FEDERAL CAPITAL TERRITORY, ABUJA 3 SCHEME.pdfLiterature Non-African folktales Features of...
Transcript of FEDERAL CAPITAL TERRITORY, ABUJA 3 SCHEME.pdfLiterature Non-African folktales Features of...
EDUCATIO
NRESOURCE
CENTRE
F CT - A BU JA
FEDERAL CAPITAL TERRITORY, ABUJA
J S S THREE (3)
2014 Edition
Table of Contents
Hausa Language------------------------------------
Igbo Language---------------------------------------
Yoruba Language-----------------------------------
Basic Science---------------------------------------
Basic Technology----------------------------------
Physical & Health Education-------------------
Computer Studies (ICT)_------------------------
Home Economics----------------------------------
Agriculture-------------------------------------------
Entrepreneurship----------------------------------
Islamic Studies------------------------------------
Christian Religious Studies--------------------
Social Studies-------------------------------------
Civic Education------------------------------------
Security Education-------------------------------
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 3
ENGLISH LANGUAGE
ENGLISH STUDIES
JSS 3 FIRST TERM
WEEK THEME CONTENT
ACTIVITIES
1. Resumption Test Resumption Test
Resumption Test
2 Reading Reading for critical evaluation Reading for critical evaluation Meaning of critical reading and aspect of critical reading
Teacher explains what is required in critical reading, students read materials presented in class e.g. passages on road safety, drug use etc. reading materials e.g. magazines and newspaper cuttings.
Writing Revision on composition writing Types of composition Narrative Descriptive Argumentative Expository
To identify different types of composition and list the elements of composition e.g. selected topics and stories.
Listening and speaking
Speeches (phonemes) Long and short vowels e.g, /i/ and /i/ bee/be, head/hid, heat/hit, beat/bit
Teacher identifies and produces materials for correct pronunciation of the target sounds in context.
Grammatical accuracy
Adverbials and tenses Identification and use of adverbials such as frequency
Read a given passage and identify adverbials and tenses in the passage.
Literature Non-African folktales Features of non-African folktales: didactic,
Narrates non-African folktales and discuss the folktales.
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entertaining and archaic.
3. Reading Reading for critical evaluation Essence of critical reading and selected passages on critical reading highlighting:
- Facts - Opinions - Deductions
Guides and practice critical evaluation of the texts through extensive discussion, either in groups or as a whole class.
Writing Composition writing Types of composition Narrative, descriptive, argumentative and expository
To re-arrange ideas generated in logical sequence and produce in logical sequence and produce a draft: introduction, body and conclusion.
Listening and speaking
Speeches (Phonemes) Consonants e.g. fall/vim, fish/van; four/love, Mathematics and Machine.
Teacher emphasizes the correct articulatory movements in the pronunciation of the sounds and practices the articulation of the sounds emphasized by the teacher in context.
Grammatical accuracy
Adverbials and tenses (a) Course or reason e.g.
so that, in order, so as, (b) Purpose e.g. because,
for (c) Condition e.g. unless,
if, until, provided (d) Contrast e.g. yet,
though, although
Teacher guides students to read a given passage.
Literature Non-African folktales Features of non-African folktales:
- Didactic - Entertaining - Archaic
Teacher leads students to identify the features of the non-African folktale.
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4. Reading Reading for critical evaluation Explanation on the meaning of
- Danger signs on our roads,
- Types of danger, - Signs on the roads -
Teacher demonstrates how to differentiate facts and opinions and practice.
Writing Composition writing Arrangement of ideas in logical sequence
Teacher leads students to review the draft (edit, proof read, review and amend)
WEEK Listening and speaking
Speeches (Phonemes) Consonant clusters: e.g. respect, principle, tactile, struggle.
Teacher emphasises the correct articulatory movements in the pronunciation of the sounds.
Grammatical accuracy
Adverbials and tenses Identification and use of tenses e.g. present, past and future using such topics as:
(a) Importance of peace education
(b) Need for computer literacy
(c) Indiscipline among youths
Practice the use of adverbials and tenses and the use of tenses in sentence.
Literature Non-African folktales Features of Non-African folktales:
(a) Didactic (b) Entertainment (c) Archaic
Teacher leads the students to identify the themes of folktales and to identify the moral lessons in non-African folktales.
5. Reading Reading for critical evaluation Reading for speed techniques
- Surveying/scanning for main to read a lot of materials, read non-text materials quickly and to cultivate the
Teacher explains different methods and conditions for faster reading. Teacher guides students on techniques and selections for fast reading.
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skill of referencing.
Writing Composition writing Composition on motor vehicle parts that need regular care e.g. radiator, brake, fluid, engine.
Teacher guides students to write composition on the care of a motor vehicle (internal)
Listening and speaking
Speeches (Phonemes) Intonation, stress and rhythm Listening to speeches on the following:
(a) Human rights (b) Gender issues (c) Value re-orientation
(honest, respect for elders, punctuality)
Selected materials and makes appropriate statements for students to listen to like poems and passages. Excerpts from magazines, newspapers. Students identify accurately the intonation patterns from passages read. Teacher provides sample sentences, paragraphs passages for identification of intonation pattern for questions command and statements.
Grammatical accuracy
Adverbials and tenses Adverbs, conjunctions and prepositions Examples of adverbs, conjunctions and prepositions in a given passage e.g.
(a) The ideal family size (b) Effects of adulterated
drugs (c) The dangers of
examination mal-practice
(d) Effects of corruption in a society.
Teacher gives examples of adverbs such as really, badly, abroad, often etc. Conjunctions: e.g. and, or, but etc Prepositions: e.g. in, by, out etc The adverbs, conjunctions and preposition.
Literature Lesson from myths/legends African and non-African tales comprising of myths and legends
Teacher narrates a myth/legend to the students, students listen, the teacher leads students to retell and
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explain the themes of the myth/legend.
6. Reading Reading for Summary Importance of reading for speed:
- The link between reading for speed and comprehension
- Scanning, skimming and normal rate reading.
Teacher guides students to see the link between reading for speed and comprehension and students practice reading, scanning, skimming and normal-rate reading.
Writing Letter writing Types of letter writing (informal and formal)
Teacher guides students to identify the types of letter writing and formats of letters.
Listening and speaking
Speeches (Phonemes) Listening to speeches on the following:
(a) Peace education (b) Conflict resolution (c) Drug abuse (d) Road safety
Teacher provides sample sentences, paragraphs and passages, students practice with different passages to identify the correct points of pauses, and appropriate rhythm.
Grammatical accuracy
Adverbial, conjunctions and prepositions Functions of adverbs, conjunctions and prepositions.
Teacher leads students to identify the features and functions adverbs, conjunctions and prepositions in the passage.
Literature Lesson from myths/legends Moral lessons from given myths/legends Myths-Story about ancient gods and heroes and monsters. Legends-An old traditional story that is usually not true.
Teacher guides students to identify the moral lessons in given myths and legend and students identify the moral lesson from myth/legend.
7. Reading Reading for critical Teacher presents
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evaluation Suitable passages/stories that illustrate topic sentences, key ideas and expressions that redirect attention to main points on:
(a) Road traffic management
(b) Reading food labels with understanding
(c) Safe storage of food
materials like magazine cuttings, course books, supplementary readers, pictures of fully kitted road traffic management officials and other relevant materials. Teacher guides students to identify 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) Diphthongs e.g. /ei/ rail, sail, date, late. /ou/ load, road, coat, boat /i/ fierce, theatre, hero, serious /ai/ child, wild, mild, might /au/ stout, rout, drought, bout
Teacher stresses the distinction exemplified in minimal pairs e.g. /t/ tins, /th/ things, /d/ den. Students practice the differences in sounds exemplified in minimum pairs.
Writing Formal letter (a) Opening (b) Salutation (c) Correct heading (d) Body of the letter (e) Closing (f) Signature
Teacher leads students and writes a model formal letter format e.g. sample of formal letter. Students copy the teacher’s model addresses.
Grammatical accuracy
Adverbial and tenses Identification and use of tenses e.g. present, past and future using such topics as:
(a) Inter-ethnic marriages (b) Global warming (c) Drug abuse
Identify adverbials and tenses in the passage and practice the use of adverbials and tenses. Use passages, manuals, texts and sentence strips.
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Literature Prose Types of prose:
(a) Narrative (b) Descriptive
To identify different types of prose from story books, supplementary readers, other relevant materials.
8. Reading Reading for summary Suitable passages/stories that illustrate topic sentences, key ideas and expressions that redirect attention to main points on:
(a) Road traffic management
(b) Reading food labels with understanding
(c) Safe storage of food
Teacher guides students to use appropriate words and expressions to emphasis main points.
Writing Letter writing: formal Letter writing formal conventional form of two addresses:
(a) Opening (b) Salutation (c) Correct heading (d) Body of the letter (e) Closing (f) Signature
e.g. (1) Writer’s address (2) the person the letter is written Opening: Dear sir or madam Correct heading with capital letter s and underline the heading. 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, stress and rhythm Listening to speeches on the following: Inter-ethnic Marriages, highlighting. Correct intonation, stress and rhythm
Provide passage, identify accurately the intonation pattern for questions, commands and statements and also respond to commands using different intonation patterns provide (a)
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sentences strips (b) excepts from magazines, newspapers (c) tape recorder
Grammatical accuracy
Adverbial, conjunction and preposition Functions of adverbs conjunctions and prepositions.
Teacher guides students to identify the functions of adverbs, conjunctions and prepositions and make sentences using adverbs, conjunctions and prepositions.
Literature Prose Features of prose e.g.
(a) Plot (b) Character (c) Style (d) Setting theme
Teacher guides students to list the features and engage the students in discussion of the story line in short stories.
9. Reading Reading for summary Suitable passages/stories that illustrate topic sentences, key ideas and expressions that redirect attention to the main points on:
(a) Road traffic management
(b) Reading food labels with understanding
(c) Safe storage of food
Teacher introduces resource persons and guide students to interact with them, students ask and answer questions from resource persons and write down the key point of the lesson as summarized.
Writing Letter writing: (informal) Informal letter-one address:
(a) Opening (b) Salutation (c) Body of the letter (d) Closing
Teacher writes a model format sample of informal letter. Guides the students to write informal letter:
(a) Friends (b) Parents (c) Brother or sister
etc
Listening/speaking Speeches: intonation, stress and rhythm
Present sample poems and plays for controlled
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Passages and poems, highlighting correct intonation, stress and rhythms.
and intensive practice and recorded materials for controlled practices.
Grammatical accuracy
Active and passive verbs Identification of active and passive verbs e.g. active verb: “The cat chased the mouse” Passive verb: “The leaves are being eaten by caterpillars”.
Teacher defines active and passive verbs e.g. (a) What is active verb? (b) what is passive verb. Explains to the students.
Literature Prose Types of prose
(a) Narrative prose a story or a description of event
(b) Descriptive prose
Engages the students in discussion of a narrative story and descriptive prose.
10. Reading Reading for summary Selected passages on critical reading highlighting:
(a) Facts (b) Opinions
Teacher demonstrates how to differentiate between facts and opinions and practice how to differentiate facts from opinions.
Writing Composition, writing, exposition Elements of composition:
(a) Introduction (b) Body (c) Conclusion Arrangement of ideas in logical sequence
Teacher guides students to list elements of composition and lead students to re-arrange ideas generated in logical sequence, draft of composition, renew the draft (edit, proof read, review and amend) students write a composition.
Listening/speaking Speeches: (Phonemes) Consonant cluster e.g. respect, principle, tactile, struggle.
Teacher emphasises the correct articulatory movements in the pronunciation of the sounds.
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Grammatical accuracy
Active and passive verbs Passive verbs Identification of active and passive verbs in given passages on:
(a) Dangers of pre-marital sex
(b) Consequences of negative peer pressure.
Teacher leads the students to read a given passage and guide them to identify active and passive verbs in passage.
Literature Prose Features of prose:
(a) Plot-the story of a book (b) Character-a person in
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”.
Teacher guides the students to write a story and list features of prose.
11. Reading Reading for summary Empowers us to read a lot of materials such as:
(a) Newspaper (b) Magazines (c) Cuttings Help us to cultivate the skill of referencing
Students read appropriately various reading materials and answer comprehension questions that demonstrate mastery of selected materials.
Writing Various types of composition writing: Narrative Descriptive Expository Argumentative Composition on: motor vehicle parts that need
Diagram of a motor vehicle showing regular activities, regular care material e.g. water brake fluid, engine oil etc. Produce first draft of the composition and guide the students to
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regular care e.g. ‘radiator’, ‘engine’, ‘brake’, ‘fluid’ etc
write.
Listening/speaking Speeches: intonation, stress and rhythm Making statements, commands and questions using the correct stress, intonation and rhythm.
Teacher provides sample sentences, paragraphs and passages, poems and plays, tape recorder, students practice different passages to identify the correct points of passes, appropriate rhythm and answer questions respond to commands using different intonation patterns.
Grammatical accuracy
Modal forms Identification of modals from selected passages based on the following:
(a) Patriotism (b) Discipline (c) Benefits of reading
newspapers etc
Teacher provides passages from recommended texts, supplementary, readers, read and discuss.
Literature Poetry Poetry types e.g. (a) dirge, epic, lyric, dramatic etc
Teacher provides poetry books, read 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 Surveying/scanning for main points
To correctly survey and scan while reading selected reading.
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Writing Summary Writing Identification of topic sentences from given paragraphs/passages
Identifying accurately topic sentences from paragraphs in selected newspaper/magazine cutting and course books. Summarize given passages or paragraphs.
Listening/speaking Speeches: Intonation, stress and rhythm Making statements, commands and questions and questions using the correct stress, intonation and rhythm
Teacher makes statements, ask questions, gives commands using appropriate intonation patterns.
Grammatical accuracy
Active and passive verbs Making sentences with active and passive verbs e.g. ‘The cat chased the mouse’ (active verb) “The leaves are being eaten by caterpillars” (passive verb)
Teacher makes correct sentences using active and passive verbs
Literature Poetry Poetry language
(a) Concise (b) Unique (c) High
Identify two aspects of the language of poetry and write two simple poems.
13. Revision Revision Revision
14. Examination Examination Examination
ENGLISH LANGUAGE
J S S 3 SECOND TERM
WEEK THEME CONTENT ACTIVITIES
1 Resumption test Resumption test Resumption test
2 LISTENING/SPEAKING Intonation, stress and
1. Listening to speeches on the
1. Identify correct intonation patterns for
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rhythm following: - Human right - Gender issues - 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.
statements, questions and commands. 2. recite poems using appropriate rhythms
WRITING Composition
Types of composition: narrative, descriptive, argumentative, expository etc.
Practice writing on practically given topics, e.g. narrative, descriptive, argumentative, expository etc.
GRAMMATICAL ACCURACY Speech adverbial
Adverbial and tenses, adverbial of: manners, purpose, frequency, reason etc.
1. Read given passages to identify adverbial and tenses
2. Use adverbials and correct tenses in sentences.
READING Reading for speech and accuracy
Reading techniques such as surveying, scansion and skimming.
1. Explain different methods of foster reading.
2. Write notes on techniques of fast reading
3. Practice reading fast
LITERATURE Prose
Types of prose (fiction/non fiction): narrative and
Students to:
1. Read short stories
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descriptive 2. List features of prose and explain themes in the read stories.
3 LISTENING/SPEAKING Phonemes
1. Long and short vowels
/i/ Bee /i/ be
Heed hi
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, ……
1. Identifies/produces materials for the correct pronunciation of the target sounds in context.
2. Practice the articulation of the sounds.
WRITING Summary writing
Essentials in summary writing
- identification of topic sentences
- identification of key ideas from different passages
1. Reading selected passages for summary.
2. Identify at least two main ideas from a passage.
GRAMMATICAL ACCURACY
Identification of weak forms, word boundaries e.g. above, alone abound
1. Write out words with weak forms, order of merit e.g. butter and bread, leader of etc.
READING Reading critical evaluation
1. Meaning of critical reading.
- Aspects of critical
1. Select passages and practice reading for critical evaluation.
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and its essence
- select passage in critical work.
LITERATURE Prose
Reading of the recommended text (Prose)
1. Read and explain the recommended prose.
4 LISTENING/SPEAKING i. Phrases and question tags
ii. Phrases =e.g. a crop of ideas, a queue of traffic etc.
iii. Question tags e.g.
- Dapo is a naughty girl, isn’t she? (No, she isn’t)
1. Practice more of the question tags from the text book.
2. Call students out to converse on tags and answers.
WRITING Writing skills
1. Summary writing
2. Essentials of summary
1. Select and read appropriate materials for topic sentences and main ideas.
GRAMMATICAL ACCURACY Modifiers (Adjectives & adverbs)
Use of words that modify (adjective & adverbs) “smell, colour” etc.
1. Select and bring colours to class for recognition and discussion.
READING Reading to grasp meaning
Reading composition passages from selected text
1. Select a relevant passage.
2. Read in class, answer questions and explain content.
LITERATURE Prose
Reading recommended prose text
Class room reading of the prescribed text
5 LISTENING/SPEAKING Composition passage
Reading a descriptive composition aspects of descriptive
Teacher selects a descriptive passage for reading in class.
- Identify the features that make it descriptive. Describe your
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classmate.
WRITING Writing skills
Narrative composition 1. Write a narrative essay in the fight you witness recently.
GRAMMATICAL ACCURACY Grammatical structure and usage
Introduction to synonyms. Words that mean nearly the same or exactly the same.
Select and practice words and their synonyms.
READING Chanting a poem
Chanting a poem: observing the metric pattern, rhyme and other sound effects
1. Select poem to be read out aloud
2. Reciting a poem that rhymes.
LITERATURE Reading Prose
Reading the recommended prose text.
3. Students should read in turns as directed by teacher.
6 LISTENING/SPEAKING Speaking skills (conversation among students)
Students should ask and answer question among them to show a pattern of conversation.
WRITING Writing skills
Summary writing Students to summarize a passage in a given number of words sentences or paragraphs.
GRAMMATICAL ACCURACY Model verbs and adverbials.
Using modal verbs and adverbials to express willingness and unwillingness.
1. Use modals and make correct sentences.
2. Express willingness and unwillingness.
3. Give further examples of modal forms
READING Reading for points
Reading selected passages for main points
A passage to be selected and read.
LITERATURE Reading 1. Class room reading
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Prose recommended prose text
of the prescribed text.
2. An assignment on the prose text
7 LISTENING/SPEAKING Asking and answering questions
Students to be paired to ask and answer questions on general academic issues.
WRITING Letter writing
Informal letters:
- Letter to parents
- Letter to friends
- Close relations etc.
1. Sample letters be studied from the main text.
2. Features of informal letter be further emphasized.
GRAMMATICAL ACCURACY Word building
Using suffixes to form new words from root words
Practice formation of new words using suffixes e.g. Time – timely, advantage – advantageous etc.
READING Critical evaluation
Reading to analyze, judge and give opinion.
Selected passages to be read and criticized..
LITERATURE Prose reading
Reading the recommended text (prose)
1. Paired reading to be done
2. Explanatory notes be given.
8 LISTENING/SPEAKING Consonant sounds /h/ in h- occurring and non – occurring words.
Words to consider such as Home (Hour), House (Honour) etc.
WRITING Letter writing
Informal letter its (futures)
Address, date, salutation, body, complementary, close, first name of the writer only.
1. Sample of informal letters be considered from the text.
2. Students to practice informal letter.
GRAMMATICAL The use of Students to practice
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ACCURACY Conjunctions
conjunctions, prepositions and interjections.
using “and”, “because” etc. Hello etc.
READING Summary
Summarizing in a number of sentences.
A selected passage to be read and summarized.
LITERATURE Prose reading
Reading the prose text for themes, characters and plot structure.
The recommended prose text be read and explained in class.
9 LISTENING/SPEAKING Intonation pattern
Intonation stress pattern on speeches involving conflict resolution, gender issues, giving instructions.
A suitable topic be chosen for discussion to show intonation pattern.
WRITING Letter writing
Writing informal letters, letters of appreciation, letter of complaint
A model letter from the students’ text be reviewed.
GRAMMATICAL ACCURACY Use of parts of speech
The use of conjunctions, prepositions and interjections
1. Make sentences using conjunctions
2. Make sentences using prepositions and interjections.
READING Comprehension
Listening to comprehension passage taken from students’ prescribed text.
A passage be treated in class.
LITERATURE Prose
Reading the text for mood, tone, symbolism and imagery.
Read the presented text to get the techniques and explain their usage.
10 LISTENING/SPEAKING Consonant sounds
Contrasting the voiceless /ɵ/ and the voice /ə/.
1. Practice the use of /ɵ/ in words such as: thought, think, through etc,
WRITING Writing skills in letter
Revising formal letter Types: = letter to
1. Class work to write an application letter for
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writing business organization, = letters of application for employment = letter of query etc.
employment as a clerk or teacher.
GRAMMATICAL ACCURACY Verbs
Modal verbs and other forms of expressing a wish
1. Indicate correctly modals from selected passages.
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 points
Reading for major and minor points. Selected passage from the students’ prescribed text.
Students to read and draw out the points from given passages.
LITERATURE
Poetry study
Reading the recommended poem for theme, structure and symbolism.
1. Read and explain the recommended poem.
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 S 3 THIRD TERM
WEEK THEME/SKILL TOPIC CONTENT ACTIVITIES
1 Resumption test Resumption test
Resumption test Conduct of resumption test
2 Listening and speaking
Consonant sounds
Consonant /Ѳ/ and /ā/ contrasted
Make a list of words with /Ѳ/
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in words and sentence contexts. E.g. cloth/clothe, breath/breathe, thanks/then
sounds
Make a list of words with /ā/ sounds.
Use them in sentence contexts.
Grammatical accuracy
Verbs Using model verbs and other forms to express permission.
Practice the use of verbs in roper context to take permission/give permission.
Reading Identifying active and passive verbs
Reading passages on (a) Dangers of premarital sex (b) the right to education (c) consequences of negative peer pressure.
Read a given passage to identify active & passive verbs.
Teacher guides students to make such sentences.
Writing Skills in writing a poem.
Composing a simple poem in a concise, unique but high language.
Teacher writes a simple narrative poem
Identify different types of poems.
Literature Drama Introduction to the prescribed dramatic text e.g. ‘trafficked victims’, dinner for promotion.
The prescribed drama text to be read in class-students as characters.
3 Speech (listening and speaking)
Consonant sounds usage.
Consonants/s/ and/S/ contrasted in word and sentence contexts. Eg. Save /shave, suit/shoot, sleep/ship etc.
Make a list of words with /s/ sound.
Make a list of words with /s/ sound
Make speech/sentence
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with the words.
Reading Reading to grasp meaning
Reading passages to grasp meaning in various context.
Select passage form student’s text to read.
Answer question to show understanding.
Distinguish form facts and opinions.
Grammatical accuracy.
Correct use of verbs.
Using modal verbs to express obligation and necessity. Eg ought’, might.
Practice the use of modal verbs to express obligation and necessity.
Writing Writing skills Descriptive composition ways to describe accurately
Teacher to mention the various aspect of good description : (external features/internal features)
Students to write a description of a given subject (person, thing, process).
Literature Biography Biography of the playwright (the prescribed drama text)
The teacher should give a vivid biography of the playwright for understanding.
4 Speaking and listening (speech work)
Consonant sounds
Consonant sounds /p/ and /b/ contrasted in word and sentence usage. Eg. Peace/beat, purse/bus, parch/batch etc.
Make a list of words with /p/ sounds
Make a list of words with/b/ sounds
Make speech/sentences
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with the words.
Grammatical accuracy
Verbs Modal verbs for expressing possibility.
Practice the use of modal verbs to express possibility.
Reading Reading for evaluation
Reading form student text for evaluation.
Read selected passage and answer the question on it.
Writing Writing Skills Expository composition: Techniques of writing exposition.
List out various techniques in expository liability.
Practice writing an expository essays eg. Processing Garri/weaving etc.
Literature Drama Introduction to the theme, setting and plot of the prescribed drama txet.
Read the txet to explain theme setting (place & time) and plot in the text.
Explain the concepts.
5 Speech Speaking & listening
Speaking skills: conversation among students.
Conversation between senior and senior etc.
Pair student to talk on a given topic. Eg. What you love doing best.
Pair senior to talk to junior in age.
Grammatical accuracy
Ability Modal for expressing ability.
Practice the use of modal verbs for expressing ability.
Writing Writing skills Writing a fare well speech
List features of speech
State who and how to write fare well speech.
Reading Reading for Listening/Reading Read a given
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comprehension to comprehend.
Selected passage form student text.
passage
Answer question on comprehension
Literature Review Discussion of the text and summary of it.
The prescribed text should be discussed.
6 Speech Listening and speaking
Asking and answering questions
Practice asking and answering question form Adults, Peers and Mates.
Reading Comprehension Reading selected passage form student text for comprehension.
Pick and practice a passage.
Writing Writing skills Summary writing: summarizing points.
Practice a summary passage from the students book
Grammatical accuracy
Ability Modals for expressing ability
Practice the use of modal verbs for expressing ability.
Literature Reading Highlight of the main characters and events in the text.
List out the main characters in the prescribed text (drama) and discss.
List out main events and discuss.
7 Speech (listening/speaking)
Intonation Rising and falling tone. Speaking in high temper and low temper.
Practice speaking with rising and falling tone.
Writing Writing skills Diary and record keeping
Vital points in keeping records and diary.
Practice recording
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 26
information.
Reading Reading skills Reading for maximum retention and recall (form students text).
