح‬
‫‪.‬من العربية إلى اإلنجليزية وبالعكس‬ ‫الترجمة‬ ‫الثامن‬
‫من الكتاب المقررة‬
‫أن يقرأ الطالب الكتب العربية وأن يفهموا‬ ‫القراءة والفهم‬ ‫التاسع‬
‫‪.‬معناه تحت إشراف المدرس‬
‫يمكن الطالب أن يعرف جميع أعضاء الجسم‬ ‫معرفة أعضاء الجسم‬ ‫العاشر‬
‫من رأس ويـد ورجـل وبطن وأنف وفـم‬
‫وعين وغير ذلك‬
‫للدروس السابقة‬ ‫المراجعة العامة‬ ‫الحادى عشر‬
‫اإلمتحانات والتصحيح‬ ‫الثانى عشر‬
‫والثالث عشر‬
‫‪190‬‬

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FEDERAL CAPITAL TERRITORY, ABUJA

FCT JUNIOR SECONDARY SCHOOL TEACHING SCHEMES

Third Edition: 2014

Produced by ERC Mini Press

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

This current edition is developed by the Curriculum Development Division

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

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

Secretary for Education

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

Mrs. Ramatu A. Ibrahim

JSS 3 FIRST TERM

WEEK THEME CONTENT ACTIVITIES

1. Resumption Test Resumption Test Resumption Test

2 Reading Reading for critical Teacher explains what

Writing Revision on composition To identify different

Listening and Speeches (phonemes) Teacher identifies and

Grammatical Adverbials and tenses Read a given passage

Literature Non-African folktales Narrates non-African

3. Reading Reading for critical Guides and practice

Writing Composition writing To re-arrange ideas

Listening and Speeches (Phonemes) Teacher emphasizes

Grammatical Adverbials and tenses Teacher guides

Literature Non-African folktales Teacher leads students

4. Reading Reading for critical Teacher demonstrates

WEEK Listening and Speeches (Phonemes) Teacher emphasises

Grammatical Adverbials and tenses Practice the use of

Literature Non-African folktales Teacher leads the

5. Reading Reading for critical Teacher explains

Writing Composition writing Teacher guides

Listening and Speeches (Phonemes) Selected materials and

Grammatical Adverbials and tenses Teacher gives

Literature Lesson from myths/legends Teacher narrates a

6. Reading Reading for Summary Teacher guides

Writing Letter writing Teacher guides

Listening and Speeches (Phonemes) Teacher provides

Grammatical Adverbial, conjunctions Teacher leads students

Literature Lesson from myths/legends Teacher guides

7. Reading Reading for critical Teacher presents

Listening/speaking Speeches (phonemes) Teacher stresses the

Writing Formal letter Teacher leads students

Grammatical Adverbial and tenses Identify adverbials and

Literature Prose To identify different

8. Reading Reading for summary Teacher guides

Writing Letter writing: formal e.g.

Listening/speaking Speeches: intonation, Provide passage,

Literature Prose Teacher guides

9. Reading Reading for summary Teacher introduces

Writing Letter writing: (informal) Teacher writes a model

Listening/speaking Speeches: intonation, Present sample poems

Literature Prose Engages the students

10. Reading Reading for summary Teacher demonstrates

Writing Composition, writing, Teacher guides

Listening/speaking Speeches: (Phonemes) Teacher emphasizes

Grammatical Active and passive verbs Teacher leads the

Literature Prose Teacher guides the

11. Reading Reading for summary Students read

Writing Various types of Diagram of a motor