Choose appropriate passage to read for retention and recall
Answer question bothering on retention and recall of information.
Grammatical accuracy
Adverbials modes of expressing restriction using adverbials.
List out adverbials
Practice using them to express restriction.
Literature Reading Revision of treated literature texts.
Practice answering past question on 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
MATHEMATICS FIRST TERM JSS 3
WEEK TOPIC / CONTENT
ACTIVITIES
1 BINARY NUMBERS i. Addition and subtraction of binary numbers ii. Multiplication and division of binary numbers iii. Solving Quantitative Reasoning problems on binary
Students: i. Add binary numbers ii. Subtract binary numbers iii. Multiply binary numbers iv. Divide given binary numbers v. solve Quantitative Reasoning problems
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 27
numbers. Instructional Resources: Flash cards
2 BINARY NUMBERS CONT. i. Conversion from base ten to binary ii. Conversion from binary to other bases. iii. Applying binary numbers as two way classification system using punch card. iv. Using computer to do simple mathematical calculations.
Students a. change numbers from base 10 to base 2. b. change base 2 numbers to base 10 or any required base. Instructional Resources:
a. Flash cards showing a typical conversion from base 10 to base 2.
b. Punch cards.
3 DIRECT AND INVERSE PROPORTION i. Direct proportion ii. Indirect proportion iii. Apply direct and inverse proportions to practical problems.
STUDENTS: i. Solve problems on direct and inverse proportion including practical problems. Instructional Resources: Direct and inverse proportions chart
4 RATIONAL AND NON-RATIONAL NUMBERS i. Identifying rational and non-rational numbers. ii. Determining the approximate value of some non-rational numbers. iii. Determining the approximate value of pi. iv. Finding reciprocals.
Students: a. Identify rational numbers amongst a
set of given numbers. b. Determine practically the approximate
value of some non-rational numbers. Instructional Resources: Chart showing some non-rational numbers.
5 PLANE FIGURES Problems in measuration involving: i. Area of triangles ii. Area of parallelograms iii. Area of trapezium iv. Area of circles and sectors v. Word problems involving area.
Students: a. Derive formula for area of triangles. b. Use formula to find the area of
parallelograms, trapezia and circles. c. Solve Quantitative problems on areas.
Instructional Resources: Models of indicated shapes (Triangles, Circles etc.)
6 FACTORIZATION OR ALGEBRAIC EXPRESSION Factorization of expressions of the form:
Students: a. Factorize simple algebraic
expressions b. Use the quadratic equation box to
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 28
i. ax+ay ii. 3m+pq+3p+mq iii. a2 – b2 iv. a2 – 2ab + b2 v. Word problems involving factorization.
factorize quadratic expression. Instructional Resources:
a. Quadratic equation box b. Flash cards of problems
7 EQUATIONS INVOLVING FRACTIONS i. Solving simple equations involving fractions. ii. Word problems leading to simple equation involving fractions iii. Simplifying expressions involving brackets.
Students: a. Solve simple equations involving
fractions b. Translate word problems to algebraic
equations and solve them c. Simplify expressions with brackets.
Instructional Resources: Flash cards of simple equations involving fractions.
8 SIMULTANEOUS EQUATIONS i. Solution of simultaneous equations by substitution method ii. Solution by elimination method iii. Applying substitution and elimination method of solving simultaneous equations to real life activities.
Instructional Resources: Flash cards with simultaneous linear equations.
9 GRAPHICAL SOLUTION OF SIMULTANEOUS EQUATIONS i. Compiling table of values for simultaneous linear equations. ii. Solving problems involving simultaneous linear equations in 2 variables graphically.
Students: a. Compute linear equations for different
values for the variable. b. Presenting calculated values in
tabular form. c. Obtain the solution of pair of
equations from the graph drawn. Instructional Resources: i. chart of table of values ii. graph board iii. flash cards with simultaneous linear equations.
10 VARIATION i. Definition of variation ii. Direct variation y=kx iii. Inverse variation y= k/x
i. Solves problems on direct variation ii. solve problems on inverse variation. Instructional Resources: -flash cards -source for relevant information on direct and
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 29
inverse variation.
11 VARIATION i. Partial variation y=kx+c ii. Joint variation y = kpq, where k is a constant.
Students: Obtain the constant and solve problems on partial and joint variation.
12 WORD PROBLEMS i. Translate word problems into numerical expression ii. Interpreting and solving given word problems.
Students: a. Translate word problems into
algebraic expression b. Solve given word problems.
Instructional Resources: Flash cards
13 Revision Revision
14 Examinations Examinations
MATHEMATICS SECOND TERM JSS 3
WEEK TOPIC / CONTENT ACTIVITIES
1 CHANGE OF SUBJECT OF FORMULA i. Changing subject in a formula ii. Simplifying expression by substituting in formula.
Students: i. Re-write a formula with a new subject ii. Substitute values into a given formula Instructional Resources: Flash cards of formula
2 COMPOUND INTEREST i. Revision of simple interest ii. Solving problems on compound interest iii. Applying the use of compound interest in daily life activities.
Students: a. Compute simple interest b. Solve problems on compound interest
Instructional Resources: Source for information on compound interest e.g. fixed deposits.
3 VIEWS, PLANS AND SKETCHES Drawing views and plans of common solids i. cube and cuboids ii. cone iii. cylinder iv. sphere v. prism
Students: a. Draw views of common solids b. Draw plans of common solids.
Instructional Resources: Models or cubes, cuboids, cylinders etc.
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 30
4 PROBABILITY i. Define probability ii. Use probability to estimate the outcomes of real-life problems involving chance. iii. Express probability as a fraction iv. Determine the probability of events such as throwing a die, picking a ball from a bag etc.
Students; a. Give practical examples of chance
events b. Determine the probability of an event.
Instructional Resources: Dice, balls, marbles, coins.
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 FACTOR i. Meaning of enlargement and scale factor ii. enlargement shapes using scale factor iii. Calculating and comparing lengths areas and volumes of similar figures iv. Quantitative Reasoning involving similar shapes.
Students: i. Identify and collect similar shapes ii. describe the meaning of enlargement and scale factor iii. enlarge shapes using scale factor. Instructional Resources: Similar shapes of triangles, rectangles, squares etc.
7 TRIGONOMETRY i. Identify sine, cosine and tangent of an acute angle as ratios of sides of a right-angled triangle. ii. using trigonometric ratio to solve practical problems iii. applying trigonometric ratios to solve word problems.
Students: Obtain since ratio of a given acute angle. Instructional Resources: - Models of right-angled triangles - Flash cards with different problems.
8 SOLID SHAPES Problems in measuration involving: i. volume of cylinders, cones
Students: a. Compute volume of cylinders and
cones b. Calculate the surface area and total
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 31
ii. surface areas of cylinder and cones.
surfaces area of cylinders and cones. Instructional Resources: - Cylindrical shapes. - Models of cones
9 CONSTRUCTION i. Bisecting of line segments ii. Bisecting of angles iii. Constructing simple shapes
Students: a. Bisect line segments b. Bisect given angles c. Construct simple shapes
Instructional Resources: -Mathematical set -Chalkboard construction set.
10 CONSTRUCTION i. construction of angles of various sizes 90o, 60o, 45o, 30o ii. copying a given angle iii. Constructing simple shapes.
Students: a. Construct angle 90o b. Bisect 90o to construct 45o c. Copy a given angle d. Construct a triangle with 2 sides and
an included angle Instructional Resources: - Mathematical set - Chalkboard construction set.
11 Revision Revision
12 Examinations Examinations
MATHEMATICS THIRD TERM JSS 3
WEEK TOPIC / CONTENT ACTIVITIES
1 STATISTICS i. Calculating mean of a given data from raw scores ii. Obtaining median iii. finding mode iv. Finding the range of any given date v. Calculating mean and median from frequency table.
Students: Find the range, mean, median and mode of a given data. Instructional Resources: Source data from the school e.g. age of students.
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 32
2 STATISTICS (DATA PRESENTATION) i. Frequency table ii. Pictograms iii. Ordering or ranking data iv. Representing and interpreting data on a bar chart v. Representing and interpreting data on a pie chart.
Students: a. Rank given data b. Group or present data in tabular form c. Draw an accurate pie chart to
represent given information. Instructional Resources: Model pie charts and bar charts.
3 VARIATION Revision of problem solving involving: i. direct (ii) inverse (iii) joint iv. partial variation.
Students: a. Solve problems on direct and inverse
variation b. Solve problems on partial and joint
variation Instructional Resources -Source data on the different types of variation. -Flash cards.
4 APPROXIMATION Revision of approximation of numbers to: i. decimal place ii. significant figures iii. required degree of accuracy
Students: a. Rounds off numbers to decimal places
and significant figures b. Rounds off numbers to a required
degree of accuracy.
5 FRACTIONS (Revision) i. Addition and subtraction of fractions ii. Multiplication and division of fractions. iii. use of order of operations in simplifying expressions with fractions. iv. Simplifying algebraic fractions with monomial denominators.
Students: a. Add and subtract fractions b. Multiply and divide given fractions c. Simplify algebraic fractions.
Instructional Resources: Flash cards.
6 RIGHT-ANGLED TRIANGLES i. Use of Pythagoras rule in finding missing sides of triangles. ii. Pythagoras triples iii. Finding trigonometric ratios of sine, cosine, and tangent using sides of right angled triangles.
Students: a. Give the sine, cosine and tangent
ratios of required acute angles. b. Identify Pythagoras triples
Instructional Resources: Flash cards with different problems.
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 33
7-13 Revision and BECE Examinations
Revision and BECE Examinations
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.
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 34
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
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
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 35
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
MAKO BATU/KUMSHIYA AYYUKA
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:
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.
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 36
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
11 Bitar aikin baya/maimaitawa
12 Jarabawa
HAUSA LANGUAGE L1 THIRD TERM ZANGO NA UKU AJI UKU
MAKO BATU/KUMSHIYA AYYUKA
1 ADABI:
Ma’anar rubutaccen adabi da ruƘunoninsa
2 AL’ADA:
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 37
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.
7 Bitar aikin baya/maimaitawa
8 Jarabawa
HAUSA LANGUAGE L2 FIRST TERM ZANGO NA DAYA AJI UKU
MAKO BATU/KUMSHIYA AYYUKA
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
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 38
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:
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
MAKO BATU/KUMSHIYA AYYUKA
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 39
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
10 AL’ADA:
Bayani kan sana’ar fawa da su.
11 Bita/maimaita aikin baya
12 Jarabawa.
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 40
HAUSA LANGUAGE L2 THIRD TERM ZANGO NA UKU AJI UKU
MAKO BATU/KUMSHIYA AYYUKA
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
IZUỤKA
1.
ISIOKWU / NDỊNISIOKWU
ỌNỤỌGỤGỤ (0-1000) 1. Ịgụ ọnụọgụgụ (0-5000) 2. Ịgụ ọnụ ọgụgụ na-agarirị (501-1000)
IHE OMUME NA NGWA NKỤZI
IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịgụ ọnụọgụgụ 2. Ịdepụta ọnụọgụgụ 3. Ịrụgosi ọnụọgụgụ NGWA NKỤZỊ Akwụkwọ ọgụgụ, kaadị mgbubam,
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 41
2.
3.
4.
5.
OMENALA a) Nkọwa Omenala b) Ịgụ nwa aha na ndị o metụtara c) Ịhụ nwata eze na ndị o metụtara d) Mgbanwe na-abatagasị n’omenala ndị a AGỤMAGỤ: ỊGỤ IDUUAZỊ A HỌPỤTARA a) Nkọwa odee akwụkwo, isiokwu, ndị nisiokwu akụkọ ya b) Ọgụgụ akwụkwọ iduuazị c) Nkọwa mkpụruokwu na okwu ọhụrụ batara n’ihe a gụrụ OMENALA A i) Nkọwa Omenala ii) Ile ọbịa na mkpọpụta ihe ndị ụfọdụ ndị Igbo ji ele ọbịa. Ya bụ ihe ndị na- anọchi anya ọjị. B) Ọmụmụ ilu na nkọwa ilu ụfọdụ dị mfe. AGỤMAGỤ: IDUUAZỊ 1. Ọgụgụ akwụkwọ Iduuazị a họpụtara 2. Nkọwa usoro okwu na okwu ọhụrụ ndị bata n’ihe a gụrụ 3. Ntụle agwa ndị gbara elu
mkpụrụokute, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ikwu ihe gbasara omenala ndị e depụtara 3. Ikwu ihe a na-emegasị n’omenala ndị a 4. Ịkowa mgbanwe batarala n’omenala NGWA NKỤZI: Eserese/foto, akwụkwọ ọgụgụ, tepụrekọda, redio, tiivii na ihe ndị ọzọ dabara adaba IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịgụ akwụkwọ iduaazị a họpụtara 3. Inye nkọwa mkpụrụokwu na okwu ọhụrụ ndị batara n’ihe ha gụrụ NGWA NKỤZI Akwụkwọ Iduuazị a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ikwu ihe banyere ile ọbịa 3. Ịkpọsịta ihe ụfọdụ ha na-ahụ e ji eme ọjị / ele ọbịa 4. Ikwu ilu Igbo ndị ha maara na 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 n’onwe ha IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ akwụkwọ a họpụtara 2. Ịkọwa okwu ọhụrụ batara n’ihe ha gụrụ 3. Ịjụ na ịza ajụjụ NGWA NKỤZI
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 42
6.
7.
8.
9.
n’iduuazị 4. Nchịkọta akwụkwọ ejije na ihe mmụta sitere n’akụkọ NSOROEDIDE a) Nkọwa na ọmụmụ iwu ndakọrịta ụdaume b) Iwu nsụpe dịka o metụtara ndekọ na ndesa mkpụrụokwu c) Ndepụta mkpụrụokwu ndị nwere ndakorịta na ndị dara n’iwu ndakọrịtaụdaume NSOROEDIDE a) Ọrụ “na” na-arụ n’ahịrị- okwu dịka mbuụzọ, nnye- makangwaa, njikọ na isingwaa. b) Nkụzi “na” dịka Njikọ c) Inyegasị ọmụmaatụ ha n’ahịrịokwu ỤTỌASUSỤ i. Ọmụmụ “na” dịka mbuụzọ ii. Inyegasị ọmụmaatụ ha ỤTỌASỤSỤ a) Ọmụmụ “na” dịka isingwaa b) Ọmụmụ “na” dịka nnyemaka ngwaa c) Iwepụtagasị ọmụmaatụ ha
Akwụkwọ iduuazị a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige nti, 2. Inye ọmụmaatụ okwu nwere ndakorịta ụdaume 3. Ndepụta ụfọdụ mkpụrụokwu a na-edekọ ọnụ na nke a na-edesa edesa NGWA NKỤZỊ: Akwụkwọ ọgụgụ, chaatị ụdaume, kaadị mgbubam (flash card)
IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịkọwapụta ọrụ “na” n-arụ n’ahịrịokwu 3. Igosipụta ebe “na” na-arụ ọrụ di iche iche 5. Imebe ahịrịowku iji gosiputa ‘”na” dịka njikọ NGWA NKỤZI Kaadị mgbubam, akwụkwọ ọgụgụ, ụgbọ ojii, chaatị, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịrụgosị ebe “na” na-arụ ọrụ dịka mbuụzọ 3. Inye ọmumaatụ ha gasị NGWA NKỤZI Kaadị mgbubam, akwụkwọ ọgụgụ, ụgbọ ojii, chaatị, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịrụgosị ebe “na” na-arụ ọrụ dịka Isingwaa na nnyemaka ngwaa 3. Inye ọmụmaatu nke ha NGWA NKỤZI Kaadị mgbubam, akwụkwọ ọgụgụ,
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A. IBI N’UDO a) Nkọwa ihe bụ ibi n’udo b) Ụzọ dị iche iche e si ebi n’udo c) Uru na Ọghọm dị n’ibi n’udo B. MPỤ ULE a) Nkọwa ihe bụ mpụ ule b) Ụzọ dị iche iche e si eme mpụ ule c) Ọghọm dị n’ime mpụ ule. d) NRỤRỊTAỤKA: Olee ndị a ga-aka ata uta gbasara mpụ ule. Ọ bụ ndị nne na nna ka ọ bụ ụmụakwụkwọ? AGỤMAGỤ: IDUUAZỊ 1. Ọgụgụ iduuazị 2. Nchịkọta isiokwu na ndịnisiokwu akụkọ 3. Nkọwa ihe mmụta dị n’akụkọ 4. Ntụle agwa ndị batara n’akụkọ 4. Omenala Igbo ndị batara n’akụkọ MMỤGHARỊ IHE A KỤZIRI ULE MMECHI
ụgbọ ojii, chaatị, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ibin’udo na mpụ ule 2. Ikwupụta ọtụtụ ụzọ e si ebi n’udo 3. Ikwu uru na ọghọm dị n’ibi n’udo 4. Ịkpọsita ụzọ e si eme mpụ ule 5. Idepụta uru na ọghọm mpụ ule 6. Ikwupụta ndị a ga-ata ụta site n’iji okwu dị omimi were kwado isiowu. NGWA NKỤZI Tepụrekọda, akwụkwọ ọgụgụ, eserese, ụmụaka n’onwe ha IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ikwu ihe ha mụtara n’iduuazị ha gụrụ 3. Ịkọ agwa ndị masịrị ha na ndị amasịghị ha. Ihe kpatara nke a. 4. Ịkpọsịta omenala ndị batara n’iduaazị NGWA NKỤZI Akwụkwọ iduuazị a họpụtara
ASỤSỤ IGBO (L1)
JSS 3 TAM NKE ABỤỌ
IZUỤKA
1.
ISIOKWU/NDỊNISIOKWU AGỤMAGỤ: ABỤ EDEREDE a) Ịkọwa odee abụ na akwụkwọ abụ ya b) Ọgụgụ abụ abụọ ndị a họpụtara c) Ntụle abụ, isiokwu, asụsụ nka na
IHE OMUME NA NGWA NKỤZI
IHE ỤMỤAKWỤKWO GA-EME: 1. Ịgụ abụ a họpụtara 2. Ịkọwa isiokwu na asụsụ nka ndị pụtara n’abụ 3. Ikwu ihe ha mụtara n’abụ ndị
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ihe abụ na- akọ maka ya na nkenke d) Ịkọwa ihe mmụta dị n’abụ
e) Nkọwa okwu ọhụrụ ndị batara n’abụ ỌGWỤ a) Nkọwa ihe bụ ọgwụ b) Onye kwesiri inye ọgwụ c) Ebe e kwesiri ịzụta ọgwụ d) Mgbe e kwesiri ịnụ ọgwụ
e) Nsogbu dị n’ịzụ na ịṅụ ọgwụ f) Ịnụ ogwụ aghara aghara na ọghọm ya AGỤMAGỤ: ABỤ EDEREDE a. Ọgụgụ abụ abụọ a họpụtara b. Ntụle abụ, isiokwu/ ihe abụ na-akọ maka ya na asụsụ nka c. Nkọwa ihe mmụta dị n’abụ d. Itụle asụsụ nka ndị batara n’abụ e. Nkọwa okwu ọhụrụ batara na ha NKEBIOKWU a) Nkọwa nkebiokwu b) Ụdị nkebiokwu dị iche iche dịka: nkeaha, kenkọwa, nkembuụzọ na nkenrụaka c) Mmebe ahịrịokwu ndị nwere nkebiokwu. EDEMEDE KỌMPOZISHỌN a) Nkọwa edemede kompozishọn b) Nhazi ya c) Ide otu edemede nkọwa
ha gụrụ NGWA NKỤZỊ Akwụkwọ abụ a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịkọwa ihe ọgwụ bụ 2. Ikwu nsogbu na-adapụta
n’ịzụ/ịṅụ ọgwụike 3. Idepụta ọghọm atọ na-adị
n’ịṅụ ọgwụ aghara aghara NGWA NKỤZI Akwụkwọ ọgụgụ, eserese, ọgwụ dị iche iche, tepụrekọda, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgupụta abụ 2.Ikwu isiokwu abụ na asụsụ nka 3. Ide na nkenke ihe abụ na-akọ maka ya 4. Idepụta ihe mmụta abụọ dị n’abụ ndị ha gụrụ. NGWA NKỤZI: Akwụkwọ abụ a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịkowa ihe bụ nkebiokwu 3. Imebe ahịrịokwu ndị nwere nkebiokwu 4. Ịgosiputa nkebiokwu n’ahịrị- okwu NGWA NKỤZỊ: Akwụkwọ ọgụgụ, kaadị mgbubam, ụgbọ ojii, flanelgraf chaatị, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkparịtaụka maka edemede kọmpozishọn 2. Ikwu ka e si ahazi edemede
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NKEBIOKWU a) Nkọwa nkebiokwu b) Ọmụmụ nkebiokwu keaha c) Ọmụmụ nkebiokwu kenkọwaha d) Ọmụmaatụ gasị n’ahịrịokwu NKEBIOKWU a) Ọmụmụ nkebiokwu kenrụaka b) Ọmụmụ nkebiokwu kembuụzọ c) Ọmụmaatụ ha gasị n’ahịrịokwu AGỤMAGỤ: ABỤ EDEREDE a) Ọgụgụ akwụkwọ abụ abụọ a họpụtara
b. Ntụle abụ, isiokwu/ ihe abụ na-akọ maka ya na asụsụ nka c. Nkọwa ihe mmụta dị n’abụ d. Nkọwa okwu ọhụrụ batara na ha AGỤMAGỤ Ngụgharị akwụkwọ abụ ndị a họpụtara na nchịkọta ha.
kompozishọn NGWA NKỤZỊ: Akwụkwọ ọgụgụ, ụgbọ ojii IHE ỤMỤAKWỤKWỌ GA-EME 1.Ige ntị 2.Ịkọwa maka nkebiokwu keaha na kenkọwaha 3. Inye ọmụmatụ ha gasị
4. Igosipụta ha n’ahịrịokwu 5. Imebe ahịrịokwu nwere nkebiokwu NGWA NKỤZI Eserese, kaadị mgbubam, flanelgraf chaatị, dgz IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa nkebiokwu kenrụaka nke mbuụzọ 2. Inye ọmụmaatụ nke ọ bụla 3. Ịjụ na ịza ajụjụ NGWA NKỤZI Akwụkwọ ọgụgụ, kaadị mgbubam, ụgbọ ojii, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụpụta abụ a họpụtara 2. Ikwu uche ha banyere abụ ha gụrụ 3. Ikwu isiokwu abụ na ihe abụ na-akụzi NGWA NKỤZI Akwụkwọ abụ a họpụtara. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụpụta abụ a họpụtara 2. Ikwu uche ha banyere abụ ndị ha gụrụ 4. Ịkọwa okwu ọhụrụ ndị pụtara n’abụ NGWA NKỤZI Akwụkwọ abụ a họpụtara.
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EDEMEDE 1. Nkọwa edemede 2. Edemede dị iche iche i) Leta nke onye ii) Leta anamachọihe iii) Edemede mkparịtaụka MMỤGHARỊ IHE A KỤZIRI ULE/MMECHI
IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịkpọsịta ụdị edemede ndị e nwegasịrị 3. Idepụta edemede n’ụdị edemede nke ọ bụla NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, tepụ rekọda, dgz.
ASỤSỤ IGBO (L1)
JSS 3 TAM NKE ATỌ
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 47
IZUỤKA
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ISIOKWU / NDỊNISIOKWU
AGỤMAGỤ: EJIJE EDEREDE 1. Ọgụgụ akwụkwọ ejije a họpụtara
2. Ntụle odee ejije, ihe ejije na-akọ maka ya na asụsụ nka odee c) Ọgụgụ akwụkwọ ejije d) Nkọwa okwu ọhụrụ batara n’ejije
OMENALA a) Ile ọmụgwọ b) Ibi ugwu OMENALA na-agarịrị a) Iri ji ọhụrụ b) Ịwa ọjị
AGỤMAGỤ: Ejije ederede i) Ọgụgụ akwụkwọ ejije a họpụtara ii) Nkọwa usoro okwu na okwu ọhụrụ ndị batara n’ihe a gụrụ
ỤTỌASỤSỤ: NKEBIAHỊRỊOKWU i) Nkọwa ihe bụ nkebiahịrịokwu ii) Ụdị nkebiahịrịokwu dị iche iche iii) Ọmụmụ nkebiahịrị keaha na izipụta ya n’ahịrịokwu ỤTỌASỤSỤ:
IHE OMUME NA NGWA NKỤZI IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ akwụkwọ ejije a họpụtara 2. Ikwu aha ode, ebe a mụrụ ya, Isiokwu akụkọ ya na asụsụ nka ndị o webatara n’akụkọ ya. 3. Ịkparịtaụka gbasara ihe ha gụrụ 4. Ịkọwa okwu ọhụrụ batara n’ihe ha gụrụ IHE ỤMỤAKWỤKWO GA-EME: 1. Ịkọwaputa ihe ha maara gbasara ile ọmụgwọ na ibi ugwu NGWA NKỤZỊ Akwụkwọ ọgụgụ, foto, eserese, tepụrekọda, redio, tiivii IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịkọwapụta ihe ha maara gbasara iri ji ọhụrụ na ịwa ọjị NGWA NKỤZI Akwụkwọ ọgụgụ, eserese, oge/mkpurụ oji, ji, tepụrekọda, redio, tiivii IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ akwụkwọ ejije a họpụtara 2. Ịkọwa okwu ọhụrụ bata n’ihe ha gụrụ 3. Ịjụ na ịza ajụjụ NGWA NKUZỊ Akwụkwọ ejije a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ikwu ihe bụ nkebiahirị 3. Ịrụgosi nkebiahịrị n’ahịrịokwu NGWA NKỤZI: Akwụkwọ ọgụgụ, eserese, kaadị mgbubam IHE ỤMỤAKWỤKWỌ GA-EME
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i) Nkebiahịrị kenkọwa ii) Izipụta nkebiahịrị kenkọwa n’ahịrịokwu iii) Nkebiahịrị kembuụzọ na nzipụta ha n’ahịrịokwu AGỤMAGỤ: EJIJE EDEREDE 1. Ọgụgụ ejije a họpụtara 2. Nchịkọta akwụkwọ ejije a gụrụ 3. Ntụle agwa ndị kara pụta ihe n’ejije 4. Nchịkọta akwụkwọ ejije na ihe mmụta sitere n’ejije ULE
1. Ige ntị 2. Idepụta nkebiahịrị dị n’ahịrịokwu 3. Imebe ahịrị okwu ndị nwere Nkebiahịrị 4. Ịgosiputa nkebahịrị n’ahịrịokwu NGWA NKỤZỊ: Akwụkwọ ọgụgụ, kaadị mgbubam, chaatị, flanelgraf, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ ejije a họpụtara 2. Ịkọwa okwu ọhụrụ 3. Ịkọwa ihe ha ma gbasara agwa ndị batara n’ejije ha gụrụ. 4. Idepụta omenala ndị kara pụta n’ejije NGWA NKỤZI Akwụkwọ ejije a họpụtara
ASỤSỤ IGBO (L2)
JSS 3 TAM NKE MBỤ
IZUỤKA
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ISIOKWU / NDỊNISIOKWU
A) ỊKỌWA KA AHỤ NA OBI
MMADỤ DỊ (dịka ịnọ na mwute, n’ihe mgbu, n’ihe isiike, mgbe obi dị mmadụ ụtọ/njọ, dgz). B) IJI AHỊRỊMFE KỌWAA KA AHỤ NA OBI DỊ MMADỤ
A) IME NJEM
IHE OMUME NA NGWA NKỤZI
IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ikwu ka ahụ na obi dị ha 2. Ịji ahịrịmfe kọwaa ka obi dị ha 3. Ide ihe odide 4. Ikwunwo/imenwo ihe NGWA NKỤZỊ Olu onye nkụzi, ngwa nurụlere, Akwụkwọ ọgụgụ, chaatị, kaadị mgbubam,dgz. IHE ỤMỤAKWỤKWỌ GA-EME:
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i) Nkọwa ihe bụ ime njem na ụzọ dị iche iche e si eme njem dịka : njem ụgbọelu, ụgbọmmiri,ụgbọala, ụgbọokporoigwe/ụgbọoloko. ii) Ime mkparịtaụka gbasara ime njem B. ỌNỤỌGỤGỤ i. Ọmụmụ ọnụọgụgụ nke (onye nke mbụ, abụọ.dgz) ii. Onụọgụgụ mpekele ( ½, 3/5) iii. Ọnụ ọgụgụ ọgwa (5 ½, 9 ¾)
AGỤMAGỤ: AKỤKỌ NKENKE a. Ọgụgụ akụkọ nkenke abụọ ndị a họpụtara b. Ntụle isiokwu na ndịnisiokwu dị n’akụkọ nkenke c. Ntụle agwa ndị pụtagasịrị n’akụkọ a gụrụ d. Ntụle ihe mụta dị n’akụkọ na asụsụ nka odee ỊJỤTA NA ỊGWA MMADỤ IHE a.Ịjụta ihe gbasara mmadụ b Ịjụta gbasara ihe na ebe dị iche iche c.Iji nkenke ahịrịokwu jụta he gbasara mmadụ maọbụ ebe ỌNỤỌGỤGỤ na-agarịrị (100-1,500)
1. Ịkpọsịta ụzọ ndị e si eme nje 2. Ime mkparịtaụka 3. Mmenwo/ikwunwo ihe NGWA NKỤZI Ụgbọ ọjii, akwụkwọ ọgụgụ, olu onye nkụzi, kaadị mgbubam, tepụredio. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịgụ ọnụọgụgụ nke 2. Igosipụta ha n’ahịrịokwu 3. Idetụ ọnụọgụgụ NGWA NKỤZỊ Eserese/foto, kaadị mgbubam, tebul nnọchi, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Igụ akụkọ nkenke a họpụtara 2. Ịkowa ihe isiokwu na mmụta dị n’akụkọ 3. Ịkọwa okwu ọhụrụ/asụsụ nka odee NGWA NKỤZỊ Akụkọ nkenke a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịjụrịta onwe ha ihe 2. Imebe ahirịmfe 3. Ịza na ide ihe odide NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, olu onye nkụzi, tebul nnọchi dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịgụ ọnuọgụgụ 3. Irụgosi ọnuọgụgụ 4. Idepụta ha NGWA NKỤZI Akwụkwọ ọgụgụ, kaadị mgbubam, ụgbọ ojii, mkpụrụokwe, dgz.
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9.
AGỤMAGỤ: AKỤKỌ NKENKE a. Ọgụgụ akụkọ nkenke abụọ ndị a họpụtara b. Ntụle isiokwu na ndịnisiokwu dị n’akụkọ nkenke c. Ntụle agwa ndị pụtagasịrị n’akụkọ a gụrụ d. Ntụle ihe mmụta dị n’akụkọ ITI IWU NA ỊRỊỌ IHE N’ỤZỌ DỊ MFE a. Okwu ndị na-egosi iti iwu b. Okwu ndị na-egosi arịrịọ c. Iji ahịrịokwu mfe gosipụta iti iwu na ịrịọ arịrịọ. AGỤMAGỤ : AKỤKỌ NKENKE i) Ọgụgụ akụkọ nkenke abụọ a họpụtara b) Ntụle aha odee, isiokwu, ndịnisiokwu na ihe mmụta dị n’akụkọ nkenke c) Ntụle omenala, asụsụ nka na agwa ndị pụtagasịrị n’akụkọ a gụrụ d) Nchịkọta akụkọ nkenke ndị a gụrụ A) AHỤIKE NDỊ NTORỌBỊA i) Nkọwa ihe bụ ahụike na ntorọbịa ii). Ọrịa ụfọdụ na-emetụta ahụike ha iii) Ụzọ mgbochi ha. B) NRI : i) Nrị ndị Igbo Ụfọdụ ii) Etụ e si akọpụta ha na etụ e
IHE ỤMỤAKWỤKWỌ GA-EME 1. Igụ akụkọ nkenke 2. Ikwu isiokwu na ihe mmụta dị n’akụkọ 3. Ịkọ ihe ha ma gbasara agwa batara n’akụkọ NGWA NKỤZI Akwụkwọ ọgụgụ a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Idepụta okwuntimiwu 2. ikwupụta okwu e ji arịọ ihe 3. Iji ha mebe ahịrịmfe NGWA NKỤZI Akwụkwọ ọgụgụ Eserese/foto, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Igụ akụkọ nkenke 2. Ikwu aha odee, isiokwu na ihe mmụta dị n’akụkọ 3. Ikọwa okwu ọhụrụ 4. Ịkọwa , omenala na agwa ndị ha gụtara n’akụkọ NGWA NKỤZI Akwụkwọ akụkọ nkenke a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ahụike na ntorọbịa 2. Ikwu ọrịa ụfọdụ na-emetụta ahụike ha 3. Ikwu ụzọ mgbochi ha NGWA NKỤZI Akwụkwọ ọgụgụ Eseresefoto, ụmụaka n’onwe ha, kaadị mgbubam,dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkpọsịta nri ndị Igbo 2. Ikwu ka e si akọpụta ha
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10.
11.
12.
13.
14.
si eri ha iii) Nrị a na-eri na mmemme dị iche iche. A) AKAỌRỤ i) Ụdị akaọrụ dị iche iche (Dịka ọrụ ugbo, izụahịa, ịkụ azụ, dgz) na ejirimara nke ọ bụla B) INWETA AKỤNỤBA N’ỤZỌ ZIRI EZI i) Nkọwa Ihe bụ akụnụba na inweta ya n’ụzọ ziri ezi ii) Inweta akụnụba n’ụzọ ezighi ezi dịka: iji mmadụ atụ mgbere ahịa, iji mmadụ gwọrọ ọgwụ ego, ibu/ire ọgwụike MMEMME OMENALA: a. Iri ji b. Ịlụ nwaanyị c. Ihe ndị e ji eme mmemme na uru ha MMỤGHARỊ IHE A KỤZIRI ULE ULE NA MMECHI
3. Idepụta nri ndị a na-eri na mmemme dị iche iche NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, Eserese, nri Igbo dị iche iche,dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkpọsịta akaọrụ ndị ha maara 2. Ịkwu ejirimara nke ọ bụla 3. Inye nkọwa akụnụba 4. Ikwu ụzọ ezighi ezi e si akpata akụnụba NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, foto/eserese, tepụ rekọda, dgz IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa omenala ndị a 2. Ikwu ihe ndị e ji eme omenala ndị a 3. Ikwu uru dị n’ime omenala ndị a.
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ASỤSỤ IGBO (L2)
JSS 3 TAM NKE ABỤỌ
IZUỤKA
1.
2.
3.
4.
5.
ISIOKWU / NDỊNISIOKWU
MKPỤRỤEDEMEDE IGBO (abịịdị) a. Ndepụta mkpụrụabịịdị Igbo na ikewa ha n’ụzọ abụọ i) Ụdaume b) Mgbochume AGHỌTAAZAA: NRUBEISI NA NDEBEIWU i. Igụpụta ederede ii. Idesita mkpụrụokwu ọhụrụ ndị batara n’ederede a gụpụtara iii. Ịkọwa mkpụrụokwu ọhụrụ NZIKỌRỊTA NA NRỤKỌRỊTA ỌRỤ a) Nkọwa Nzikọrịta ozi nke teknọlọjị b) Uru nzikọrịta ozi nke teknọlọjị c) Nrụkọrịta ọrụ na uru ya AGWỤGWA NA ILU ỤFỌDỤ DỊ MFE a. Nkọwa ihe bụ agwụgwa na ọmụmaatụ agwụgwa ndị dị mfe b. Nkọwa ihe bụ ilu na ọmụmaatụ ilu Igbo dị iche iche dị mfe. OKWUNTỤHỊ/OKWU
IHE OMUME NA NGWA NKỤZI
IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịgụ abịịdị 2. Ịde abịịdị 3. Ime nkewa ụdaume NGWA NKỤZỊ Akwụkwọ ọgụgụ, chaatị, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịgụ ihe 3. Ide ihe odide NGWA NKỤZI Ụgbọ ọjii, akwụkwọ ọgụgụ, olu onye nkụzi, kaadị mgbubam IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịkọwa ihe bụ nzikọrịta ozi nke teknọlọji 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. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịjụ na ịza agwụgwa 2. Inye ọmụmaatụ agwụgwa 3. Inye ọmụmaatụ ilu na nkọwa ya NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, olu onye nkụzi, dgz. IHE ỤMỤAKWỤKWỌ GA-EME
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6.
7.
8.
10.
MGBAWAỌNỤ 1. Nkọwa okwuntụhị na ọmụmaatụ okwuntụhị dị iche iche 2. OKWU NDỊ ICHE (Indicating opposite in Igbo) dịka: elu, ala, ocha, ojii, dgz. b. Iji ha meputa ahịrụokwu AGỤMAGỤ: EJIJE i) Ọgụgụ akwụkwọ ejije a họpụtara ii) Nkọwa okwu ọhụrụ pụtara na ya AGỤMAGỤ na-agarịrị a. Ntụle isiokwu na ndịnisiokwu dị n’ejije a gụrụ b. Ntụle agwa ndị pụtagasịrị n’ejije c. Ntụle ihe mmụta dị n’ejije NKỌWA DỊ MFE GBASARA NJIRIMARA NA ỌDỊDỊ IHE GASỊ 1. Nkọwa nhaole na Ịmata ole ihe dị 2a. OKE NA NWUNYE (Gender) (dk. Okoro na agboghọ, okeọkpa na nnekwu, oke na nwunye, dgz,) b. Iji ha mepụta ahịrịokwu mfe. NKỌWA DỊ MFE GBASARA NJIRIMARA NA ỌDỊDỊ IHE GASỊ a. Imebe ahịrịokwu na-ezipụta ole ihe dị b. Ịchọpụta nhaole dịgasị n’ahịrị- okwu c. Iji nkọwa aha ụfọdụ zipụta nhaole (dk. niile, ọtụtụ, dgz)
1. Ikwu okwuntụhị 2. Ịza ajụjụ 3. Ịkọwa okwu ndịiche na ọmụmaatụ ha NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, Kaadị mgbubam, ụmụaka n’onwe ha, tepụrekọda, dgz.
IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ akwụkwọ ejije 2. Ịkọwa okwu ọhụrụ 3. Ijụ na ịza ajụjụ NGWA NKỤZI Akwụkwọ ejije a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ akwụkwọ ejije 2. Ịkọwa okwu ọhụrụ 3. Ijụ na ịza ajụjụ NGWA NKỤZI Akwụkwọ ejije a họọrọ IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ole ihe dị 2. Ịkọwa ọdịdị ihe 3. Inye ọmụmaatụ nhaole gasị 4. Inye ọmụmaatụ genda 4. Iji genda mebe ahịrịmfe NGWA NKỤZI Akwụkwo ọgụgụ, ụgbọ ojii, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ka ihe dị 2. Ịmebe ahịrịmfe na-egosi ọdidị ihe 3. Iji nkọwa aha gosipụta nha ole 4. Iji nkọwa aha mepụta ahịrịokwu. NGWA NKỤZI
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11.
12.
13
NKEJIASỤSỤ: NGWAA a. Nkọwa ngwaa b. Imepụta ahịrịokwugasị ndị nwere ngwaa NKEJIASỤSỤ: a. Nnọchiaha: Ọmụmaatụ na ọrụ ha n’ahịrịokwu b. Nnọchi mpesịn:Ọmụmaatụ na ọrụ ha n’ahịrịokwu MMỤGHARỊ IHE A KỤZIRI ULE/MMECHI
Akwụkwọ ọgụgụ, olu onye nkụzi, ụgbọ ojii, kaadị mgbubam, akwa nwere agwa dị iche iche, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ihe bụ ngwaa 2. Ịchọpụta ngwaa n’ahịrịokwu 3. Imebe ahịrịokwu nwere ngwaa NGWA NKỤZI Akwụkwọ ọgụgụ, olu onye nkụzi, ụgbọ ojii, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa nnọchiaha mpesịn na ọrụ ha 2. Inye ọmụmaatụ nnọchi mpesịn 3. Ịrụgosi ha n’ahịrịokwu NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii/ kaadị mgbubam dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịgụ na Ịza ajụjụ ule 3.Ide ihe odide NGWA NKỤZI Akwụkwọ ajụjụ ule
ASỤSỤ IGBO (L2)
JSS 3 TAM NKE ATỌ
IZUỤKA
1.
2.
ISIOKWU / NDỊNISIOKWU
IHE NDỊ NA-EME N’EZINỤLỌ a. Ịdị ime b. Ịmụ nwa na ọmọgwụ c. Ịgụ nwa aha na ikupụta nwa a. AKARA EDEMEDE
IHE OMUME NA NGWA NKỤZI
IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịza ajụjụ 3. Ide ihe odide NGWA NKỤZỊ Akwụkwọ ọgụgụ, foto/eserese dị iche iche,dgz. IHE ỤMỤAKWỤKWỌ GA-EME:
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3.
4.
5.
6
(puntuation mark) Dịka: kpọm, kpọm rịkọm, rịkọm, rịkọm elu, rịkọm ala, akara mkpu, na kọlọm. b. Ahịrịokwu ebe akara ndị a pụtagasịrị. AGWA ỌJỌỌ ỤMỤAKA UGBU A NA-AKPA N’OGE UGBU A a. Aghọtazaa: Ime Mpụ Ule b. Nkọwa mkpụrụokwu ụfọdụ ndị batara n’ederede a gụpụtara dk: agwa ọjọọ, mpụ ule, dgz. ỌNỤỌGỤGỤ (1000 – 1020) AGỤMAGỤ: Abụ dị mfe a. Ịgụ akwụkwọ abụ a họpụtara b. Ntụle isiokwu na ndịnisiokwu dị n’abụ a gụrụ c. Aha odee abụ na ebe a mụrụ ya d. Ntụle ihe abụ na-akụzi EDEMEDE NDUZI MFE (Guided Leta Writing) a) Ebe mgbadoụkwụ: i) Isiokwu ii) Okwu mmalite iii) Ahụ edemede
1. Ige ntị 2. Ịrụgosi edemede nwere akara edemede 3. Ide ihe odide 4. Ịjụ na ịza ajụjụ NGWA NKỤZI Ụgbọ ọjii, akwụkwọ ọgụgụ, eserese, kaadị mgbubam, ụmụakwụkwọ n’onwe ha, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịjụ na ịza ajụjụ 3. Ịgụ ihe 4. Ide ihe NGWA NKỤZI Ederede sitere n’akwụkwọ ọgụgụ ha maọbụ nke onye nkụzi depụtara, tepụrekọda, ụgbọ ojii, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịgụ ọnụọgụgụ 3. Ịrụgosị ọnụọgụgụ 4. Idepụta ọnụọgụgụ 5. Ịjụ /ịza ajụjụ NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ abụ 2. Ijụ na ịza ajụju 3. Ịkọwa isiokwu na ihe mmụta NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, foto/eserese IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ 2. Ịrụgosi eserese 3. Ide edemede 4. Ịjụ na ịza ajụjụ NGWA NKỤZI
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7.
iv) Mmechi b) Ọmụmaatụ ụdị leta dị iche iche a. Leta maka Ụlọakwụkwọ m b. Ezigbo enyi m c. Nne na nna m d. Leta maka iwe n’ọrụ/ịchọ ọrụ ULE BECE
Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, delta ederede na kaadị, dgz.
YORÙBÁ L2 JSS 3 TÁÀMÙ KÌN-ÍN-NÍ
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1. ÀŚÀ: Ìśêdálê àti Ìtànkálê Ômô Yorùbá
ÀKÓÓNÚ IŚË
a. Ìśêdálê Yorùbá láti õdõ Odùduwà
b. Àwôn ìlú tí ó jë ti Yorùbá
d. Orúkô àwôn ômô Odùduwà
OLÙKÖ
a. Śe àlàyé àwôn agbègbè tí êyà Yorùbá tàn dé
ní àgbáyé
b. Fi ìtàn àti àwòrán máàpù śe àlàyé bí Yorùbá
śe śê àti bí wôn śe dé ibi tí wôn wà báyìí.b
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
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 57
ìtànkálê Yorùbá.
2. FÓNËTÍÌKÌ: Ìró Èdè Yorùbá
ÀKÓÓNÚ IŚË
a. Álífábëêtì Yorùbá
b. Kíka álífábëêtì láti A – Y
d. Àlàyé lórí lëtà ńlá àti lëtà kékeré
e. Ìsõrí álífábëêtì èdè Yorùbá (B.a.
köńsónáýtì àti fáwëlì àìránmúpè àti fáwëlì
àránmúpè)
ç. Ìyàtõ láàrin álífábëêtì èdè Yorùbá àti
èdè Gêësì.
OLÙKÖ
a. Ka álífábëêtì fún àwôn akëkõö.
b. Śe àlàyé lórí lëtà ńlá àti kékeré
d. Pín álífábëêtì èdè Yorùbá sí ìsõrí köńsónáýtì
àti fáwëlì
e. Fi ìyàtõ hàn láàrin álífábëêtì èdè Yorùbá àti
èdè Gêësì.
OHUN-ÈLÒ ÌKÖNI
a. Kádíböõdù tí a kô álífábëêtì Yorùbá sí.
b. Káàdì pélébé pélébé tí a kô lëtà kõõkan sí.
3. ÀŚÀ: Ìkíni
ÀKÓÓNÚ IŚË
a. Ìkíni ní onírúurú ìgbà àti àkókò (B.a.
àárõ, õsán, alë, òru, ìyálêta, ààjìn abbl)
b. Ìkíni fún onírúurú ayçyç (Bí ìsômôlórúkô,
ìgbéyàwó, ôlöjö ìbí, oyè jíjç, ìkíni fún
aláboyún abbl).
d. Ìkíni fún onírúurú iśë. Bí àpççrç: àgbê,
ôdç, akõpç, onídìrí, aláró, awakõ,
alágbêdç, babaláwo abbl.
OLÙKÖ
a. Śe àlàyé ìkíni ní onírúurú ìgbà àti àkókò
b. Śe àlàyé ìkíni fún onírúurú ayçyç
d. Śe àlàyé ìkíni fún onírúurú iśë
AKËKÕÖ
a. Dárúkô àkókò àti ìgbà tó wà nínú ôjö.
b. Kí ènìyàn bí ó ti yç ní àkókò kõõkan.
d. Kí ènìyàn bí ó ti yç fún onírúurú ayçyç.
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 58
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
ÀKÓÓNÚ IŚË
a. Kíka àwôn ìtàn kéèkèèké ôlörõ geere àti
ewì.
b. Títúmõ àwôn õrõ tí ó ta kókó inú àyôkà.
d. Ìbéèrè àti ìdáhùn lórí àyôkà.
OLÙKÖ
a. Jë kí akëkõö ka àyôkà náà lëêmejì ó kéré tán.
b. Tö akëkõö sönà láti lè fa kókó õrõ inú àyôkà
yô.
d. Béèrè ìbéèrè lórí àyôkà náà
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 àyôkà náà, kí o sì kô ö sínú ìwé
OHUN-ÈLÒ ÌKÖNI
a. Pátákó ìkõwé
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 59
b. ìwé atúmõ èdè
5. ÀŚÀ: Àśà Ìgbéyàwó Nílê Yorùbá
ÀKÓÓNÚ IŚË
a. Ìtumõ àti oríśi ìgbéyàwó
b. Àwôn ìgbésê ìgbéyàwó bí i ìfojúsóde,
alárinà, ìtôrô, ìjöhçn tàbí ìśíhùn, ìdána abbl
d. Àwôn ohun èlò ìdána àti ìwúlò wôn.
OLÙKÖ
a. śe àlàyé fún àwôn akëkõö lórí ìtumõ ìgbéyàwó
b. Jë kí àwôn akëkõö töka sí ìgbésê ìgbéyàwó
d. Kí olùkö jë kí àwôn akëkõö dárúkô àwôn ohun
èlò ìdána àti ìwúlò rê
AKËKÕÖ
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
ÀKÓÓNÚ IŚË
a. Àtúnyêwò álífábëêtì èdè Yorùbá
OLÙKÖ
a. Śe àlàyé ohun tí àkôtö jë
b. kô àkôtö àtijö àti òde òní sára pátákó
d. Śe àlàyé kíkún lórí ìyàtõ láàrin méjèèjì
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 60
b. ìtumõ àkôtö
d. sípëlì àtijö àti àkôtö òde òní
e. ìyàtõ láàrin sípëlì àtijö àti àkôtö òde òní.
i. Fáwëlì: aiye – ayé
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
AKËKÕÖ
a. Tëtí sí àlàyé olùkö
b. kô àpççrç tí olùkö kô sí ojú pátákó
d. Béèrè ohun tí kò bá yé ô löwö olùkö.
7. LÍTÍRÈŚÕ: Lítírèśõ Yorùbá
ÀKÓÓNÚ IŚË
a. Ìtumõ oríkì lítírèśõ
b. Êka lítírèśõ Yorùbá
i. Lítírèśõ Àpilêkô
ii. Lítírèśõ Alohùn
d. Ìsõrí Lítírèśõ àpilêkô
OLÙKÖ
a. Śe àlàyé ohun tí lítírèśõ jë
b. Sô çka lítírèśõ
d. pín êka kõõkan sí ìsõrí pêlú àpççrç tí ó yç
e. Śe àlàyé ìyàtõ láàrin àpilêkô àti alohùn.
AKËKÕÖ
a. Tëtí sí àlàyé olùkö
b. kô àwôn êka àti ìsõrí tí olùkö sô sílê pêlú
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 61
i. Àpilêkô ôlörõ geere
ii. àpilêkô ewì
iii. àpilêkô eré-onítàn
e. Ìsõrí lítírèśõ alohùn
i. ôlörõ geere
ii. ewì alohùn
iii. eré-oníśe
àpççrç
d. kô àpççrç mìíràn sí láti ilé
OHUN-ÈLÒ ÌKÖNI
- Téèpù
- Tçlifísàn
- Rédíò
- kásëëtì àti téèpù tí a gba ohùn sí
- Fíìmù ìśeré lítírèśõ alohùn
- ìwé tí a da lítírèśõ alohùn kô sí
8. LÍTÍRÈŚÕ: Òýkà Yorùbá
ÀKÓÓNÚ IŚË
a. Òýkà Õödúnrún dé irínwó (300 – 400)
OLÙKÖ
a. Tö akëkõö sönà láti ka òýkà láti Õödúnrún dé
irínwó
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
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 62
- Káàdì pélébé pélébé tí a kô òýkà kõõkan sí
9. ÈDÈ: Ìsõrí Õrõ
ÀKÓÓNÚ IŚË
a. õrõ-orúkô
b. õrõ aröpò- orúkô/ aröpò afarajorúkô
d. õrõ-ìśe
e. õrõ-àpèjúwe
ç. õrõ-àpönlé
f. õrõ-atökùn
g. õrõ-àsopõ
OLÙKÖ
a. śe àlàyé kíkún lórí ipò àti iśë õkõõkan nínú
gbólóhùn.
b. śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö
d. darí akëkõö láti śe àpççrç tirê
AKËKÕÖ
a. Tëtí sí àlàyé olùkö lórí ìsõrí kõõkan
b. kô àwôn àpççrç tí olùkö śe sínú ìwé
d. śe àwôn àpççrç tirê lábë ìdarí olùkö.
OHUN ÈLÒ ÌKÖNI
a. Kádíböõdù
b. Káàdì pélébé pélébé.
10. ÀŚÀ: Òwò Śíśe àti Ìpolówó Ôjà
ÀKÓÓNÚ IŚË
a. ìdí tí a fi ń polówó ôjà
b. bí a śe ń polówó kõõkan. Bí àpççrç; Ç
fçran jêkô
d. ôgbön ìpolówó ôjà láyé àtijö àti lóde òní.
Bí àpççrç: ìpolówó lórí rédíò, tçlifísàn, ìwé
OLÙKÖ
a. Tç ìpolówó ôjà tí a ti tê sórí téèpù fún àwôn
akëkõö gbö.
b. fún àwôn akëkõö láýfààní láti śe ìpolówó ôjà
nínú kíláásì.
d. kí akëkõö lô śe àbêwò sí ôjà tàbí ìdíkõ.
AKËKÕÖ
a. Tëtí sí téèpù tí olùkö tê
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 63
ìròyìn, 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
ÀKÓÓNÚ IŚË
a. kí ni õrõ-orúkô?
b. oríśi õrõ-orúkô méjì: àìśêdá àti èyí tí a
śêdá pêlú àpççrç.
d. Àlàyé kíkún lórí oríśiríśi õnà ìśêdá õrõ-
orúkô pêlú àpççrç.
OLÙKÖ
a. Śe àlàyé ohun tí õrõ-orúkô jë
b. śe àlàyé oríśi õrõ-orúkô méjì: àìśêdá àti èyí tí a
śêdá pêlú àpççrç: çja, ejò, ìyá, ôwö, êrín, adé,
abö, jíjç, alaalë abbl
d. śe àlàyé kíkún lórí oríśiríśi õnà ìśêdá õrõ-orúkô
pêlú àpççrç.
AKËKÕÖ
a. Tëtí sí àlàyé olùkö
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
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 64
a. kádíböõdù tí a kô oríśiríśi àpççrç sí.
12. ÈDÈ: Àròkô kíkô
ÀKÓÓNÚ IŚË
a. Àlàyé lórí àròkô kíkô
b. Oríśiríśi àròkô
d. Ìgbésê
OLÙKÖ
a. Tö akëkõö sönà láti jíròrò lórí aroko
b. Töka sí onírúurú àròkô pêlú àpççrç
d. śe àlàyé ìgbésê fún kíkô àròkô
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
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 65
YORÙBÁ L2 JSS 3 TÁÀMÙ KEJÌ
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1. FÓNËTÍÌKÌ: Àwôn êyà ara fún ìró
èdè pípè
ÀKÓÓNÚ IŚË
a. Àwôn êyà ara tí a fi ń pe ìró
b. Oríśi àfipè:
i. Àwôn êyà ara tí a lè fi ojú rí
ii. Àwôn êyà ara tí a kò lè fojú rí
iii. Àfipè àsúnsí
iv. Àfipè àkànmölê
OLÙKÖ
a. Śe àlàyé àwôn êyà ara tí a ń lò fún àwôn ìró èdè
pípè
b. Tö akëkõö sönà láti dárúkô êyà ara àfipè àti ìwúlò
wôn.
d. Dárúkô oríśi àfipè pêlú àlàyé kíkún
AKËKÕÖ
a. Tëtí sí àlàyé olùkö
b. Dárúkô àwôn êyà ara tí a fi ń pe ìró têlé olùkö
d. Kô ohun tí olùkö kô sí ojú pátákó sínú ìwé wôn
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
ÀKÓÓNÚ IŚË
a. Ìgbàgbö Yorùbá nípa àgàn, ômô
OLÙKÖ
a. Śe àlàyé ní kíkún lórí ìgbàgbö àwôn Yorùbá nípa
oyún níní, ìtöjú oyún àti àsìkò tó tö láti lóyún
b. Śe àlàyé onírúurú jënótáìpù êjê tí ó wà àti èyí tí ó
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 66
bíbí àti àbíkú
b. Àwôn tí oyún níní wà fún
(tôkôtaya)
d. Õnà tí a lè gbà dín bíbí àbíkú kù
láwùjô
e. oríśiríśi jënótáìpù êjê tó wà àti
àwôn tó lè fëra wôn.
ç. Aájò láti lè tètè lóyún – àýfààní
kíkóra-çni-níjàánu nípa ìbálòpõ
f. Bí a śe ń töjú aboyún látijô àti lóde
òní:
Àtijö;
Oyún dídè, èèwõ aláboyún,
àsèjç, àgbo abbl
Òde òní
Oúnjç aśaralóore, lílô fún
ìtöjú ní ilé ìwòsàn (ìbílê/
ìjôba) abbl
bára mu
d. Kô àwôn oúnjç aśaralóore tí aboyún lè jç sára
pátákó ìkõwé
e. Śe àlàyé bí a śe ń töjú aláboyún látijö àti lóde òní
ç. Śe àlàyé nípa pàtàkì ìkóra-çni-ní-ìjánu sáájú
ìgbéyàwó fún çni tí ó bá tètè fë ômô bí
AKËKÕÖ
a. Sõrõ nípa àwôn tóyún wà fún
b. Sô ohun tí o mõ nípa oyún
d. Sô jënótáìpù tìrç
e. Dárúkô díê lára àwôn oúnjç aśaralóore
ç. Dárúkô díê lára àwôn õnà tí a fi ń töjú aláboyún látijô
àti lóde òní
f. Tëtí sí àwôn àlàyé olùkö
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.
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 67
3. ÈDÈ: Ìdámõ
ÀKÓÓNÚ IŚË
a. Dídá nýkan mõ ní ilé-êkö àti inú
ilé.
b. Dárúkô àwôn ènìyàn àti bí wön śe
jë sí ara wôn
d. Dárúkô díê nínú àwôn êyà ara
wa; ojú, imú, ôwö, çsê abbl
OLÙKÖ
a. Dárúkô nýkan díê nínú ilé àti ilé-êkö
b. Sô orúkô àwôn ènìyàn àti bí wön śe jë sí ara wôn.
d. Töka sí orúkô àwôn çranko díê
e. Sô díê nínú àwôn êyà ara wa.
AKËKÕÖ
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
ÀKÓÓNÚ IŚË
a. Ôjö tó wà nínú õsê
b. orúkô àwôn ośù nínú ôdún
OLÙKÖ
a. Dárúkô ôjö tó wà nínú õsê àti àśà Yorùbá tó rõmö
õkõõkan wôn.
b. Sô orúkô àwôn ośù tó wà nínú ôdún.
d. Sô iye agogo tó lù ní èdè Yorùbá pêlú õpõlôpõ
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 68
d. Sísô iye agogo tó lù àpççrç
AKËKÕÖ
a. Tëtí sí àlàyé olùkö
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
ÀKÓÓNÚ IŚË
a. Oríśi lëtà: lëtà gbêfê àti
àìgbagbêfê
b. Ìyàtõ àárin wôn
d. ìlànà kíkô lëtà gbêfê
- àdírësì, déètì, kíkô õrõ inú lëtà kí a
sì pín-in sí ègé afõ bí ó ti yç.
- àsôkágbá/ àgbálôgbábõ/ ìgúnlê
OLÙKÖ
a. Sô oríśi lëtà kíkô méjì tí ó wà fún akëkõö
b. Śe àlàyé ìyàtõ láàrin méjèèjì
d. Lo ìlapa kíkô lëtà gbêfê àti àìgbêfê láti töka sí ìyàtõ
wôn
e. Tö akëkõö láti kô oríśi lëtà méjì
AKËKÕÖ
a. Tëtí sí àlàyé olùkö
b. Kô ìlapa kíkô oríśi lëtà – gbêfê àti àìgbêfê bí olùkö
śe àlàyé rê/ kô ö sára pátákó.
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 69
e. ìlapa kíkô lëtà àìgbagbêfê
- Àdírësì
- Déètì
- Àkôlé
- Õrõ inú lëtà tí a pín sí ègé afõ bí ó
ti yç.
d. Têlé ìtösönà olùkö láti kô oríśi lëtà méjì
OHUN-ÈLÒ ÌKÖNI
- Pátákó çlëmõö àti kádíböõdù tí a kô ìlànà méjèèjì sí
6. LÍTÍRÈŚÕ: Ìwé Kíkà (Àśàyàn Ìwé
ìtàn àròsô ôlörõ geere)
ÀKÓÓNÚ IŚË
a. Ibùdó àti ahunpõ ìtàn
b. Àśà tó súyô
d. Àwôn kókó õrõ tó súyô
e. Êdá ìtàn àti ìfìwàwêdá
ç. Ônà èdè àti ìsôwölo-èdè
OLÙKÖ
a. Ìfáàrà lórí òýkõwé àti ohun tí êdá ìtàn dálé
b. śe àlàyé ìbáyému àkóónú ìtàn náà (ìśêlê, kókó-õrõ)
d. Jíròrò lórí ìwà êdá ìtàn pêlú akëkõö
e. Jíròrò lórí ìlò èdè àti àśà tó súyô
AKËKÕÖ
a. Ka ìtàn náà kí o sì jíròrò lórí ìśêlê inú rê (àhunpõ
ìtàn)
b. sõrõ lórí êdá ìtàn tí wön fëràn àti èyí tí wôn kò fëràn
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
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 70
ÀKÓÓNÚ IŚË
a. ìtumõ eré ìdárayá
b. Oríśiríśi eré ìdárayá
i. Eré òśùpá bí i – bojúbojú, ta ló wà
nínú ôgbà náà abbl
ii. Eré ojoojúmö – àlö pípa, òkòtó,
àrìn títa, ayò títa
a. Śe àlàyé bí a ti ń śe díê nínú eré ìdárayá.
b. Tö àwôn akëkõö sönà láti śe àwôn eré ìdárayá náà.
d. Kô àwôn orin inú eré ìdárayá náà sójú pátákó
AKËKÕÖ
a. Sô ohun tí o mõ nípa eré ìdárayá sáájú ìdánilëkõö.
b. Dárúkô díê nínú eré ìdárayá mìíràn tí o mõ
d.Tëtí sí àlàyé olùkö.
e. Kópa nínú eré ìdárayá tí olùkö darí.
ç. kô eré ìdárayá tí olùkö kô sójú pátákó sínú ìwé
OHUN-ÈLÒ ÌKÖNI
Ôpön ayò
Ômô ayò
Òkòtó
Àrìn abbl
8. ÈDÈ: Òýkà
ÀKÓÓNÚ IŚË
a. kíka irínwó – êëdëgbêta ní èdè
Yorùbá: bí àpççrç;
okòólénírínwó – 420
ojìlénírinwó – 440
OLÙKÖ
a. Kô òýkà sí ara pátákó
b. Śe àlàyé ìlànà okòó, òjì, õtà, õrìn
- Àwôn òýkà àárin wôn
d. Śe ìdánwò akëkõö lórí àwôn òýkà náà
AKËKÕÖ
a. Da àwôn òýkà tí olùkö kô sí ara pátákó kô ö sí inú
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 71
õtàlénírínwó – 460
õrìnlénírínwó – 480 abbl
b. Kíka òýkà àárin wôn. Bí àpççrç:
oókanlénírínwó – 401
èjìlénírínwó – 402 abbl
ìwé rç
b. Tëtí sí àlàyé olùkö
d. Śe ìdánwò tí olùkö pàśç ní kíláásì
OHUN-ÈLÒ ÌKÖNI
a. Kádíböõdù
b. Káàdì pélébé pélébé
9. LÍTÍRÈŚÕ: Àśàyàn Ìwé Ewì
ÀKÓÓNÚ IŚË
a. Ewì kíkà
b. Kókó õrõ ajçmö-õrõ-tó-ń-lô
láwùjô/ lágbàáyé.
- Ìśêföfábo
- ipò obìnrin
- ètò ôrõ-ajé
- ìkôlura êsìn/ àśà
- ìkóra-çni-ní-ìjánu nínú ìgbésí
ayé õdö
d. Ônà èdè àti ìsôwölo-èdè
OLÙKÖ
a. ka ewì sí akëkõö létí
b. śe àlàyé lórí ewì tí a kà
d. fa kókó õrõ jáde
e. śe àlàyé ônà èdè àti ìsôwölo-èdè tó jçyô
AKËKÕÖ
a. Ka ewì náà sinu
b. ka ewì náà síta
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
a. Ìwé tí a yàn
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 72
b. Àwòrán ohun tí ewì dálé
d. Ìwé ìròyìn tí ó sô nípa àwôn kókó õrõ
10. ÈDÈ: Ìró Èdè Yorùbá
ÀKÓÓNÚ IŚË
a. Àpèjúwe ìró köńsónáýtì
b. Àpèjúwe ìró fáwëlì
d. Àtç fáwëlì àti köńsónáýtì
OLÙKÖ
a. Töka sí õnà tí á ń gbà śàpèjúwe köńsónáýtì àti
fáwëlì
b. Śe àpèjúwe konsonati àti fáwëlì
d. Ya àtç köńsónáýtì àti fáwëlì
e. Dán àwôn akëkõö wò lórí àpèjúwe köńsónáýtì àti
fáwëlì
AKËKÕÖ
a. Tëtí sí àlàyé olùkö
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
11.
ÀTÚNYÊWÒ ÊKÖ
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 73
12.
ÌDÁNWÒ
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 74
YORÙBÁ L2 JSS 3 TÁÀMÙ KËTA
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1. ÒWE ÀTI ÀKÀNLÒ ÈDÈ KÉÈKÈÈKÉ
ÀKÓÓNÚ
1. Ìtumõ òwe
2. Àbùdá òwe
3. ìwúlò òwe: fún àlàyé, ìkìlõ, ìmõràn,
ìbáwí abbl
4. Àkànlò èdè – ìtumõ
5. Oríśi àkànlò èdè pêlú àpççrç
OLÙKÖ
1. Śe àlàyé owe
2. Töka sí àbùdá òwe
3. Śàlàyé ìwúlò òwe pêlú àpççrç
4. Túmõ àkànlò èdè
5. Töka sí oríśi àkànlò èdè kéèkèèké pêlú àpççrç
AKËKÕÖ
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
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 75
ÀKÓÓNÚ IŚË
1. Àtúnyêwò òýkà láti oókan dé
êëdëgbêta (1-500)
2. ka òýkà láti oókan dé êëdëgbêta
3. Da fígõ àwôn òýkà náà mõ.
1. kô òýkà sí ara pátákó
2. śe àlàyé ìlànà òýkà
3. śe ìdánwò fún akëkõö lórí òýkà náà.
AKËKÕÖ
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
OHUN-ÈLÒ ÌKÖNI
1. kádíböõdù
2. káàdì pélébé pélébé
3. ÀŚÀ: Ìtàn Ìśêdálê Yorùbá
ÀKÓÓNÚ IŚË
1. Ìtêsíwájú ìtàn ìśêdálê Yorùbá
2. Àwôn ômô Õkànbí
3. Àwôn ôba ilê Yorùbá àti orúkô oyè wôn
4. Êyà Yorùbá àti êka èdè wôn
OLÙKÖ
1. Śe àlàyé ìtàn ìśêdálê Yorùbá àti bí wôn śe tan
káàkiri
2. Töka sí àwôn ôba Yorùbá àti orúkô oyè wôn
3. Dárúkô àwôn ìlú Yorùbá àti êka èdè tí wön ń sô
AKËKÕÖ
1. Dárúkô díê lára àwôn agbègbè tí êyà Yorùbá tàn
dé
2. Dárúkô àwôn ôba Yorùbá yàtõ sí ti olùkö
3. Sô díê lára àwôn ìlú Yorùbá àti êka èdè wôn
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 76
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
ÀKÓÓNÚ IŚË
1. Àtúnyêwò àwôn àśàyàn ìwé ìtàn àròsô
ôlörõ geere, ewì àti eré-onítàn
2. ìtàn inú ìwé ní sókí
3. Êdá ìtàn
4. Ìfìwàwêdá
5. ibùdó ìtàn
6. Àhunpõ ìtàn
7. kókó õrõ tó jçyô
OLÙKÖ
1. Darí akëkõö láti sô ní sókí ìtàn náà
2. Śe àlàyé ní kíkún lórí êdá ìtàn, ìfìwàwêdá, ibùdó
ìtàn, kókó õrõ
3. Darí ìjíròrò àti eré ní kíláásì
AKËKÕÖ
1. Ka ìtàn àròsô
2. Tëtí sí àlàyé olùkö kí ó sì śe àkôsílê rê.
3. Béèrè ìbéèrè nípa ohun tí kò bá yé wôn
4. Sô ní sókí ohun tí ìwé dálé lórí
5. kópa nínú ìśeré tí olùkö darí
OHUN-ÈLÒ ÌKÖNI
1. ìwé tí a yàn
2. ohun èlò ìśeré
3. orí ìtàgé
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 77
4. Àwòrán àfihàn ìśêlê àti êdá ìtàn eré.
5. ÈDÈ: Ìsõrí õrõ
ÀKÓÓNÚ IŚË
1. Ìtêsíwájú lórí ìsõrí õrõ
2. Dárúkô àwôn ìsõrí õrõ Yorùbá: õrõ-
orúkô, õrõ-àpönlé, õrõ-aröpò orúkô, õrõ-
ìśe, õrõ-àpèjúwe, õrõ-atökùn, õrõ-àsopõ
3. Àlàyé kíkún lórí ipò àti iśë wôn nínú
gbólóhùn
OLÙKÖ
1. Śe àlàyé lórí ipò àti iśë õkõõkan nínú gbolohun
2. Śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö
3. Darí akëkõö láti śe àpççrç tirê.
AKËKÕÖ
1. Tëtí sí àlàyé olùkö
2. Kô àwôn àpççrç tí olùkö śe sínú ìwé
3. Śe àwôn àpççrç tìrç lábë ìdarí olùkö
OHUN-ÈLÒ ÌKÖNI
1. kádíböõdù
2. káàdì pélébé pélébé
6. FÓNËTÍÌKÌ: Ìró Èdè Yorùbá
ÀKÓÓNÚ IŚË
1. Dárúkô àwôn ìró köńsónáýtì àti fáwëlì
2. Oríśi fáwëlì tí ó wà
3. Àpèjúwe ìró köńsónáýtì àti fáwëlì
4. Àtç köńsónáýtì àti fáwëlì
OLÙKÖ
1. ka álífábëêtì Yorùbá
2. Töka sí köńsónáýtì àti fáwëlì
3. Dárúkô oríśi fáwëlì
4. Śe àpèjúwe köńsónáýtì àti fáwëlì
5. Ya àtç köńsónáýtì àti fáwëlì pêlú àlàyé.
AKËKÕÖ
1. ka álífábëêtì têlé oluko
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 78
2. Ya köńsónáýtì àti fáwëlì sötõ
3. Śe àpèjúwe ìró kõõkan
4. Ya àtç köńsónáýtì àti fáwëlì
5. Tëtí sí àlàyé olùkö
OHUN-ÈLÒ ÌKÖNI
1. kádíböõdù tí a ya àtç köńsónáýtì àti fáwëlì sí
2. káàdì pélébé pélébé
7. ÀŚÀ: Ìsômôlórúkô
ÀKÓÓNÚ IŚË
Ìtêsíwájú lórí:
1. Àśà Ìsômôlórúkô
2. Àwôn ohun èlò ìsômôlórúkô
3.oríśi orúkô: orúkô àbísô, àmútõrunwá,
àbíkú, oríkì, ìdílé ìnagijç abbl
OLÙKÖ
1. Rán àwôn akëkõö létí nípa àśà ìsômôlórúkô
2. Dárúkô àwôn ohun èlò ìsômôlórúkô
3. Töka sí oríśi orúkô Yorùbá
AKËKÕÖ
1. Tëtí sí àlàyé olùkö
2. Dárúkô àwôn ohun èlò ìsômôlórúkô
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
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 79
ÀKÓÓNÚ IŚË
Ìtêsíwájú nípa:
1. Sísô àwôn àkókò tó wà nínú ôjö
2. Sísô iye agogo tó lù
3. Ìlò a.m àti p.m ní èdè Yorùbá. Bí
àpççrç, Aago méje àárõ, aago kan õsán,
aago méje alë abbl
1. Rán akëkõö létí àkókò tó wà nínú ôjö
2. Śàlàyé agogo tó lù nípa lílo ôwö kúkurú àti gígùn
3. Töka sí õpõlôpõ àpççrç láti fi agogo tó lù hàn
AKËKÕÖ
1. Dárúkô àkókò tó wà nínú ôjö
2. Sô iye agogo tó lù nípa ìdarí olùkö
3. Śe àmúlò a.m àti p.m ní èdè Yorùbá.
4. Ya àwòrán agogo tí olùkö kô sílê sínú ìwé rç.
OHUN-ÈLÒ ÌKÖNI
1. Aago ara ògiri
2. Àwòrán agogo lóríśiríśi
9. ÈDÈ: Õrõ Àyálò
ÀKÓÓNÚ IŚË
1. Oríkì õrõ àyálò
2. Õnà tí õrõ àyálò gbà wônú èdè Yorùbá.
Àpççrç; êsìn, ôrõ-ajé, òśèlú, õlàjú abbl.
3. Àwôn èdè tí Yorùbá ti yá õrõ lò bí i èdè
Gêësì, Haúsá, Hébérù, Lárúbáwá
4. Oríśi õrõ àyálò pêlú àpççrç.
OLÙKÖ
1. Śàlàyé õrõ àyálò.
2. Śàlàyé õnà tí õrõ àyálò gbà wônú èdè Yorùbá.
3. Dárúkô àwôn èdè tí Yorùbá ti yá õrõ lò.
4. Töka sí oríśi õrõ àyálò pêlú àpççrç.
AKËKÕÖ
1. Tëtí sí àlàyé olùkö
2. Sô àpççrç õrõ àyálò
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 80
3. Kô ohun tí olùkö kô sí ojú pátákó sínú ìwé rç.
OHUN-ÈLÒ ÌKÖNI
1. Kádíböõdù
2. Káàdì pélébé pélébé.
10. ÀŚÀ: Ìkíni
ÀKÓÓNÚ IŚË
Ìtêsíwájú nípa
1. Ìkíni ní onírúurú ìgbà àti àkókò
2. Ìkíni fún onírúurú ayçyç
3. Ìkíni fún onírúurú iśë
4. Ìkíni fún çni tí õfõ sê abbl
5. Ìśesí ní àsìkò ìkíni
OLÙKÖ
1. Śàlàyé oríśiríśi ìkíni
2. Jë kí àwôn akëkõö kí ara wôn nínú kíláásì
3. Tö akëkõö sönà nípa ìśesí àti ìhùwàsí ní àsìkò
ìkíni
AKËKÕÖ
1. Tëtí sí àlàyé olùkö
2. Kí olùkö àti akëkõö bí ó ti yç
3. Hùwà bí ó śe yç ní àsìkò tí wôn bá ń kí ara wôn
4. Kô iśë tí olùkö kô sójú pátákó sílê
11. ÈDÈ: Êrô Ayára-bí-àśá (Computer)
ÀKÓÓNÚ IŚË
1. Àlàyé lórí èrò kõýpútà
2. Oríśi kõýpútà
3. Êyà ara kõýpútà
OLÙKÖ
1. Śe àlàyé êrô ayára-bí-àśá
2. Dárúkô oríśi kõýpútà
3. Töka sí êyà ara kõýpútà àti iśë wôn
4. Śe àlàyé ìwúlò êrô kõýpútà
AKËKÕÖ
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 81
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
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 82
YORÙBÁ L1 JSS 3 TÁÀMÙ KÌN-ÍN-NÍ
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1. ÈDÈ: Ìsõrí Õrõ
ÀKÓÓNÚ IŚË
Iśë àwôn ìsõrí õrõ nínú gbólóhùn:
1. Iśë tí õrõ-orúkô ń śe nínú
gbólóhùn.
2. Iśë tí õrõ aröpò-orúkô ń śe nínú
gbólóhùn
3. Iśë tí õrõ-ìśe ń śe nínú gbólóhùn
4. Iśë tí õrõ-àpönlé ń śe nínú
gbólóhùn
OLÙKÖ
1. Śe àlàyé kíkún lórí ipò àti iśë ìkõõkan nínú gbólóhùn
2. Śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö
3. Darí akëkõö láti śe àpççrç lórí tirê
AKËKÕÖ
1. Tëtí sí àlàyé olùkö lórí iśë ìsõrí õrõ kõõkan
2. Kô àwôn àpççrç tí olùkö śe sínú ìwé
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
ÀKÓÓNÚ IŚË
1. Kírísítíënì
2. Mùsùlùmí
3. Çkanka
OLÙKÖ
1. Śe àlàyé ipa tí êsìn ń kó láwùjô
2. Ìdí tí ìbõwõ fún êsìn çnìkejì śe śe pàtàkì láti dènà
rògbòdìyàn àti ìjà êsìn láwùjô.
AKËKÕÖ
Sô ohun tí wôn gbö/ rí nípa êsìn òde òní.
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 83
4. Buda
5. Gúrúmàrajì
Ipa tí êsìn ń kó láwùjô
OHUN-ÈLÒ ÌKÖNI
Àwòrán àwôn çlësìn wõnyí níbi tí wôn ti ń jösìn sí.
3. ÒÝKÀ: Òýkà Yorùbá láti 301 – 400
ÀKÓÓNÚ IŚË
Òýkà èdè Yorùbá láti 301 – 400.
Sô àwôn õnà tí a ń gbà śe òýkà ní
ilê Yorùbá. B.a. lé - +, dín = -
OLÙKÖ
1.Tö akëkõö sönà láti ka òýkà láti oókanlélöõdúnrún
dé irínwó (301-400)
2. Śe àlàyé ìgbésê òýkà ní kíkún.
AKËKÕÖ
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
ÀKÓÓNÚ IŚË
1. ìyapa ìsùpõ köńsónáýtì
2. Àtúnśe/ àtúnkô àwôn õrõ méjì
tàbí jù bëê lô tí a ń kô papõ gëgë
bí çyô kan tàbí méjì, b.a. nitorinaa –
nítorí náà, biotilçjçpe – bí ó tilê jë
OLÙKÖ
1. Fi õpõlôpõ àpççrç gbé õrõ rê lësê kí o sì tún àlàyé
śe lórí àkôtö òde òní
AKËKÕÖ
1. Tëtí sí àlàyé olùkö.
2. Śe àkôsílê àwôn àpççrç tí olùkö śe.
OHUN-ÈLÒ ÌKÖNI
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 84
pé abbl. Kádíböõdù tí a kô àwôn àpççrç àkôtö òde òní àti sípëlì
àtijö sí.
5. LÍTÍRÈŚÕ: Ìwé Kíkà (Eré-Onítàn)
ÀKÓÓNÚ IŚË
Àśàyàn ìwé lítírèśõ àpilêkô
1. Ìtàn inú ìwé tí a bá kà ní sókí
2. Êdá ìtàn
3. Ìfìwàwêdá
4. Ibùdó ìtàn
5. Àhunpõ ìtàn
6. Kókó õrõ tó jçyô/ êkö tí ìtàn kö
wa: Ìbáyému õrõ tó ń lô láwùjô bí
àpççrç: éèdì, ìkôlura êsìn
7. Àwôn àśà Yorùbá tó súyô
8. Ìlò èdè: (a) ônà èdè: àfiwé, òwe,
àkànlò èdè (b) Àwítúnwí,
ìfìrómõrísí, ìfohùngbohùn abbl.
OLÙKÖ
1. Śe ìfáàrà lórí òýkõwé àti ohun tí ìtàn dá lé lórí
2. Darí akëkõö láti tún ìtàn/ eré onítàn sô ní sókí
3. Śe àlàyé lórí àwôn kókó õrõ tó súyô àti ìbáyému
wôn.
4. Śe àlàyé ní kíkún lórí êdá ìtàn, ìfìwàwêdá, ibùdó
ìtàn, àhunpõ ìtàn, kókó õrõ
5. Darí ìjíròrò àti ìśeré ní kíláásì
AKËKÕÖ
1. ka eré onítàn
2. Tëtí sí àlàyé olùkö, kí ó sì śe àkôsílê rê
3. Béèrè ìbéèrè nípa ohun tí kò bá yé e.
4. Śe ìsônísókí iran eré náà
5. kópa nínú ìjíròrò àti ìśeré tí olùkö darí
OHUN ÈLÒ ÌKÖNI
1. Ìwé ìtàn tí a yàn
2. Ohun èlò ìśeré
3. Orí ìtàgé
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 85
4. Aśô eré
5. Àwòrán àfihàn ìśêlê àti êdá ìtàn eré
6. ÌTÊSÍWÁJÚ LÓRÍ ÀRÒKÔ
AJÇMÖ-ÌSÍPAYÁ
ÀKÓÓNÚ IŚË
1. Àròkô ajçmö-ìsípayá
2. Àròkô aláríyànjiyàn
3. Àpççrç àkôlé lábë oríśi àròkô
kõõkan.
4. Àkôlé
5. ìlapa èrò
6. Àtúntò ìlapa èrò
7. ìfáàrà
8. ìpín afõ
9. kô õrõ inú àròkô
10. ìgúnlê/ Àsôkágbá
OLÙKÖ
1. pèsè àkôlé/ orí õrõ kõõkan
2. Tö akëkõö sönà láti jíròrò lórí àpççrç orí õrõ lábë
oríśi àròkô kõõkan
3. Darí akëkõö láti śe ìlapa èrò
4. Tö akëkõö sönà láti kô àròkô nípa lílo ìlapa tí ó 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
7. ÈDÈ: Àpólà- Orúkô àti Iśë rê
ÀKÓÓNÚ IŚË
1. Ìhun Àpólà-orúkô
OLÙKÖ
1. Kô oríśiríśi gbólóhùn
2. Töka sí àwôn ìhun àpólà-orúkô inú wôn
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 86
2. Ìsõrí õrõ tí ó máa ń wáyé nínú
àpólà-orúkô
3. Iśë àpólà-orúkô
3. Töka sí ìsõrí õrõ tí ó máa ń wáyé nínú 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
Àpilêkô (Ewì)
ÀKÓÓNÚ IŚË
1. Ewì kíkà
2. Kókó õrõ ajçmö õrõ-tó-ń-lô
láwùjô/ lágbàáyé.
- ìśêtöfábo, ipò obìnrin, ètò ôrõ-ajé,
ìkôlura êsìn/ àśà, ìkóra-çni-ní-ìjánu
nínú ìgbésí ayé õdö abbl.
3. Ônà-èdè àti ìsôwölo-èdè.
OLÙKÖ
1. ka ewì sí akëkõö létí
2. Śe àlàyé lórí ewì tí a kà
3. Fa kókó õrõ jáde
4. Śàlàyé ônà-èdè àti ìsôwölo-èdè tó jçyô.
AKËKÕÖ
1. Ka ewì náà sínú
2. ka ewì náà síta
3. Fi pëńsù fàlà sí ibi tí wôn kíyèsí kókó õrõ àti êkö tí
wôn ríkö
4. Töka sí ônà èdè
5. Tëtí sí àlàyé olùkö
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 87
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
ÀKÓÓNÚ IŚË
1. Oríśiríśi õrõ-ìśe bí i õrõ-ìśe:
a. çlëlà àti aláìlëlà abbl
b. agbàbõ àti aláìgbàbõ abbl
2. ìhun àpólà-ìśe
3. Pátákó àpólà-ìśe
OLÙKÖ
1. Kô oríśiríśi gbólóhùn pêlú àpççrç àwôn õrõ-ìśe nínú
wôn àti irú õrõ-ìśe tí wön jë
2. Śàlàyé pêlú àpççrç ìhun àpólà-ìśe
3. Sô pàtàkì àpólà-ìśe
AKËKÕÖ
1. Tëtí dáradára sí àlàyé olùkö.
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
ÀKÓÓNÚ IŚË
1. Ìtumõ eré òśùpá
2. Ìtumõ eré ojoojúmö
OLÙKÖ
1. Sô ìtumõ eré òśùpá àti eré ojoojúmö
2. śàlàyé ìwúlò àti pàtàkì eré òśùpá àti eré ojoojúmö
3. Darí akëkõö láti śe eré/ kô orin tí ó jçmö eré kõõkan
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 88
3. Ìgbà wo ni à ń śeré òśùpá
4. Ìgbà tí eré ojoojúmö máa ń wáyé
5. pàtàkì eré òśùpá àti eré
ojoojúmö
AKËKÕÖ
1. Tëtí sí àlàyé olùkö
2. Kô pàtàkì àti ìwúlò eré òśùpá àti eré ojoojúmö sílê
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
Àpilêkô (Ìtàn àròsô ôlörõ geere)
ÀKÓÓNÚ IŚË
1. Ibùdó àti àhunpõ ìtàn
2. Àśà tó súyô
3. Àwôn kókó õrõ tó jçmö ìśêlê
bágbàmu b.a Êtö ômô ènìyàn,
ìśètòfábo, Ètò ôrõ-ajé, ìkôlura êsìn/
àśà, jíjínigbé abbl.
4. Êdá ìtàn àti ìfìwàwêdá
5. Ônà èdè àti ônà ìsôwölo-èdè
OLÙKÖ
1. Ìfáàrà lórí òýkõwé àti ohun tí ìtàn náà dá lé lori
2. Śàlàyé ìbáyému àwôn àkóónú ìtàn náà (ìśêlê, kókó
õrõ)
3. Jíròrò lórí ìwà êdá ìtàn pêlú akëkõö
4. Jíròrò lórí ìlò èdè àti àśà tó súyô
AKËKÕÖ
1. Ka ìtàn náà yóò sì jíròrò lórí ìśêlê inú rê (àhunpõ
ìtàn)
2. Sõrõ lórí êdá ìtàn tí wön fëràn àti èyí tí wôn kò fëràn
3. Töka sí ônà èdè tí ó súyô
4. Töka sí àśà tí ó súyô
OHUN-ÈLÒ ÌKÖNI
Ìwé àśàyàn.
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 89
Ìwé ìròyìn tí ó ń fi ìśêlê tí ó fara pë ti inú ìtàn tó wáyé
hàn.
12. ÀŚÀ: Òge Śíśe
ÀKÓÓNÚ IŚË
1. Oge síse
2. Ilà kíkô
3. Aśô wíwõ
4. Ìtöjú irun orí
5. Ìtöjú ara
6. Pàtàkì oge śíśe
7. Àléébù àti ewu nínú oge śíśe
àśejù
OLÙKÖ
1. Tëtí sí olùkö
2. Śe ìdàkô ohun tí olùkö kô sílê ní ojú pátákó
3. kópa nínú ìmënubà pàtàkì àti àléébù oge śíśe
OHUN-ÈLÒ ÌKÖNI
Kóòmù, làálì, ôsç, ìpara, àtíke, bíléèdì omi abbl
13.
ÀTÚNYÊWÒ ÊKÖ
14.
ÌDÁNWÒ
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 90
YORÙBÁ L1 JSS 3 TÁÀMÙ KEJÌ
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1. ÈDÈ (FONÖLÖJÌ): Ìpàrójç àti
Ìsúnkì
ÀKÓÓNÚ IŚË
1. Oríkì ìpàrójç àti ìsúnkì
2. pípa fáwëlì tó bêrê õrõ jç, b. a ;
Adémölá – Démölá, ìkòkò – kòkò,
iyàrá – yàrá
3. ìpàrójç láàrin õrõ méjì, b.a. Aya
ôba – Ayaba, ojú ilé – ojúlé, ewé
oko – ewéko abbl
OLÙKÖ
1. Śe àlàyé ohun tí ìpàrójç àti ìsúnkì jë
2. Śe àpççrç fún àwôn akëkõö
3. Darí àwôn akëkõö láti mú àpççrç ti wôn wá.
AKËKÕÖ
1. Tëtí sí àlàyé lórí oríkì ìpàrójç àti isunki
2. kópa nínú ìkëkõö nípa mímú àpççrç wá
3. śe àkôsílê ohun tí olùkö kô sí ojú pátákó.
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
ÀKÓÓNÚ IŚË
1. Àlàyé lórí çni tí çrú jë.
2. Àlàyé lórí çni tí ìwõfà jë
3. Õnà tí a fi ń ní çrú, bí àpççrç
OLÙKÖ
1. Śe àlàyé dáradára fún àwôn akëkõö lórí çni tí çrú jë
àti çni tí ìwõfà jë
2. Sô õnà tí a fi ń ní çrú àti õnà tí a fi ń ní ìwõfà
3. Śe àlàyé lórí õnà tí a ń gbà lo çrú àti ìwõfà
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 91
mímú lójú ogun, fífi owó rà abbl
4. Õnà tí a ń gbà lo çrú
5. Õnà tí a ń gbà lo çrú àti ìwõfà
(fífi yá owó) ìwõfà.
4. Śe àfiwé ìkönilëkõö tí ìgbàlódé lô sí òkè-òkun fún
òwò nàbì.
AKËKÕÖ
1. Tëtí sí àlàyé olùkö
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
ÀKÓÓNÚ IŚË
1. Ìhun àpólà-atökùn
2. Iśë àpólà-atökùn
3. Àpççrç àpólà-atökùn
OLÙKÖ
1. Śe àlàyé nípa àpólà-atokun
2. Kô àpççrç àpólà-atökùn
3. Sô nípa iśë tí àpólà-atökùn ń śe nínú gbólóhùn
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: Kíka Ìwé (Àśàyàn
lítírèśõ àpilêkô)
OLÙKÖ
1. Ìfáàrà lórí òýkõwé àti ohun tí ìtàn dá lé lórí
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 92
ÀKÓÓNÚ IŚË
1. Ibùdó àti àhunpõ
2. Àśà tó súyô
3. Àwôn kókó õrõ tó jçmö ìśêlê
bágbàmu b.a.
- Ètò ômô ènìyàn
- ìśêtöfábo
- Ètò ôrõ-ajé
- ìkôlura êsìn àti àśà
- jíjínigbé abbl
4. Êdá ìtàn àti ìfìwàwêdá
5. Ônà èdè àti ônà ìsôwölo-èdè
2. Śe àlàyé ìbáyému àwôn ìśêlê inú ìtàn náà (ìśêlê,
kókó õrõ)
3. Jíròrò lórí ìwà êdá ìtàn pêlú akëkõö
4. Àti lórí ìlò èdè àti àśà tó súyô
AKËKÕÖ
1. ka ìtàn náà, yóò sì jíròrò lórí ìśêlê inú rê (àhunpõ
ìtàn)
2. sõrõ lórí êdá ìtàn tí wön fëràn àti èyí tí wôn kò fëràn
3. śe àfàyô ìlò ônà èdè àti ìsôwölo ônà èdè
4. śe àfàyô àśà tó súyô.
OHUN-ÈLÒ ÌKÖNI
1. ìwé àśàyàn
2. ìwé ìròyìn tí ìśêlê tí ó fara pë ti inú ìtàn tó wáyé wà.
5. Òýkà Èdè Yorùbá 400 – 500
ÀKÓÓNÚ IŚË
Òýkà láti irínwó dé êëdëgbêta
(400-500)
OLÙKÖ
1. Tö akëkõö sönà láti ka òýkà- irínwó dé êëdëgbêta
2. Śe àlàyé ìgbésê òýkà ní kíkún.
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.
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 93
OHUN-ÈLÒ ÌKÖNI
Káàdì pélébé pélébé tí a kô òýkà kõõkan sí.
6. ÀŚÀ: Çrú àti Ìwõfà
ÀKÓÓNÚ IŚË
1. Àfiwé çrú níní, ìwõfà yíyá láyé
àtijö àti ômô õdõ níní láyé òde òní.
2. Kíkó õdömôkùnrin àti
õdömôbìnrin lô sí òkè-òkun lô śe
çrú àti òwò nàbì.
3. Àwôn ewu tí ó rõ mö wôn.
OLÙKÖ
1. Tëtí sí àlàyé olùkö
2. Śe àfikún sí àfiwé tí olùkö śe nípaśê ìrírí wôn ní ilé
tàbí àdúgbò wôn.
3. Mô ewu tí ó rõ mö wôn.
OHUN-ÈLÒ ÌKÖNI
1. Ìwé tí ó ń śàfihàn çrú àti ìwõfà.
7. ÈDÈ: Ìtêsíwájú Lórí Sílébù Èdè
Yorùbá
ÀKÓÓNÚ IŚË
- Àwôn õrõ tí sílébù wôn ju méjì lô
b.a. olówó, ômôdé, labalábá abbl
- Ìwúlò sílébù.
OLÙKÖ
1. Kö/ śe àpççrç õrõ tí sílébù wôn ju sílébù méjì lô.
2. Śe àlàyé ìwúlò sílébù èdè Yorùbá.
AKËKÕÖ
1. Tëtí sí àlàyé olùkö
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
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 94
8. LÍTÍRÈŚÕ: Ìwé Kíkà
ÀKÓÓNÚ IŚË
Àśàyàn ìwé lítírèśõ àpilêkô
OLÙKÖ
1. Śe ìtúpalê ìwé tí a yàn nípa títêlé ìlànà ìtúpalê ìwé
AKËKÕÖ
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
ÀKÓÓNÚ IŚË
1. Àlàyé lórí àròkô aśàpèjúwa àti
oníròyìn.
2. Àpççrç orí õrõ lábë ìsõrí àròkô
kõõkan
3. Ìlapa èrò fún àròkô kõõkan
OLÙKÖ
1. Śe àlàyé lórí àròkô aśàpèjúwe àti Oníròyìn
2. Kô àpççrç orí õrõ tí ó wà lábë oríśi àròkô kõõkan
3. Śe àlàyé ìlapa èrò fún àròkô kõõkan.
AKËKÕÖ
1. Tëtí sí àlàyé olùkö lórí ìdánilëkõö
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
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 95
Àkóónú iśë
1. Oríśiríśi òwe
2. Ìwúlò òwe
3. Àwôn tí wön ń pa òwe.
1. Kô àpççrç oríśiríśi òwe fún àwôn akëkõö
2. Śe àlàyé àwôn tí wôn ń pa òwe àti ìlànà tí ômôdé
yóò têlé bí ó bá fë pa á.
3. Sô ìwúlò òwe
AKËKÕÖ
1. Fi òye sí àlàyé tí olùkö śe.
2. Kô àpççrç oríśiríśi òwe sílê
3. Sô ìwúlò òwe
OHUN-ÈLÒ ÌKÖNI
Pátákó çlëmõö tí a kô oríśiríśi òwe sí àti ìwúlò òwe.
11.
ÀTÚNYÊWÒ ÊKÖ
12.
ÌDÁNWÒ
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 96
YORÙBÁ L1 JSS 3 TÁÀMÙ KËTA
ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË
1. Àkôtö Síwájú sí i
ÀKÓÓNÚ IŚË
Ìtêsíwájú lórí àkôtö
1. Ìyípadà ìsùpõ köńsónáýtì
2. Àwôn õrõ tí wön ju méjì lô tí a
ń kô ní õkan.
OLÙKÖ
1. Kô àwôn ìpinnu ôdún 1974 náà.
2. śe àlàyé àwôn ìpinnu náà àti àýfààní rê fún kíkô èdè
Yorùbá ní àkôtö
AKËKÕÖ
1. Da ìpinnu náà kô sínú ìwé rê.
2. Tëtí sí àlàyé olùkö lórí àwôn ìpinnu náà lësççsç
OHUN-ÈLÒ ÌKÖNI
Kádíböõdù tí a kô àkôtö èdè Yorùbá sí.
2. Òýkà Yorùbá
ÀKÓÓNÚ IŚË
Ìtêsíwájú lórí òýkà Yorùbá
1. Òýkà Yorùbá láti 301 - 350
2. 351 – 400
3. 401 – 450
OLÙKÖ
1. Tö akëkõö sönà láti ka òýkà ní kíkún
2. śe àlàyé ìgbésê òýkà ní kíkún
AKËKÕÖ
1. ka òýkà láti 301-350, 351 – 400, 401 - 450
2. Dá òýkà tí a kô sójú pátákó mõ ní õkõõkan.
3. kô òýkà tí olùkö kô sójú pátákó sínú ìwé.
OHUN-ÈLÒ ÌKÖNI
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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
ÀKÓÓNÚ IŚË
Ìtêsíwájú lórí iśë àwôn ìsõrí õrõ
nínú gbólóhùn
1. Iśë tí õrõ-orúkô ń śe nínú
gbólóhùn
2. Iśë tí õrõ aröpò-orúkô ń śe
nínú gbólóhùn
3. Iśë tí õrõ-ìśe ń śe nínú
gbólóhùn
4. Iśë tí õrõ-êyán ń śe nínú
gbólóhùn.
OLÙKÖ
1. kô oríśiríśi gbólóhùn tí ó fi iśë õrõ-orúkô, õrõ-ìśe àti õrõ
aröpò-orúkô hàn sójú pátákó.
2. śe àlàyé kíkún lórí wôn.
AKËKÕÖ
1. śe ìdàkô àwôn gbólóhùn tí olùkö kô
2. Tëtí sí àlàyé olùkö
OHUN-ÈLÒ ÌKÖNI
Kádíböõdù tí a kô àpççrç gbólóhùn tí a ti lo õrõ-orúkô, õrõ-
ìśe àti õrõ aröpò-orúkô sí
4. Àśàyàn Ìwé Eré-Onítàn
ÀKÓÓNÚ IŚË
Ìtêsíwájú lórí àśàyàn ìwé eré-
onítàn
1. Ibùdó ìtàn
OLÙKÖ
1. Darí akëkõö láti ka eré-onítàn náà.
2. śe ìfáàrà lórí òýkõwé àti ohun tí eré náà dálé
3. fa àwôn kókó õrõ yô
4. jíròrò lórí êdá ìtàn àti ìfìwàwêdá wôn
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 98
2. Àhunpõ ìtàn
3. Àśà tó súyô
4. Kókó õrõ
5. Ìfìwàwêdá
6. Ìlò Èdè
5. śe àfiwé ìśêlê inú ìtàn pêlú õrõ tí ó ń lô láwùjô
6. śàlàyé lórí lílo èdè
7. Darí ìśeré ní kíláásì, ìbáà jë ìran kan tàbí méjì.
AKËKÕÖ
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
ÀKÓÓNÚ IŚË
ìtêsíwájú lórí êsìn òde oni
1. Kìrìsítíënì
2. Mùsùlùmí
OLÙKÖ
1. śe àlàyé ipa tí êsìn ń kó láwùjô
2. ipò Olódùmarè nínú êsìn òde òní
3. àjôśe tó wà láàrin àwôn çlësìn ìbílê, Kìrìsítíënì àti
Mùsùlùmí.
4. śàlàyé nípa ìjà êsìn òde òní àti bí a śe lè dëkun wôn
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
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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
ÀKÓÓNÚ IŚË
Ìtêsíwájú lórí kíkà àti kíkô àròkô
Oríśiríśi àròkô: àròkô ajçmö-
ìsípayá, aláríyànjiyàn,
aśàpèjúwe
OLÙKÖ
1. pèsè àkôlé/ orí õrõ fún àròkô ajçmö-ìsípayá, aláríyànjiyàn,
aśàpèjúwe.
2. tö akëkõö sönà láti jíròrò lórí õrõ náà
3. darí akëkõö láti śe ìlapa èrò
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
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 100
ÀKÓÓNÚ IŚË
Ìtêsíwájú lórí àkàyé:
1. Ôlörõ geere
2. Elédè Ewì
1. pèsè àyôkà lórí àwôn õrõ tí ó ń lô lákòókò bágbàmu
2. pèsè ìbéèrè tí ó péye lórí àwôn kókó õrõ inú àyôkà náà.
AKËKÕÖ
1. ka àyôkà tí olùkö pèsè
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
ÀKÓÓNÚ IŚË
Ìtêsíwájú lórí àśàyàn ìwé ewì
1. Ìtàn inú ìwé ní sókí
2. Êdá ìtàn
3. Kókó õrõ
4. Ìfìwàwêdá
5. Ibùdó ìtàn
6. Àhunpõ ìtàn
OLÙKÖ
1. ka ewì sí etígbõö àwôn akëkõö
2. śe àlàyé lórí ewì tí a kà
3. kô àwôn kókó õrõ jáde
4. śe àlàyé ní kíkún lórí ônà èdè, êkö abbl
5. darí ìjíròrò nípa àwôn kókó inú êkö yìí ní kíláásì
AKËKÕÖ
1. tëtí sí bí olùkö śe ń ka ewì
2. ka ewì sí etígbõö ara wôn
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 101
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
ÀKÓÓNÚ IŚË
Ìtêsíwájú lórí àpólà-orúkô àti iśë
rê:
i. Oríkì, Ìhun àpólà-orúkô
ii. iśë tí ó ń śe nínú gbólóhùn
iii. ìsõrí õrõ tí ó máa ń wáyé nínú
àpólà-orúkô
OLÙKÖ
1. śe àlàyé kíkún lórí àpólà-orúkô àti iśë rê nínú gbólóhùn.
2. śe õpõlôpõ àpççrç lórí àpólà-orúkô àti iśë tí ó ń śe fún
akëkõö.
3. darí láti śe àpççrç tirê
AKËKÕÖ
1. tëtí sí àlàyé olùkö
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
Geere
ÀKÓÓNÚ IŚË
OLÙKÖ
1. śe ìfáàrà lórí òýkõwé àti ohun tí ìtàn dálé
2. darí akëkõö láti tún ìtàn sô
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 102
Ìtêsíwájú lórí àśàyàn ìwé ìtàn
àròsô ôlörõ geere.
1. Ìtàn inú ìwé ní sókí
2. Êdá ìtàn
3. Kókó õrõ
4. Ìfìwàwêdá
5. Ibùdó ìtàn
6. Àhunpõ ìtàn
3. śàlàyé lórí àwôn kókó õrõ tó súyô àti ìbáyému
4. śàlàyé nípa àwôn êdá ìtàn àti ìfìwàwêdá wôn
5. darí ìjíròrò nípa ìlò èdè nínú ìtàn náà
AKËKÕÖ
1. ka ìwé náà
2. tún ìtàn náà sô ní sókí
3. jíròrò lórí kókó õrõ inú ìwé náà àti ìbáyému wôn
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 wôn
ÀKÓÓNÚ IŚË
Ìtêsíwájú lórí àpólà-ìśe àti àpólà-
atökùn
1. Ìhun àpólà-ìśe
2. Ìhun àpólà-atökùn
OLÙKÖ
1. śàlàyé lórí ipò àti iśë õkõõkan wôn nínú gbólóhùn
2. śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö
3. darí akëkõö láti śe àpççrç tirê
AKËKÕÖ
1.Tëtí sí àlàyé olùkö lórí ipò àti iśë õkõõkan
2. kô àwôn àpççrç tí olùkö ń śe sínú
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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:
Ìpàrójç àti Ìsúnkì
ÀKÓÓNÚ IŚË
Ìtêsíwájú lórí ìpàrójç àti ìsúnkì
1. ìpàrójç ìbêrê fáwëlì, b.a.
Adémölá – Démölá, Ìkõkõ –
kõkõ, Iyàrá – yàrá abbl
2. ìpàrójç õrõ méjì, b.a. aya ôba
– ayaba, ojú ilé – ojúlé abbl
OLÙKÖ
1. śe êkúnrërë àlàyé lórí ohun tí à ń pè ní ìpàrójç àti ìsúnkì.
2. kô àwôn àpççrç õrõ tí a lè pajç tàbí súnkì nínú gbólóhùn
sójú pátákó.
3. darí akëkõö láti śe àpççrç tirê
AKËKÕÖ
1. Tëtí sí àlàyé olùkö
2. kô àwôn àpççrç wõnyí sí inú ìwé
3. śe àwôn àpççrç tìrç lábë ìdarí olùkö
OHUN-ÈLÒ ÌKÖNI
Kádíböõdù tí a kô àpççrç náà sí.
13.
Àtúnyêwò Êkö
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 104
14.
Ìdánwò
BUSINESS STUDIES
BUSINESS STUDIES
JSS 3 FIRST TERM
WEEK TOPIC/CONTENTS ACTIVITIES
1 OFFICE PROCEDURE - Meaning - Importance - Procedures for preparing bills
invoice and receipts
Teacher: Discuss on the meaning and importance of office procedure. Students: Give examples of office procedure. Specimen: bills (e.g. PHCN, NITEL bills, invoices, receipts
2 PROCEDURES FOR MAKING PAYMENT - Cash - Bank transfer - Cheque - Bank draft - E-payment - Imprest account - Balance and restoration of imprest - Store records
Meaning of store
Meaning of store records
Teacher: Guide students to complete specimen of bills, invoices, receipts, cheques, bank drafts and e-payment. Student: Practice preparation of vouchers, pay roll and pay slip advice. Photographs and adding machine should be used.
3 OFFICE PROCEDURE 1. Procedure for store procurement
(use of store requisition) 2. Importance of stock taking 3. Delivery note, Gate pass
Teacher: demonstrate on chalkboard preparation of store records, delivery notes and store requisition Students: Practice preparation of store records and completing a specimen delivery
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note and gate pass. A chart to be used.
4 OFFICE EQUIPMENT Office Equipment
- Meaning of office - Meaning of office equipment - List of office equipment - Importance of office equipment.
Teacher: Explain the meaning of office. Students: Identify the different types of equipment Specimen: A chart showing the photograph of office equipment like computer, typewriter, filing cabinet, stapler, adding machine, perforator, office pin etc.
5 OFFICE EQUIPMENT Uses of Office Equipment
- Use of computer - Use of duplicating machine - Use of photocopying machine - Use of filing cabinet etc - Care of office equipment
Teacher: Demonstrate the uses of office equipment and guide the students on how to use and take care of them. Students: Practice how to use office equipment and how to take care of them. Specimen: The equipment should be brought to the class for demonstration.
6 ADVERTISING Advertising
- Meaning - Types - Functions
Teacher: Explain the meaning, types and functions of advertising. Students: Explain the meaning and list types of advertising. Specimen: A chart should be used for showing the picture
7 ADVERTISING MEDIA Advertising Media
- Radio - Television - Newspaper - Handbill - Magazines - Internet - Billboards etc
Teacher: outline the various advertising media and display in class pictures, newspaper and other advertising materials like radio or television. Students: Develop advertising jingles for a common product. Specimen: Radio or Television should be used for demonstration
8 TRANSPORTATION - Meaning of transportation - Importance of transportation in
commerce - Types of transportation (road, rail,
air, pipeline etc) - Advantages and disadvantages of
each type of transportation.
Teacher: Explain the meaning of transportation and state the 5 types of transportation we have. Discuss the advantages and disadvantages Students: Define transportation and list the types of transportation system we have. Specimen: A chart should be used to show the different types of transportation.
9 COMMUNICATION - Meaning of communication - Means of communication
Post
Teacher: Discuss on the meaning of communication and means of communication and an internet. Students: Define communication and give
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 106
Telephone
World wide web
Courier services
examples of common means of communication. Specimen: A telephone set, GSM Handset, computer set etc should be displayed.
10 COMMUNICATION (b) 1. Importance of communication in
business. 2. Services provided by
communication agencies - Postal and telegraphic service - Telephone services - Internet - Courier services
Teacher: Explain the role of communication in business and give examples of common means of communication. Students: Discuss the importance of communication in business. Practice how to make calls. Specimen: A chart showing the agencies.
11 SETTING SIMPLE BUSINESS GOALS. Simple Business Goals.
- Meaning - Strength - Weaknesses - Opportunities - Threats
Teacher: Explain the meaning of simple business goals and lead discussion on strength, weaknesses, opportunities and threat to business an entrepreneur wants to pursue. Specimen: A chart, posters and pictures to be used.
12 SIMPLE SINGLE BUSINESS PLAN Simple Single Business Plan
- Procedures for drawing up simple single business plan
Teacher: Discuss on simple single business plan and demonstrate to students procedures for drawing up simple single business plan. Students: Participate in class discussion and draw up simple single business plan. Specimen: A chart or pictures should be use.
13 REVISION
14 EXAMINATION
BUSINESS STUDIES
JSS 3 SECOND TERM
WEEK TOPIC/CONTENTS ACTIVITIES
1 CONSUMER PROTECTION AND AWARENESS
i. Meaning of consumer ii. Need for consumer protection iii. Rights of the consumer iv. Organs/agencies of consumer
protection
Teacher: Explain the meaning and needs of consumer protection agencies and discuss on the roles and responsibilities of each consumer protection Agency. Students: Discuss on the meaning and need for consumer protection Agencies and visit consumer protection agency nearby.
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 107
Specimen: flip charts and posters.
2 HOW TO MAKE COMPLAINTS a. Meaning of complaint b. Justified complaint c. Unjustified complaint d. Steps in lodging complaints e. Writing a complaint letter.
Teacher: Explain the meaning of complaint and discuss on the differences between justified and unjustified consumer complaints. Students: Define a complaint and distinguish between justified and unjustified. Specimen: charts and cardboard sheet should be used to sample a complaint letter for redress.
3 PERSONAL FINANCE i. Meaning of personal finance ii. Sources of finance for individual iii. Uses of personal budget iv. Scale of preference
Teacher: Define personal finance and discuss the source of finance and items of personal budget. Students: Define personal finance and list the sources of funds. Specimen: cartons, posters, books, calculator and chalkboard to be used.
4 TRIAL BALANCE - Meaning of trial balance - Ruling of trial balance - Functions of trial balance - Opening of a ledger account - Entries into the ledger account.
Teacher: define trial balance and explain the ruling and functions of trial balance. Students: Discuss the trial balance and explain the ruling of trial balance. Specimen: chalk board and ruler should be used for illustration
5 BALANCING THE LEDGER ACCOUNT i. Extraction of balances into the
trial balance ii. Identify items of the balance
sheet from the trial balance iii. Identification of profit and loss
items from the trial balance
Teacher: Explain the balance of the ledger account and list the items of balance sheet from the trial balance and profit and loss items. Students: Discuss balancing the ledger account and list the items of balance sheet and profit and loss account. Specimen: Relevant textbooks or workbook
6 TRADING PROFIT AND LOSS ACCOUNT i. Purpose of preparing trading
profit and loss account ii. Ruling of trading profit and loss
account iii. Determination of cost of goods
sold iv. Determination of gross profit
Teacher: Explain the purpose of preparing trading Profit and Loss account with the ruling of the trading profit and loss account. Students: Practice exercises in calculating the cost of goods sold, net sales and gross profit. Samples of practiced problems and exercises.
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7 TRADING PROFIT AND LOSS ACCOUNT i. Determination of net sales
(where there is returns inwards) ii. Determination of net profit or
loss iii. Rules for constructing profit and
loss account.
Teacher: Discuss the determination of net sale, net profit or loss Students: Practice the exercises. Relevant textbook or workbook.
8 BALANCE SHEET i. Meaning of balance sheet ii. Ruling of balance sheet iii. Uses of the balance sheet iv. Classification of balance sheet
items assets (fixed assets) v. Classification of balance sheet
items (Fixed Assets)
Teacher: Explain the meaning of a balance sheet, the uses of balance sheet and the items. Students: Define balance sheet and list the contents of balance sheet. Ruler, calculators, chalkboard and exercises should be used.
9 CLASSIFICATION OF BALANCE SHEET ITEMS
i. Capital ii. Current liabilities iii. Preparation of a simple balance
sheet. iv. Asset
Teacher: Identify the items in the balance from trial Balance. Exercises should be taken.
10 BOOK KEEPING ETHICS i. Transparency – meaning ii. Accountability – meaning iii. Probity – meaning iv. Need for transparency,
Accountability and probity (TAP)
Teacher: Explain and give examples of: Accountability, Transparency and Probity (TAP) and guide the students to determine the need for TAP. Students: Participate in the discussion on the meaning of TAP and explain TAP
11 REVISION
12 EXAMINATION
BUSINESS STUDIES
JSS 3 THIRD TERM
WEEK TOPIC/CONTENTS ACTIVITIES
1 KEYBOARDING i. Page sizes ii. Uses of each type iii. Number of spaces available on
each type iv. Display
Teacher: Explain keyboarding and page size with the number of spaces available on each types. Students: Identify the page and the size. Typewriter or computer is used to display this in the class
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v. Methods of display vi. Horizontal vii. Vertical viii. How to create tables from Insert
2 TYPES OF DISPLAY HEADING a. Main heading b. Sub heading c. Shoulder heading d. Side heading
Teacher: Explain this heading one after the other main, sub and shoulder heading. Students: List and explain the types of heading we have. A chalkboard should be used and shown.
3 MANUSCRIPT i. Meaning of manuscript ii. Longhand manuscript iii. Abbreviations on manuscript iv. Standard v. Printer’s correction signs.
Teacher: Explain the meaning of manuscript and printer correction signs. Students: Discuss the meaning of manuscript, abbreviation and correction of printer signs. A manuscript should be used for show.
4 ERASING TECHNIQUES a. Erasing techniques
i. Methods of erasing ii. Instruments for erasing
b. Erasing techniques c. Demonstrate erasing on
i. Top copy ii. Carbon copy iii. Copies
Teacher: Explain the meaning of erasing, methods, instrument for erasing. Students: Discuss the meaning of erasing and demonstrate it. A printed paper and carbon copy to be used.
5 CORRECT KEYBOARDING TECHNIQUES The keyboard rows
i. Top ii. Upper iii. Home iv. bottom
Divisions of the keyboard i. Left hand side ii. Right hand side
Teacher: Show the position of the four rows on the keyboard and demonstrate correct finger position on the keyboard. Students: Point out the position of the four rows on the keyboard. Computer or typewriter is used.
6 ALPHANUMERIC KEYS i. Alpha numeric keys ii. Identification iii. Soft touch manipulation iv. Correct finger placement on the
basic service keys on the Computer keyboard
Teacher: Show the alphanumeric keys or symbols and demonstrate correct finger placement and alphanumeric keys or symbols. Students: Observe the alphanumeric keys or symbols and practice correct finger placement on the basic services key specimen: Computer, keyboard charts to be
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 110
used.
BASIC SCIENCE AND TECHNOLOGY (BST)
BASIC SCIENCE AND TECHNOLOGY
JSS 3 FIRST TERM
WEEK TOPIC/CONTENT
ACTIVITIES
1 FAMILY TRAITS 1. Family traits (skin, color, height, albino) etc. 2. Meaning of dominant and recessive traits. 3. Importance of family traits -Intelligence -Disease Resemblance Family Genealogy.
-Bring pictures of family members that illustrate peculiar family traits. -Participates in discussions and identify these families among themselves.
2 PERSONAL SCHOOL AND COMMUNITY HEALTH (I) 1. Family life Education. a. Meaning and types of families. 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
-Explains the meaning of family and school health education. -Participate in role playing e.g. play let of a family.
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ii. NAPHER SP iii. Nigeria institutes of sports.
3 PERSONAL SCHOOL AND COMMUNITY HEALTH (II) 1. Agencies/organizations promoting health education in Nigeriae.g NGO, ministry of health, NAFDAC, WHO etc. 2.personal health: description of ageing 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. -non-prescription of drugs/medicine e.tc.
Identify family members 1. Uses picture to explain ageing stages of life. 2. narrate/state experience with behavior of aged parents and relatives.
4 FAMILY HEALTH 1. Types of diseases and mode of transfer. 2. disease vectors 3. Life of mosquito and other vectors. 4. control measures 5. STLS, HIV/AIDS 6. Consequences and prevention
Bring pictures/posters of diseased persons to the class.
5. PATHOGENS,DISEASE AND PREVENTION 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.
Discuss the nature of communicable diseases.
6 DRUGS AND SUBSTANCE ABUSE. 1. Effects of drugs abuse. 2. prevention of drug abuse 3. Activities of drug control agencies NAFDAC, NDLEA. 4. Misuse of herbal medicine.
Teacher uses chart, pictures, films to guide the discussion.
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7 ENVIRONMENTAL HAZARDS 1.soil erosion 2. causes of soil erosion and control 3.fluoding 4. drainage pattern 5. causes, prevention and effects of flooding.
8 COMPUTER CARRER OPPORTUNITIES 1.Computern professionals -Computer manager -System analyst -Programmer etc. 2. Qualities of a good computer professional. 3Computer professional bodies, Nigeria Computer Society (NCS)
Describes the functions of the computer professional bodies.
9 DIGITAL DIVIDE 1.Concept of digital divide 2. Feature of new and old economy. 3.Limitations of the old economy 4. Benefits of new economy.
Guide class discussion on the features of old and new economy
10 INTERNET AND COMPUTER VIRUS 1.Meaning and types of Viruses 2. Examples and sources of computer viruses. 3.Virus warning sign 4.Virus detection (Anti virus0 5. Examples of search engines e.g. google.com, yahoo.com etc. 6.Uses of search engines.
Visit computer lab or cyber café
11 MACHINE AND ROTORY MOTION 1.Linear motion 2.Lever arrangement to produce linear motion 3.Uses of slides and slots in mechanical system 4.Rotory motion 5.Principels of application and conversion of rotary motion to linear motion
Describe and demonstrate uses of rotary motion A visit to mechanic workshop
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6. Practical inclusive.
12 SOLDERING AND BRAZING 1. Meaning of soldering and brazing tools. 2.Operation, types and uses
Demonstrate the procedures in soldering and brazing.
13 Revision Revision
14 Examination Examination
BASIC SCIENCE AND TECHNOLOGY
JSS 3 SECOND TERM
WEEK TOPIC/CONTENT
ACTIVITIES
1 RESOURCES FROM LIVING AND NON LIVING THINGS 1.Resources From Living Things –Examples of plant and animal sources -Economic importance of the resource 2.Resource from non-living things -Example; locations in Nigeria.
Bring samples of solid minerals to the class -Students should collect samples of solid mineral in their locality. -Guide students to draw map on Nigeria showing location of mineral deposits.
2 PRECESSING OF MINERALS; i.Timber ii.Metals iii.Clay and ceramic iv.Plastic and rubber 1.Method of processing 2.Advantages and disadvantages 3.Properties 4.Treatment 5.Examples and importance
-Explain key terms and concepts -Take students on excursion -Students should participate in class discussion.
3 GRAPHS 1. Creating graphs; lone graph, histogram, pie –chart, legend e.t.c. 2. editing graphs 3. Formatting graphs.
-guides students to identify and select data range and areas for graph construction. -gives students practice exercises.
4 LIGHT, SOUND AND ELECTRICAL ENERGY. 1. Reflection, refraction, vision, dispersion and rainbow.
-uses charts to demonstrate. -guides students on activities.
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2. Production and transmission of sounds. 3. reflection of sounds 4. hearing 5.flow of elections 6. Circuts; series and parallel. 7. fuses and circuits breaker 8. electric meter reading and billing
5. RADIOACTIVITY. 1. meaning of radioactivity 2. Radioactive elements. 3. Types of radiation and properties. 4. uses of radioactivity 5. dangers of radioactive rays
-lead discussion on meaning of radioactivity -students should recognize some radioactive elements.
6 Skills acquisition and scientific ethics. 1. Meaning of skill acquisition. 2. Reasons for skill acquisition. 3. Types of skills. 4. Importance of skill acquisition. 5. Meaning of right and wrong, application of science. 6. Implication of bad scientific proactive destroy individuals’ life.
-invite resource person. -lead visit to different types of professionals. -student should participate in discussion. -taking part in the visits.
7 DARWING PRACTICE: -isometric and oblique drawings (ii) Orthographic projection. 1. Examples of isometric drawing. 2. Examples of oblique drawing. 3. Isometric drawing of simple shaped blocks without curves. 4. Simple oblique drawing. 5. meaning of orthographic projection 6. Components; principle planes, angles of projection, principle views. 7.placing principle view in the quadcuits. 8. dimensioning technique.
-teachr should display models of isometric objects. -guides students to describe the properties. -student should listen attentively to teacher explanations.
8 ONE POINT PERSPECTIVE AND SCALE DRAWING. 1.one point perspective drawing;meaning, examples , principles 2.one point perspective drawing
-teacher should display models of isometric objects.. -guides students to describe their properties. -student should listen attentively
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practice. 3.measuring and comparing given sizes 4. scale drawing.
to teacher explanations.
9 DRAWING OF PLANS AND BLUE –PRINT. 1.common symbols used in plan and blue – prints and their interpretation. 2. indentification of buildings components. 3. blue print drawing techniques.
-teacher should display buildings plans. -students should participate in discussions and blue reading.
10 (i) Nigeria sport heroes (ii) Ball games
1. Career guidance in physical education. 2. Past and present sport heroes and their contribution in Nigeria. 4. hockey game ; basic skills and techniques, rules and safety regulation etc
-teacher should state the contributions of these heroes to national development. - Students should mention some sports heroes and heroines. -teacher demonstrate the basic -skill and techniques of the game.
11 Revision Revision
12 Examination Examination
BASIC SCIENCE AND TECHNOLOGY
JSS 3THIRD TERM
WEEK TOPIC/CONTENT
ACTIVITIES
1 MAGNETISM 1. loadstone 2. laws of magnetism 3. magnetic poles and magnetic fields 4. care of magnet
Students 1. identify magnetic poles fields through activity Teacher 2. Tell a story about loadstone as the earliest form of magnet.
2 METAL WORK AND WOOD WORK PROJECTS 1. Production of bottle openers, trash bin and cans, coal pots, metal stools, chairs and benches etc. 2. production of various objects using simple woodwork and machines and tools examples wooden table ,boxes,
Teacher: direct students on how to cut the metals. Students; produce some of the things in the content on their own.
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frames, tee square etc.
3 CONTACT AND NON-CONTACT GAMES 1.tackwondo and basic techniques 2.importance of taekwondo 3. Safety rules regulations and officiating in taekwondo. 4. boxing and basic techniques 5. Safety rules, regulations and officiating in boxing. 4.officials and their duties 8. Safety rules for non-contact games.
Teacher: display and discuss the equipment and facilities for swimming. Students: practice the various floor activates.
4 DATA BASIC MANAGEMENT SYSTEM 1. Data terminology; idles, records, file, database etc. 2. Forms of data base; flat file, 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.
Teacher: display a chart to scow forms of database. Teacher: take student to computer laboratory Students: copy chalkboard summary into their notebooks.
5. PHYSICAL FITNESS AND RECREATIONAL ACTIVITIES 1. Benefits derive from physical fitness. 2. Factors that influence physical fitness. 3. Pre-colonial or folk traditional dances like atilogwu – ibo, bata, agidigbo etc. 4. Social, foreign and modern dances examples: reggae, disco, highlife etc. 5. Types and values of computer games examples soccer, cricket etc.
Teachers. benefit derived from physical fitness. Ii.factors that influences physical fitness. Students:i.listens to the teacher’s explanation. ii.copy the chalkboard summary
6 ATHLETICS: TRACK AND FIELD. 1. Pole vaults and javelin 2. Combine event: pectathlon, decathlon etc.
Teacher:I;demonstrates the skills. ii. supervise the students practice Students: I . practice the basic skill in term ii. Listern to the teacher.
7 Revision Revision
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8 Examination Examination
PRE-VOCATIONAL STUDIES (PVS)
HOME ECONOMICS
FIRST TERM JSS 3
WEEK TOPIC/CONENT ACTIVITIES
1- Family Budget 1- Meaning of family budget. 2- Importance of family
budget. 3- Needs of the family.
1- Teacher explains the meaning of family.
2- Mention the importance of family budget.
3- List the needs of the family that primary and secondary need e.g. food, clothes, shelter and education.
2- Preparing family budget 1- Factors to consider in
preparing family budget. 2- Procedures or steps in
preparing family budget
1- Explain the factors in preparing family budget.
2- Guide students on how make an immediate need in other.
3- Decision making 1- Meaning of decision
making. 2- Steps in decision making
1- Discuss the meaning of decision making.
2- Guide students in decision making.
4- Consumer challenges and rights.
1- Meaning of consumer challenges.
1- Definition of consumer challenges
2- Explain consumer rights.
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2- Rights of a consumer.
5- Consumer challenges and rights 1- Challenges of the
consumer. 2- Redress options for
consumer. 3- Procedure for seeking
redress.
1- Guide discussions on challenges and redress options for consumer.
2- Procedures for consumers.
6- Child Development and care 1- Meaning of child
development. 2- Storages of child
development.
1- Teacher explains the meaning of child development.
2- Guides discussion on storages of child development.
3- Teacher presents charts showing different storages of child development.
7- Child development care. 1- Factors that influence child
development. 2- Conditions necessary for
child development.
1- Teacher lists factors that influence child development.
2- State the conditions necessary for child development.
8- Child development care. 1- Care of the child. 2- Types of child to the child.
1- Describe the necessary types of care required by a child.
9- Child development care. 1- Identifying common
childhood ailment. 2- Signs and symptoms. 3- Treatments
1- Teacher identifies the common childhood ailments.
2- Describe the signs and symptoms on chart (pictures).
3- Shows treatment s that can be used.
10- Child development care. 1- Meaning of Immunization. 2- Types of Immunization for
children
1- Enumerate the different types of immunization required by a child.
11- Preparation of meal 1- Meal for infants etc 2- Practical on meals on
infants toddler.
1- Demonstration on meal planning for the child.
12- Preparation 1- Practical on meal for
1- Demonstration on children meal e.g. pap, custard, spaghetti etc.
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children
13- Revision Revision
14- Examination Examination
HOME ECONOMICS
SECOND TERM JSS 3
WEEK TOPIC/CONENT
ACTIVITIES
1- Textiles types properties, production uses and care
1- Definition of textiles with examples.
2- Basic textile terms e.g. Fiber, yarn, warp, weft etc
1- Explains the term textiles. 2- Discuss the types of textile.
Students: Participate actively in the discussions
2- Textiles; types, Properties, production uses and care.
1- Reasons for studying textiles.
2- Importance of textiles.
1- Discuss reasons for studying textiles.
2- Explain the importance of studying textiles. Students: Participate in the class discussion.
3- Textiles types properties production uses and care.
1- Difference between natural and synthetic fibers.
2- Properties, care, and uses of fibers.
1- Show ways of taking care of fibers.
2- Discuss the uses of both natural and synthetic fibers. Students: take part in the discussion.
4- Textiles; types, Properties, production uses and care.
1- Production of textiles e.g. woven table mat, table cloth etc. Laundering of fabrics.
1- Demonstrate production of woven table mat.
2- Demonstrate laundering work. Students: 1- Practice weaving skill using strips of paper to produce woven mats. II- Practice
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laundering work.
5- Textiles; types, Properties, production uses and care.
1- Production of textiles e.g. woven table mat.
2- Laundering of fabrics
1- Demonstrate production of woven table mat.
2- Demonstrate laundering work. Students: I- Practice weaving skill using strips of paper to produce woven mats. II- Practice laundering work.
6- Sewing machine and garment construction process
1- Meaning of sewing machine. 2- Types and parts of the
sewing machine
1- Explain the meaning of sewing machine.
2- Identify the types and parts of the sewing machine.
7- Sewing machine and garment construction process
1- Factors that influence choice of a sewing machine.
2- Care of sewing machine
1- Discuss the factors to consider when choosing sewing machines.
2- Explain to students how sewing machine takes care. Students: I- Take part in the discussion. II- operate a sewing machine.
8- Sewing machine and garment construction process
1- Terms peculiar garment construction e.g. Facing, hems openings, fastenings, etc
2- Making of a simple baby dress using the sewing machine.`
1- Guide students in discussing the meaning and making of darts, tucks, openings, hems etc.
2- Demonstrate the making of a simple baby dress. Students: I- Make specimen of facing, hems, opening and fastening. II- Make a simple baby’s dress.
9- Food Hygiene and safety. 1- Meaning of food hygiene 2- Reasons for healthy food
handling. 3- Ways of handling foods for
safety.
1- Discuss the: -meaning of food hygiene. -Reasons for healthy food handling -Food poisoning and food 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
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1- Sources of food contamination and poisoning.
2- Sensory signs of spoilage and causative micro-organisms.
lunch. 2- Discuss sensory signs of
spoilage and causative micro-organisms. Students: I- Practice how cover their lunch packs properly. II- Mention ways of handling food in their homes.
11- Revision Revision
12- Examination. Examination
HOME ECONOMICS
THIRD TERM JSS 3
WEEK TOPIC/CONENT ACTIVITIES
1- Preparation, Packaging and Marketing of food items
1- Difference between snacks and main meal.
2- Snacks and drinks available in the society.
1- Discuss the common snacks in the society.
2- Prepared snacks and drinks as students list out.
2- Marketing of food items 1- Meaning of food seller 2- Duties of food sellers/ providers for the
public.
1- List duties of food provider for public consumption.
3- Preparation of snacks, drinks and meals. 1- Preparation of snacks e.g. chin-chin,
buns, egg rolls, doughnuts etc
1- Prepare snacks and drinks as teacher supervises.
4- Packaging of food item 1- Meaning of food packaging 2- Preparation of food for packaging
1- Explain of food packaging.
2- Demonstrate how foods are package for selling or preservation produced.
5- Marketing or food Items 1- Definition of marketing principles.
1- Discuss the marketing principles.
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2- State the marketing principles.
6- Revision Revision
7- Examination Examination
AGRICULTURAL SCIENCE FIRST TERM JSS THREE
WEEK TOPIC / CONTENT
ACTIVITIES
1 Packaging of Agricultural produce - Definition of packaging - Types of packaging materials
e.g. Boxes, drums/barrels, trays, cages, polythene bags, baskets, sacks etc.
i. Teacher guides classroom discussion
ii. Students to make collection of packaging materials as a project.
2
3 Criteria for selecting packaging materials for agricultural produce
- Nature of produce (either liquid or solid)
- Shape of produce - Size of produce - Distance to the market - Live or frozen especially
livestock produce
i. The teacher guides classroom discussion
ii. The teacher groups the students into project groups and ask each group to provide a particular packaging materials in their locality.
4
5 Pricing of Agricultural produce - Definition of pricing - Determinants of pricing of
agricultural produce e.g. cost of production, quality of produce, quantity of produce, market forces (demand and supply) season of production
i. The teacher guides classroom discussion
ii. Students to carry out market survey of common agricultural produce in their local market.
iii. The result of the market survey should be discussed in the classroom.
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6
7 Farm Records and Book-keeping - Definition and types of farm
records e.g. farm diary, farm inventory, input record, production record, consumption record, sales records, profit and loss accounts.
i. Teacher guides the discussion in the classroom
ii. Exhibits different farm record format
iii. Students are asked to maintain a clean farm record note book.
8
9 Farm Records and Book-keeping cont’d. - Computer aided farm records - Journal preparation - Types of journal e.g. sales
journal and purchase journal.
Teacher exhibit sales journal and purchase journal.
10 Forests and forest uses 1. Types of forests:
- Mangrove (swampy) - Rain forest (many trees) - Derive forest (few trees)
2. Forest resources: - Trees - Wildlife (animals) - Fruits (food stuffs) - Various herbs - Shelter.
1. Teacher facilitate guided discussion on:
- Resources - Potentials of the
forest - Forest products e.g.
fruits, gum, animals, 2. Visit to the saw mill or
carpenter.
11
12 Forests and forest uses 3. Uses of forest resources 4. Effect of forest on the environment 5. Human activities that affect the forest:
- Clearing/deforestation - Hunting, bush burning,
farming/depletion of wildlife etc.
3. Teacher gives a board summary
13 Examination
AGRICULTURAL SCIENCE
SECOND TERM JSS THREE
WEEK TOPIC / CONTENT ACTIVITIES
1 Agriculture in Stock Exchange - Meaning of stock e.g.
buying and selling of goods and services
The Teacher guides classroom discussion
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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 - Identification of
agricultural crops - Identification of different
classes of livestock - Collection of crop and
animal specimens
i. The teacher guides the students in the laboratory
ii. Students are asked to make a collection of crop and animal specimens as project
4
5 Practical Agriculture - Identification of common
weeds - Identification of weeds
control chemicals and equipment
- Classification of weeds - Identification of uses of
weeds
i. The teachers guides the students in the laboratory
ii. Students are asked to submit weed album as project
6
7 Practical Agriculture - Demonstration of farm
Record keeping - Collection of Farm
record source document e.g.
The students are asked to submit their farm record notebooks.
8
9 Export Promotion in Agriculture - Meaning of export
promotion - Examples of export
produce – cocoa, palm produce, hide and skins, rubber etc.
- Benefits of export promotion of agricultural produce.
The teach is to guide classroom discussion
10
11 Practical Agriculture The students are asked to make a
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- Identification of packaging materials for agricultural produce
- Collection of packaging materials for agricultural produce
- Students to partake in school farm record keeping.
collection of different packaging materials as project.
12
13 Revision Revision
14 Examination Examination
RELIGIOUS AND NATIONAL VALUE (RNV)
ISLAMIC RELIGIOUS STUDIES
JSS 3 FIRST TERM
WEEK TOPIC
CONTENT ACTIVITES/TEACHING AIDS
1 Suratul Mulk Reading and meaning (1-5) The teacher recites the verses followed by the students. Glorious Qur’an, CD, DVD, Cassette.
2 The four rightly guided Caliphs (Abubakar)
The 1st Caliph. Life history of Abubakar As-Siddiq and his contributions to Islam
Narration of the life history of the Caliph. Questions and answers
3 Human Relation Good human relationship with all people (Q 49 v 10 -23), 24 v 27-29)
Mentioning of example of good conduct from their environment and location
4 Hadith Hadith 11 and 12 of An Nawawi’s collection and their lessons.
Reading and explanations
5 Suratul Mulk Reading and meaning 96-10) chapter 67
The teacher recites the verses to the students and the students follow. Holy Qur’an, CD, DVD, Cassette
6 Attributes of Allah Reading of the attribute of Allah (S.W.T) 1-10.
Reading, meaning and memorisation of the attributes with examples.
7 Human Attributes Greeting and responses, forgiveness, cleanliness of the mind, body, and
Demonstration of greeting and responses as well as giving examples of good conduct.
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clothes
8 Brief history of some Nigerian Scholars.
Sheikh Uthman Dan Fodio, life history and contributions to Islam
Narrate the struggles faced by the Sheikh.
9 Hadith Hadith 13 and 14 of An-nawawi, lessons learnt from it.
Reading and explanations
10 The four rightly guided Caliphs continues
Umar bin Al-Khattab (2nd Caliphs). Life history and contributions to Islam
Narrate the life story of the caliph with contributions made as well as questions and answers.
11 The Attributes of Allah
11-20 reading and meaning
Reading, memorizations. Examples of the attributes.
12 Revision. Revision. Revision.
13 Examination. Examination. Examination.
ISLAMIC RELIGIOUS STUDIES
JSS 3 SECOND TERM
WEEK TOPIC
CONTENT ACTIVITES/TEACHING AIDS
1 Suratul Mulk Q:67: 11-15 and lessons learnt Reading, meaning and memorization. Glorious Qur’an, Cassette, CD, DVD.
2 Hadith 15 and 16 of Al-nawawi’s collection and their lessons
Reading, meaning and memorization.
3 Sujud Sahwi Sujud al-sahwi i.e. Qabli and Ba’adi.
Demonstration on how to perform the sujud before the students.
4 Human relations in Islam
Equity, justice and fair play Give examples and explanations to students on how to achieve this.
5 The four rightly guided Caliphs and their contributions
Uthman bn Affan (3rd Caliph) life history and contributions to Islam
Narrate the life and contributions of the caliph toward Islam.
6 Attributes of Allah (SWT)
Attributes 21-30 and their lessons
Reading, meaning and explanations with examples.
7 Suratul Mulk Q 67: 16-20 and lessons learnt Reading, meaning and memorization. Holy Qur’an, Cassette, CD, DVD
8 Brief history of some Nigerian scholars
Sheikh Abdullahi bin Fodio (Brother of the sheikh) his life history and contribution to Islam.
Narrate the life history and point out the contributions made
9 Hadith Hadith No: 17 of Al-nawawi’s and its lessons.
Reading, meaning and memorization.
10 Attribute of Allah (SWT)
Attributes (31-40) and their lessons
Reading, meaning and explanations as well as
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examples of the attributes.
11 Brief history of Nigerian Muslim scholars.
Muhammad Bello bin Fodio. Life history and contributions in Islam.
Narrate the life history of the scholar and the contributions made to Islam.
12 Revision.
13 Examination.
ISLAMIC RELIGIOUS STUDIES
JSS 3 THIRD TERM
WEEK TOPIC
CONTENT ACTIVITES/TEACHING AIDS
1 Suratul Mulk Q 27: 21-25 and their lessons Reading, meaning and memorization.
2 Hadith Hadith 20 and 21 of Al-nawawi’s collection and their lessons.
Reading, meaning and explanations with examples.
3 The four rightly guided Caliphs and their contributions
Aliyu bin Abutalib (4th Caliph) his life history and contributions to Islam.
Narrate the life history of the Caliph, as well as the contributions made.
4 Attributes of Allah (SWT)
Attribute 41-50 and their lessons.
Reading, meaning and explanations and examples of the attributes.
5 Suratul Mulk Q 27: 26-30 and lessons learnt. Reading, meaning and memorization.
6 Brief history of some Nigerian scholars
Nana Asma’u bintu Fodio; her life history and contributions to Islam.
Narrate the life history of the scholar as well as lessons learnt from the life.
7 Brief history of some Nigerian scholars
Sheikh El-kanemi, as well as his contributions to Islam.
Narrate the life history of El-kanemi, as well as his contributions to Islam.
8 Brief history of some Nigerian scholars
Sheikh Adam of Ilorin, and his contributions to Islam.
Narrate the life history of Sheikh Adam of Ilorin, as well as his contributions to Islam.
9 Brief history of some Nigerian scholars
Sheikh Shitta-bey of Lagos, and his contributions to Islam.
Narrate the life history of Sheikh Shitta-bey of Lagos, as well as his contributions to Islam.
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 128
10 Sujud as-sahwi Conditions and mode for the Sujud
Demonstrations by the teacher and the students collectively and individually.
11 Revision. Revision. Revision.
12 Examination. Examination. Examination.
CHRISTIAN RELIGION STUDIES
J S S 3 FIRST TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 The promise of the holy spirit:
The promise of the holy spirit Jn
14; 16: 5-16, Acts 1:3-8
Teacher guides the students to read the
bible passages.
Teaching and learning activities; Bible
2 The promise of the holy spirit
cont.
a) The coming of the Holy spirit
Acts 2: 1-13
b) Peter’s first speech and its
effects Acts 2:14-41
Teacher guides the students to read the
bible passages.
Teaching and learning activities; Bible,
story book or drawing showing the descent
of the Holy spirit on the Apostles.
3 Fellowship in the early church
Togetherness in the early church
Acts 2: 41-47
i) leads discussion on the social religious
life of the early church.
ii) guides the students to read the bible
passages
4 Fellowship in the early church
Togetherness in the early cont.
a) Fraud in the church Acts 5:1-
11
b) Murmuring in the early church
guides the students to read the bible
passages
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 129
Acts 6:1-2
5 Fellowship in the early church
Togetherness in the early cont.
Acts 6:1-7 (equitable distribution)
Guides students in identifying name and
qualities of the deacons.
Teaching and learning activities: word
cards containing the names of the deacons.
6 Persecution of the early
believers.
Arrest Peter and John Acts 4:1-
31
Guides the students to read the Bible
passage.
Teaching and Learning activities:
The holy Bible
7 Persecution of the early
believers cont.
Arrest and martyrdom of
Stephen Acts 6:7-8 and 1-60
i). Writes out keys issues in Stephen
defense
ii). Guides the students to identify reasons
for the arrest of Stephen and Biblical
reading.
Teaching and Learning activities:
i). Holy Bible
ii). Pictures showing martyrdom of Saints
8 Persecution of the early
believers cont.
a). persecution of the church by
Saul, Acts 8:1-3; 9:1ff
b). Martyrdom of James, Acts
12:1-3
i). Guides the students to read the bible
passages
ii). Leads students in identifying reasons for
the arrest and martyrdom of James
Teaching and Learning activities:
i). The holy Bible
ii). Almanac showing Martyrdom of Saints.
9 Persecution of the early church
cont.
a). Arrest of Peter by Herod
b). Peter’s miraculous release
from prison Acts 12:1-19
c). persecution of Christians in
the churches and communities
i). Narrate the story of the divine release of
Peter from prison
ii). Asks students to sing songs of victory
iii). Guides students to read the Bible
passage.
Teaching and Learning activities:
i). picture showing a church that was
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 130
bombard.
ii). The Holy Bible
10 The Ministry of Peter
Peter and Simon the magicians
Acts 8:14-25
Vividly describe Peter’s encounter with
Simon the magician.
Teaching and Learning activities:
i). The holy Bible
ii). Costume
iii). Drama
11 The Ministry of Peter cont.
Healing miracles of Peter
- Rising of Dorcas from the dead
Acts 9:36-42
Guides the students to read the bible
passage.
Teaching and Learning activities:
The holy Bible
12 The Ministry of Peter cont.
Peter converts Cornelius Acts
10:1-48; 12:1-14
Guides students to read the Bible passage.
Teaching and Learning activities:
The Bible.
13 Revision Revision
14 Examination Examination
CHRISTIAN RELIGION STUDIES
J S S 3 SECOND TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 The ministry of apostle Paul:-
Paul nationality and
education. Acts 22:1-5, 26:1-
30
Lead class discussion on the early life of Paul.
Guide the students in the bible passages.
Teaching and learning resources.
The holy bible.
2 The ministry of apostle Paul
continues: Paul persecution
of the early church. Acts
7:57-58, 8:1-3, 9:1-3.
Lead class discussion on Paul persecution of
the early church. Bring out the starving of
Stephen.
Lead students in reading the bible passages.
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Teaching and learning resources: bible story
showing the stoning of Stephen to death.
The holy bible.
3 The ministry of apostle Paul
continues: Paul conversation.
Acts 9:1-19
Lead class discussion on the story of Paul
conversion.
Lead students to read the bible passages.
Teaching and learning resources.
The holy bible
4 The ministry of apostle Paul
continues:
Attitude of Christian towards
their persecutors.
Pray mtt5:43-48
Endure jh15:18-25
Relocate mtt10:16-26
Lead class discussion on what should be the
attitude of a Christian towards those that
persecute them.
Guide the students in reading the bible
passages and relating them to the present
time.
Teaching and learning resources
Flash cards.
The holy bible.
5 Paul first missionary journey.
The beginning of the church
in Antioch of Syria.
Acts11:19-30
Sending forth of barnabas
and Paul as missionaries.
Acts13:1-3
Lead class discussion on the beginning of the
church in Antioch in Syria and why Barnabas
and Paul was send forth.
Guide the students in reading the bible
passages.
Teaching and learning resources
The holy bible/map.
6 Paul’s first missionary
journey;
Towns visited; salamis,
paphos, perga.
Lead class discussions on these towns visited
by Paul during his first missionary journey.
Discuss who a missionary is.
Guide the students to read the bible
passages, noting the events that happened in
each town visited.
Teaching and learning resources:
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Map.
The holy bible.
7 Paul’s first missionary journey
continues; Antioch in pisidia,
iconium, lystra and derbes.
Lead the activities of Paul in these towns.
Guide the students to read the bible passages
bringing out the events that took place at
Paul’s visit.
Teaching and learning resources:
Map/the holy bible.
8 Paul’s missionary journey
continues: the church council
at Jerusalem. Acts 15:1-35.
Discuss what led to the conveying of the
council at Jerusalem, pointing out the
resolutions of the council.
Guide the students in reading of the bible
passages.
Teaching and learning resources:
Flash cards, picture of a group of people
holding meeting discussion.
The holy bible.
9 Paul’s first missionary
journey: wrong ways of
resolving conflicts (fighting,
killing and vengeance.
Lead class discussion on these wrong ways
of resolving conflicts, pointing out meaning of
conflict and the dangers of employing these
wrong ways.
10 Paul’s first missionary
journey: right ways of
resolving conflicts (dialogue,
peace, keeping activities
boundary adjustment.
Lead discussion in the class on the need to
embrace these right attitudes towards
resolving conflicts.
Teaching and learning resources.
Flip charts.
11 Revision Revision
12 Examination Examination
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CHRISTAIN RELIGIOUS STUDIES
JSS 3 THIRD TERM
WEEK TOPIC/CONTENT ACTIVITIES
1 Unity among Christians
-Christian organization:
world council of church
(WCC).
Nigerian association of
biblical studies (NABS).
Guides the students to discuss the activities of
WCC and NABS and what led to their
formation.
Teaching and learning resources: flash cards.
2 Unity among Christians
continues: Christian
Association of Nigeria
(CAN).
Guides the students to discuss the activities of
the CAN and its objectives.
Teaching and learning resources activities:
Pictures of Christians holding meetings.
Films of joint progamme.4
3 Unity among Christians
continues .teachings that will
foster unity ;-faith and works
jam 1;22-227 –humility phil
2;3-11
Guides the students to read relevant
passages.
Teaching learning activities ,picture of a
Christian crusade
4 Unity among Christians
continues:. impartiality
James 2;1-13 forgiveness
gal 6;1-2
Guides the student to read the bible passages,
Teaching and learning activities:
The holy bible.
Flash cards.
5 Unity among Christians
continues: giving Philippians
4:14-19
Lead students to discuss various ways of
Christian giving.
Asks and answer questions on Christians
giving.
Teaching and learning activities:
The holy bible.
6 . Christians living
a) Christian living in the
community.mtt5:13-16, 1
Guide students to read the passages.
Lead students to discuss ways Christians
should live in a community.
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Peter2:9-18
b) Christian attitude to
persecution. Mtt5:11-12: 1
Peter3:13-17.
Teaching and learning activities.
- Picture of churches burnt or vandalized
during religious crises.
- Christians magazines showing the
persecution of Christians in some parts if the
world.
7 . BECE Examination
SOCIAL STUDIES
JSS 3 FIRST TERM
WEEK TOPIC/CONTENT
ACTIVITIES
1 CONTENT OF SOCIAL STUDIES - Meaning of social studies contents. - Components of social studies e.g. facts, concepts, generalization skills, values, relevant to learners and the society.
Teacher: Explain meaning of social studies contents and components. Active participation of learners. List components of social studies on card board paper.
2 ROLES OF EXTENDED FAMILY MEMBERS IN CHILD DEVELOPMENT Meaning and members of extended family - Grandparents, uncles, aunties, cousins, nephews, nieces, etc.
Teacher: Define extended family using family tree. Leads learners to interpret the family tree. Use cardboard paper and learners.
3 ROLES OF EXTENDED FAMILY MEMBERS IN CHILD DEVELOPMENT Roles of extended family members in child development: - Agents of socialization - Share folklores - Learn how to relate to younger family members and peers. - Support family members in times of need
Teacher: Explain the roles of extended family members in child development. Active participation of students by asking and answering questions. Use cardboard paper with list of roles of extended family members.
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4 HUMAN TRAFFICKING Meaning and factors of human trafficking - factors of human trafficking. - False hope of continuing education or working abroad - Poverty
Teacher: Brainstorm and discuss on meaning and factors responsible for children and women trafficking. Learners and chalkboard summary
5 HUMAN TRAFFICKING Meaning and factors of human trafficking - Increasing demand for foreign workers - Growth of billion dollar sex - Entertainment industry
Teacher: Brainstorm and discuss on factors of human trafficking. use cardboard paper to list factors of human trafficking.
6 HUMAN TRAFFICKING Consequences of human trafficking. - loss of human resources - life of crime - Addiction and sexual violence - Weakens ties of family love and influence etc.
Students role-play using mock court to try children and traffickers. learners.
7 PREVENTING HUMAN TRAFFICKING - Raising of awareness - Education - Advocacy - Legislature, etc.
Teacher: Explanation of preventing human trafficking. Use cardboard paper and list ways of preventing human trafficking.
8 HARMFUL TRADITIONAL PRACTICES Meaning of harmful traditional practices that bring physical, mental, social and health dangers to people. - Discuss effects of harmful traditional practices.
Teacher: Explain and discuss harmful traditional Practices. Guide students to mention examples of harmful traditional practices in their communities. Use cardboard to outline harmful traditional practices in some Nigerian communities. Provide the Nigerian constitution and identify sections for human Rights.
9 HARMFUL TRADITIONAL PRACTICES Examples of harmful traditional practices - Use of children for begging
Teacher: Explain and discuss examples of harmful traditional practices. Active participation by learners. Pictures, drawings, video clips.
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- Child agriculture labour - Female circumcision - Early marriage - maltreatment of widows, etc.
Learners/students.
10 HARMFUL TRADITIONAL PRACTICES Female genital mutilation, beliefs and dangers of early marriage.
Teacher: Explain and discuss Female genital mutilation and early marriage. Pictures, charts, drawings, cardboard paper.
11 HARMFUL TRADITIONAL PRACTICES Preventive measures to female genital mutilation and early marriage: - public enlightenment - Education
Teacher: Explanation and discussion while students participate actively. Use photographs, fliers. Video/films, posters, charts, etc.
12 HARMFUL TRADITIONAL PRACTICES Consequences of harmful traditional practices: - Problem of child birth - Exploitation of children
Teacher: Discuss and tell stories of past experiences of victims. Drawing pictures of children’s labour, etc.
13 Revision Revision
14 Examination Examination
SOCIAL STUDIES
JSS 3 SECOND TERM
WEEK TOPIC/CONTENT
ACTIVITIES
1 PROMOTING PEACEFUL LIVING IN OUR SOCIETY - Define peace - Types of peace: a. Positive peace and b. Negative or uneasy peace
Teacher: Explain meaning and types of peace. Learners to participate actively by contributing during the class activity Pictures of people living peacefully, cardboard papers indicating types of peace in form of flash cards.
2 PROMOTING PEACEFUL LIVING IN OUR SOCIETY Importance of peace: - Lack of violent conflict
Teacher: Explain importance of peace while students role play a happy home. Learners, flash cards of importance of peace.
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- Progress and development - Happiness and less stress.
3 PROMOTING PEACEFUL LIVING IN OUR SOCIETY Ways of promoting peace: - Tolerance - Social justice - Human Rights, etc.
Teacher: Discuss and explain ways of promoting peace. Learners participate actively. Use flash cards.
4 SOCIAL CONFLICTS Meaning and types of conflicts. - Violent and non – violent conflicts.
Teacher: Define conflict as Interpersonal/ Mis-understanding. Types of conflicts: i. non – violent ii. Violent Ask learners to identify types and examples of conflicts. Pictures of areas destroyed and people killed as a result of conflict. Use cardboard to identify types of conflicts.
5 SOCIAL CONFLICTS Examples of conflicts: - Inter – ethnic conflicts e.g. Urhobo/Itsekiri Kataf/Hausa, Yoruba/Hausa, Fulani/Tv etc. - Communal/Intra – ethnic conflict e.g. Ife/Modakeke, Aguleri/Umuleri, etc.
Teacher: Explain and discuss examples of conflicts. Learners participate actively. Pictures, films, cardboard papers, identifying examples of conflicts.
6 SOCIAL CONFLICTS Causes and consequences of conflicts.
Teacher: Explain and discuss after brainstorming on the topic. Learners participate actively. Learners, cardboard papers to be used during group work.
7 SOCIAL CONFLICTS Causes and consequences of conflicts.
Teacher: Explain and discuss, while students participate in the discussion. Use cardboards to identify consequences.
8 MANAGING AND RESOLVING CONFLICT Conflicts management and resolutions
Teacher: Define conflict management and identify ways of resolving conflicts. Use cardboard paper to list ways of
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- Dialogue - Compromise - Court Rulings - Mediations
resolving conflicts. Learners ask and answer questions. Also use radio, pictures, documentaries, life stories of mediations.
9 MANAGING AND RESOLVING CONFLICT Attributes required for conflict resolution - Mutual understanding - Respect for rule of law.
Teacher: Demonstrate non- violent means of conflict And resolution using role play. Learners.
10 MANAGING AND RESOLVING CONFLICT Attributes required for conflict resolution - Tolerance in the face of provocation - Self control - Respect for opposition view - Organise guest lectures on conflict.
Teacher: Present paper or talk on conflict resolution by a guest speaker. Guest speaker and resolution. Cardboard paper to list attributes for conflict resolution.
11 Revision Revision
12 Examination Examination
SOCIAL STUDIES
JSS 3 THIRD TERM
WEEK TOPIC/CONTENT
ACTIVITIES
1 CONTROLLING CULTISM IN OUR SOCIETY Meaning and causes of cultism: - Home/family background - Peer group influence - Proliferation of aims, drug abuse - Poor leadership - Injustice - Marginalization.
Teacher: Explain meaning of causes of cultism Video clips, pictures of cultists, etc. Active participation of students.
2 CONTROLLING CULTISM IN OUR SOCIETY Consequences of cultism: - Violence - Criminal tendencies
Teacher: Explain consequences of cultism Active participation of students. Life items like knives, cutlass, mask, charms, amulets, etc.
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- Moral decadence - Break down of social values
3 CONTROLLING CULTISM IN OUR SOCIETY Solutions to cultism .
Teacher: Brainstorm and discuss solutions to cultism. Cardboard paper and identify the solutions for discussions
4 PREVENTING DRUG TRAFFICKING Meaning of drug and reasons for drug trafficking e.g. poverty, ignorance, greed, etc.
Teacher: Discuss and brainstorm on reasons for drug trafficking with learners. Chalk board summary of points raised.
5 PREVENTING DRUG TRAFFICKING Consequences of drug trafficking- Imprisonment - Death penalty - Bad image for the country, etc. - Forfeiture of assets (local and foreign)
Teacher: Guide learners to visit NDLEA prisons, EFCC, and police station to inquire police station to inquire and discuss drug trafficking problems and suggest solutions. Agencies, learners and victims of drug trafficking with the security operatives.
6 PREVENTING DRUG TRAFFICKING Prevention of drug trafficking: - Education - Alleviation of poverty - Legislation - Inter – cooperation
Teacher: Explain prevention of drug trafficking while students participate actively. Cardboard paper and summary.
7 COMMON CRIMES AND ASSOCIATED PUNISHMENT Common crimes and associated punishment like theft, (imprisonment), rape (imprisonment) drug trafficking (10 years imprisonment) Human trafficking (5 – 10 years) imprisonment, food contamination
Teacher: Discuss the crimes and associated punishment with learners. Active participation by students. Posters, video clips, cut outs, handbills, magazines/newspaper.
8 CRIMES AND NATIONAL SECURITY Meaning of national security. Crimes that affects national security and demonstration of awareness, e.g. pipeline vandalization, terrorism illegalbunkering, importation of expired foods and drugs.
Teacher: Discuss meaning of national security and crimes that affect national security Samples of expired drugs and food in cans, pictures of terrorists and places where destruction took place, charts, video clips.
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9 Revision Revision
10 Examination Examination
CIVIC EDUCATION
JSS 3 FIRST TERM
WEEK TOPIC/CONTENT
ACTIVITIES
1 THE CONSTITUTION Meaning of Constitution
Teacher: Explain the concept of constitution Students: read about constitutional development Instructional Material: textbooks
2 THE CONSTITUTION Colonial Nigeria Constitution
- Clifford constitution 1922 - Richard constitution 1946
Teacher: Guide students to identify constitutions promulgated under British colonial rule. Students: Identify various Colonial Nigerian constitutions. Instructional materials: Nigeria colonial constitution
3 THE CONSTITUTION Colonial Nigeria Constitution
- Macpherson Constitution 1951 - Littleton constitutions 1954
Teacher: Guide students to identify the various colonial Nigerian constitution Students: carry out group exercises on differences in the various colonial constitution in Nigeria Instructional material: Nigeria colonial constitution
4 THE CONSTITUTION Colonial Nigeria Constitution
- Independence constitution 1960
Teacher: Guide students to identify the various colonial Nigerian constitution Students: participate in the class discussion Instructional material: Nigeria colonial constitution
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5 THE CONSTITUTION - Features of colonial
constitution
Teacher: Guide students to explain the features of colonial constitution Students: Identify features of colonial constitution Instructional material: Nigeria colonial constitution
6 THE CONSTITUTION Post – 1960 Constitution
- 1963 Constitution
Teacher: Discuss constitution promulgated after Nigeria became independent Students: identify constitutions promulgated after Nigeria became independent. Instructional material: Relevant Publications.
7 THE CONSTITUTION - 1979 Presidential Constitution
Teacher: Guide students to class discussion. Students: identify the elements of the independent Nigeria constitution Instructional material: Nigeria colonial constitution
8 THE CONSTITUTION 1989 – Presidential constitution
Teacher: Guide students to identify the features of the constitution Students: participate actively in the discussion Instructional material: relevant publication
9 THE CONSTITUTION - 1999 Presidential Constitution
Teacher: Discuss the Constitution with the students Students: Identify the features of the constitutions Instructional material: Nigeria constitution
10 THE CONSTITUTION - Features of Post 1960
Constitution
Teacher: Give reading assignment. Students: participate in the class discussion Instructional material: Constitution of the Federal Republic of Nigeria
11 SUPREMACY OF THE CONSTITUTION Meaning of supremacy of the constitution
- Only one constitution for the country.
Teacher: Guide students to use the constitution Students: participate in the class discussion Instructional material: textbooks
12 SUPREMACY OF THE CONSTITUTION
- The provision apply to all states and individual
Teacher: Guide students to locate relevant chapters and schedules in the constitution that relate or speak on the supremacy of constitution.
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uniformity. Students: participate in the class discussion Instructional material: Class activities.
13 REVISION
14 EXAMINATIONS
CIVIC EDUCATION
JSS 3 SECOND TERM
WEEK TOPIC/CONTENT
ACTIVITIES
1 NATIONAL VALUE: RIGHT ATTITUDE TO WORK
- Meaning of right attitude to work
Teacher: Lead discussion on meaning of right attitude to work. Students: Participate in discussion and debate Instructional Material: Radio/TV programme
2 NATIONAL VALUE: RIGHT ATTITUDE TO WORK
- Attributes of right attitude to work – honesty, discipline, integrity, commitment, punctuality, regularity, consistency, diligence, transparency.
-
Teacher: Lead discussion on attributes of right attitude to work. Students: Participate in discussion and debate Instructional Material: Guest Talk
3 NATIONAL VALUE: RIGHT ATTITUDE TO WORK
- Importance/rewards for right attitude to work.
- Higher productivity, efficiency, progress recognition, improved national image.
Teacher: Lead students to debate importance of right attitude to work. Students: Recount experiences with having the right attitudes to work. Instructional Material: Honours and awards roll and records.
4 NATIONAL VALUE: RIGHT Teacher: Ask students to use personal and
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ATTITUDE TO WORK Consequences of not having Right Attitude to Work
- Declining productivity - Lack of motivation - Indiscipline - National disasters - Air/sea road etc
communal examples to link right attitude with the award received Students: collate folklores, wise sayings on right attitude to work Instructional Material: Biographic essays, newspapers, wise sayings and proverbs
5 NEGATIVE BEHAVIOUR - Meaning of negative
behaviour
Teacher: Guide students to explain the meaning of negative behaviour. Students: Participate in class discussion Instructional material: ICPC publication
6 NEGATIVE BEHAVIOUR - Types of negative behaviour - Dishonesty, excessive love for
money - Ostentative living - Disregard for time (African
Time) - Drug trafficking - Examination malpractices - Cultism etc
Teacher: Guide students to identify examples of negative behaviour. Students: Participate in drama and debates Instructional material: EFCC publication
7 NEGATIVE BEHAVIOUR - Effects of negative behaviour
on society - Value disorientation,
inefficiency, high crime rate etc
Teacher: Direct play lets and lead debates on negative behaviour and sanctions. Students: Participate in drama and debate Instructional material Radio/TV programme
8 NEGATIVE BEHAVIOUR - Promoting positive
behavioural changes
Teacher: Guide students to write reports on guest talks. Students: write essays. Instructional material: documentaries.
9 ELECTIONS AND ELECTORAL BODIES IN NIGERIA
- Meaning of Election
Teacher: Lead discussion on the meaning of election. Students: Contribute to class discussion Instructional material: Textbooks
10 ELECTIONS AND ELECTORAL BODIES IN NIGERIA
- Importance of Elections
Teacher: Lead discussion on the importance of elections. Students: Discuss the importance of elections Instructional material: Workshops
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11 REVISION
12 EXAMINATION
CIVIC EDUCATION
JSS 3 THIRD TERM
WEEK TOPIC/CONTENT
ACTIVITIES
1 ELECTION AND ELECTORAL BODIES IN NIGERIA Electoral Bodies: INEC/SIEC, National, State Government
Teacher: guide students to list electoral bodies and their functions. Students: List the electoral bodies n Nigeria and their functions. Instructional Material: Electoral Law documents.
2 ELECTION AND ELECTORAL BODIES IN NIGERIA Need for free and fair election in Nigeria
Teacher: Discuss the need for free and fair elections in Nigeria. . Students: State the need for free and fair election. Instructional Material: Pictures
3 ELECTION AND ELECTORAL BODIES IN NIGERIA
- Electoral Malpractices in Nigeria and how to prevent electoral malpractices in Nigeria.
Teacher: List some of the electoral malpractices in Nigeria Students: Identify electoral malpractices in Nigeria. Instructional Material: Electoral Law documents.
4 DEMOCRATIC PROCESS - Meaning of voting and voter’s
registration
Teacher: Lead discussion on the meaning of voting, also lead students to explain voters registration and related rules. Students: participate actively in the class discussion Instructional material: textbooks
5 DEMOCRATIC PROCESS - Importance of voting
Teacher: Guide students to identify the need for voting. Students: State the importance of voting Instructional material: Electoral Law documents.
6 DEMOCRATIC PROCESS - The process of voting
Teacher: Guide students to explain the process of voting. Students: Discuss the process of voting Instructional material: Workbooks, pictures
7 REVISION
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8 EXAMINATION
SECURITY EDUCATION
JSS 3 FIRST TERM
WEEK TOPIC/CONTENT
ACTIVITIES
1. Common Crimes and Associated Punishment
Teacher leads students to identify common
crimes and associated punishments.
Crimes Punishments
Theft - Imprisonment
Rape - Imprisonment
Drug Trafficking - Imprisonment
Human Trafficking - Imprisonment
Food contamination / adulteration -
imprisonment
Murder – death
Lead students to appreciate the
punishment for each crime
Guides students to suggest ways of
avoiding criminal behaviors.
2. Crimes and National Security Teacher leads the learners to discussing
the meaning / definition of national security
Guides the students to identifying crimes
that affect national security –
vanderlization, bunkery, Terrorism, arson,
expired foods and drugs etc.
Organize students to demonstrate the
awareness of the dangers of crimes that
affect national security.
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CULTURAL AND CREATIVE ARTS (CCA)
CULTURAL AND CREATIVE ARTS
JSS 3 FIRST TERM
WEEK TOPIC/CONTENT
ACTIVITIES
1 Nigeria traditional art 1.definiton of traditional art 2.types of traditional art i.nok ii.igbo-ukwu iii.ife iv.benin etc.
Teachers activities:discusses tpes of bnigerian traditional art Students acttivies-identify two traditional arts in their community
2 Identification of palces of origin of each arts i.places of origin of Nigeria arts work ii. nok –kaduna iii.ife –osun state iv.benin –edo stae etc. 2. functions of nigeian traditional arts
Teachers activities – states the origin ,materials and methods of production and functions Students activities-discusses the functions of traditional arts work Learning resources- Photographs, pictures, calendar, charts etc.
3 Contemporary Nigeria art /artist 1.defintion of contemporary artist 2. short life history and the contributions of pioneer artsit eg i. anina onabolu ii. akinola lasekan iii. madam lachi kwali iv. bruce ona brekpeya etc.
Teachers activities- explains the meaning of artist and short life history with their contributions. Students activites –participate in the discussion on conlemporary artist. Learning resources- Books, art works photographs.
4 Nigerian contemporary art work i.prominent works of the artsits and their location i.caran (sango)ben enweonwu ii. sculptural decoration (demas nwoko0national theatre lagos iii. etching-bruce onabrekpeya delta state etc 2.income generation through contemporary art
Teacher activities-names works of some artists and the location of the their works Students activities- discuss some prominent works of art and the location of such art work Learning resources –pictures calendar, journals ,magazines etc.
5 Motif 1.meaning of motif(a unit of a design)
Teachers act:illustrates with
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2. types of motifs with examples- i.plant motifs ii.floral motif iii. traditional motify iv. geometrical motify
6 USES OF MOTIFS AND ITS APPLICATION i.uses motif decorate boaders making of greeting card iv. design a pattern
Teachers activities-demonstrates how to motify to design patterns Students activities –use motify to desin patterns learning resources-carbon paper, colour, drawing board etc
7 Display techniques Definition of display. 2.various methods of preparing art work for display ilabelling ii.farming iii.fixing 3.display techniques i.categorizing ii.mounting boards etc iii.designing of space
Teachers activities-demonstrates and illustrates processes of farming, fixing , labeling and mounting art works. Students activities-make their own frames, labels ,fixing etc. Learning resources-publications catalogues ,magazines frames etc
8 Exhibition 1.meaning and definition of exhibition. 2.types of exhibiton- i.solo ii.juried iii.commercial iv. non commercial v. group
Teachers act:mentions types of exhibition and menaing . Students s act:students participate in the exhibition of art works in the school. Learning resources-exhibition board, space , catalaogues, magazines etc
9 Excursion Excursion to gallery and museum.
Teachers act:arranges for the excursion to gallery and museum by providing vehicle and informing the gallery office before time Students activities- feel the art works and their names in the gallery. Differenciate and between works in gallery and museum Learning resources – gallery and museum.
10 Lettering 1.defintion of lettering 2.types of letters eg i. constructed
Teachers activities –defines lettering and types of lettering Student6s activities :identify types of lettering.
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ii.hand written 3.uses of lettering –eg. Information communication , education
Learning resources-cardboard ,paper, pencil, poster,rulers etc
11 Contruction of letters 1.construction of letters A-M 2.construction of letters N-Z (both in lower and upper cases)
Teacher act:guides the students to construct the slogan”good morning ma” and produces different slogans. Students act:observe the teacher constructs letters. Produces letters either in upper or lower case Learning resources-cutting knife ,razor blade , cardboard paper, rulers,eraser etc
12 Qualities of good lettering i.qualities of good lettering i.simplicity ii.legibility iii. spacing
Teachers act:lists the qualities of good lettering .giving examples of the qualities of good lettering. Students act:-write sentences applying the qualities of good lettering. Learning resources- Cardboard paper , ruler, pencil,cutting knife biro etc
13 Revision Revision
14 Examination Examination
. CULTURAL AND CREATIVE ARTS
JSS 3 SECOND TERM
WEEK TOPIC/CONTENT
ACTIVITIES
1 Package design 1.meaning of packages design 2.mentioning the methods of packages designs 3.functions of package design
Teacher act:defines packages design and give examples of the methods opf package desin. Students act:list and discuss the functions of packages design. Learning resources- cardboard paper,poster colours, scissiors, tape etc.
2 Construction of packages design 1.construction of different packages 2. write captions on packages for advertisement.
Teacher’s Act:Gudies Students To Design Packages Students act:produces a named package in group [participate in the production of packages. Learning resources- cardboard sheets, poster colours, scissors knife , masking
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tape etc.
3 Marketing of art work 1.wyas or oulets for marketing art work eg shops, hotels, festivals, trade fairs gallery
Teacher’s activities – mentions ways in which art works can be sold. Students activities –partici[pate in mentioning avenues for marketing art works. Learning resources-hotels, festivals trade fair, market, gallery.
4 Funding for art businesss 1.sources of funding of art work business eg relatives,individuals, corporate and government organization
Teacher act:discusses different sources of funding art work business. Students activities-take part in class discussion.listen and ask questions on how to source for funds. Learning rsources- artworks,banner , invitation card, resource person.
5 Introduction to embroidery 1.meaning and definition of embroidery 2. embroidery materials and tools 3.sources of embroidery. i.nature ii. environment iii. flower iv. magazines v. gift wrappers etc.
Teachers act:mentions embroidery tools and materials lists 3 embroidery sources Students activites-mention some embroidery tools and materials. Identify some sources of embroidery threads, fabrics, needles etc.
6 Practical work on how to transfer desin to fabrics 1.methods of transferring embroidery designs i.use of carbonpaper ii.pricking iii. tailors tack iv.direct drawing
-teachers act:demonstrates how to transfer design using carbonpaper, practice embroidery stitches. Students acrt:observe the teacher transfer designs into fabrics using carbon paper, practice embroidery stitches. Learning resources-different colours of embroidery threads,fabrics,needles .etc
7 Knitting 1.meaning of knitting stitches 2.basic knitting stitches 1.pull knit
Teachers activities-explain the meaning of knitting. Displays tools and materials and guides to make the basic stitches Students activities-listen attentively and observe the tools and materials for knitting Learning resources-knitting pins, wools, knitted garment like like cardigan, socks, caps etc
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8 Practical work on knitting 1.preparation of caps, cardigan socks, showel, table cover etc
Teacher act:shows the students the way to handle the knitting pin and wool and starts a work with the students Students activities-practice knitting and display a finished knitting work Learning resources-knitting pin wools of different colours
9 Crotcheting 1.meaning of crotcheting. 2. materials and tools used in crotcheting 3. making of display of finished works.
teacher act:demonstrate how tyo make basic crotcheting stitches. Students activities-observe the teacher demonstrates with the materials and tools. Practice making crotcheting stitches. Learning resources-crotchet pins, wools, thread, specimen of finished work.
10 Batik work 1.meaning of batik 2.materials and tools used in batik work. 3. making a batik projects i.techniques ii.prodesses
Teachesr ac:explains and displays materials and tools for batik work.mixes dye for the students to observe. Students act:mix dye, dye fabric after application of wax.dispaly finished work. Learning resources-fabrics wax , dye stuff, printing table etc.
11 Uses of music and impact of music 1.mentioning of different uses of music 2.impact of music to the society i.help build relationships ii.help foster brother lines iii. creates awareness in the mass media etc.
Teachers act: explains uses of music during different occasions mentioned leads the class to enumerate and discuss the impact of music in the society. Students act: stae 4 ways in impact in the society Learning resources:- musical instruments, textbooks, musical CDS etc.
12 Revision Revision
13 Examination Examination
. CULTURAL AND CREATIVE ARTS
JSS 3 THIRD TERM
WEEK TOPIC/CONTENT
ACTIVITIES
1 Creating music isolfa notation values 1.musical notes and their values i. semibreve or whole note ii. minim or quartes note
teachers act:explains the values of musical notes. Tyranslates staff to solfa. Guides students to clap rhythm. Students act:bar a given solfa of nigerian’s
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iii.crotchet or quarter note iv. quarer or eight note etc 2. translating staff to solfa 3. clap a rhythm
national arithem. Learning resources- music manuscripts, chalk board.
2 Drama and the development of rural communities 1.drama and theatre for development 2. drama rather than to wait for government to do everything for them.
Teachers act: explains what theatre enumerates ways drama can assist the rural people Students activities –practicipate in class discussion on how drama can help solve some 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 1.career prospects for i.play wright. ii.actors iii.director iv designers. 2. their contributions to the society.
Teacher act:leads the class in a discussion of how their creative works impact the society Gives names of notable Nigerians in each category. Students act:participate in class discussion of some dramatists they know. Learning resources- pictorials, textbooks, notes copying.
4 Process of choreo graphy 1.processes involved in choreography i. gathering of the movement. ii. putting and arranging the movements by teaching the dancers. Iv creating the final structure and polishing it for performance
Teacher act:mentions and explains the process of choreograph.explains the uses fo space and gestures. Students act:participate in the class discussion and perform the choregraphy dance, Learning resources- mjusical instruments, CDS player, dance outfits or costumes.
5 Prospects of studying dance in Nigeria. i.prospects of dance in Nigeria- ii.dance can be a good income earner for the government and the performer. iii.it can also bring in foreign exchange when used in tourism industry like carnivalsn . iv. dance as a cultural indicator and promoter
Teachers act: states and explains to students the lucrative nature of dance . Students act: listen to teachers explanation, and write note. Participate in the class discussion Learning resources- textbook notebooks, chalkboard
6 Unity 1.meaning of unity
Teachers act-explains the meaning of unity lists different causes of disunity in the home
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2. causes of disunity in the home , school and society 3. how to maintain unity i. be tolelrant ii.be fair to all iii.be sincere iv be cautious v.respect other opinon vi.be accomdating vi.demostration of acts of unity
school and society Students act:discuss mening of unity , mention some causes of disunity. Dramatise a play on how to maintain unity. Learning rwesources- Nigerian flag, school flags, football pictures
7 Revision
8 BECE practical
9 BECE practical
10 BECE Examination
11 BECE Examination
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FRENCH LANGUAGE (FL)
FRENCH LANGUAGE
JSS 3 1st TERM
WEEK TOPIC/ CONTENT
ACTIVITIES
1 Contrôle continu
2 Parler de profession variée Maîtrise de langue: les mots suivants : le plomber, l’ingénier, l’enseignant, le médecin, l’infirmier(e), le pilote, le mécanicien, le chauffeur, l’avocat, le journaliste Gramm. : le verbe être + profession. Expression orale : les apprenants répètent font des phrases avec être exemple. Il est enseignant etc. masculine et féminine Expression écrite : ils associent les métiers aux équipements.
Le professeur à l’aide de dessins présente les métiers. Les apprenant écoutent et répètent. Ils font des phrases identiques. Resource pédagogique Les divers équipements associés aux métiers présentes : photo, image, videos, etc.
3 Parler de ce qui se passe dans les professions. Maîtrise de la langue Les métiers et leur fonction exemple :
L’infirmier(e) soigniez les malades à l’hôpital : Expression orale : ils parlent les professions et leur fonction dans la société. Expression écrite : Ecrivez une rédaction sur la profession vous aimez le plus.
L’enseignant à l’aide de dessins présente les métiers et dit ce que font les spécialiste de ce métier. Les apprenant écoutent et répètent. Ils font des phrases identiques Resource pédagogique photo, image, videos etc.
4 Décrire les qualités admirables. Maîtrise de la langue (vocabulaire et expression) les caractéristiques admirables, charmant, chaleureux, sympathique, formidable, mignon(ne) fantastique, adorable, honnête,
l’enseignants demande aux élèves décrire leurs camarade et de dire ce qu’ils admirent chez eux. Ils participent activement ils doivent parler et écrire des qualités de leurs camarades et leurs parents.
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magnifique. Les verbes ‘aimer’, j’aime, il aime, 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)
Resource pédagogique Jeux de rôle, mime, videos, images
5 Contrôle continu Parlers des défiants des gens 2ème éprouve Maîtrise de la langue vocabulaire/expression caractéristique détestables : ennuyeux(se), maladroit(e) , malhonnête, antipathique, triste, méchant(e). verbe : détester, je déteste, il déteste. 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.
L’enseignant donne des exercices description simple Le professeur demande aux élèves de décrire leurs camarades et de dire ce qu’ils déteste chez eux. Les apprenants écrivent une rédaction sur ma mère. Les élèves doivent parler des défiants détestables de leurs camarades et de leurs parents.
6 Parler des gens que l’on admire beaucoup Maîtrise de la langue. Vocabulaire/expression liés aux qualités que l’on admire : bon(ne), gentil(le), honnête, prudent, intelligente(e) etc. Les verbes : aimer et admirer Expression orale : décrivez les personnes célèbres que vous admirez Expression écrite : écrivez une rédaction sur un personnalité que vous admirez.
L’enseignants présente les photos des personnalité célèbres et attire leurs attentions sur les qualités qu’ils admirent. Par groupe et individuellement les apprenants font une rédaction de quelques mots sur les personnalités qu’ils admirent. Resource pédagogique Les photos de personnes célèbres dans la société
7 Nommer les malades. Maîtrise de la langue : vocabulaire et expression les malades courantes : le paludisme, la fièvre jaune, la dysenterie, le cholera, la grippe etc.
L’enseignant fait la démonstration des douleurs associées à certaines maladies. Il nomme les maladies. Chaque apprenant observe et font des démonstrations pareilles ils nomment
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Les parties du corps avoir/ ma/ au/ à la/aux Expression orale : nommez les maladies et des douleurs associées Expression écrite : décrivez une maladie courante
les maladies ensuite. Resource pédagogique Un dessin montrant les parties du corps, des photos pertinentes
8 Discuter les causes Contrôle continu Maîtrise de la langue. Expression les causes : les moustiques (paludisme), l’eau sale, (cholera) nourriture gâtée (diarrhée et dysenterie), froid (grippe) trop de travail (fatigue) absence général d’hygiène (phisieurs maladies) Expression orale : dites les causes de certaines maladies courantes Expression écrite : écrivez ce qu’il faut faire pour éviter une maladie donne (exemple paludisme). 3ème Épreuve.
L’enseignant explique aux élèves les causes des maladies diverses. Il demande leurs idées sur le sujet discuté : qu’est-ce qu’il faut faire pour éviter une maladie donné? Les apprenants donnent leurs idées par rapport à leurs expériences dans la vie. Par groupes, ils parlent des maladies et de leurs causes. Resource pédagogique Photos des situations de maladie variées expériences personnelles, des apprenants.
9 Parler des populations affectées. Maîtrise de la langue. Mots et expression. Utilisés : les enfants, les jeunes, les femmes, les hommes, adultes, les ruraux, les pauvres, tout le monde. Expression orale : parlez des groups d’âges affectes par certaines maladies. Expression écrite suivez le modèle donné est fantes des phrases avec les mots clés.
L’enseignant fait un tableau des groupes sociaux qui pourraient être victimes de certaines maladies et dit lesquelles. Avec les mots clés. Resource pédagogique Dessins et document variés.
10 Dire l’importance de l’hygiène. Maîtrise de la langue. Mots et expressions utiles éviter les maladies, balayer, sale, pollution, bonne santé, longue vie, faire des économies, développement rapide. Protéger la famille, laver les aliments, faire cuire la nourriture. Expression orale : dires la importance d’hygiène.
L’enseignant présente les avantages de l’hygiène et de comment assurer l’hygiène dans la maison. Par groupes les apprenants disent ce qu’il faut faire pour assurer l’hygiène de l’école, de la nourriture, des dents, des mains, des vêtements et de l’ensemble du corps. Resource pédagogique Authentique photos illustratives.
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Expression écrite : comment assurez-vous l’hygiène dans la maison.
11 Révision Révision
12 Examen Examen
FRENCH LANGUAGE
JSS 3 2nd TERM
WEEK TOPIC/ CONTENT ACTIVITIES
1 Contrôle continu
2 1ère Épreuve Parle des professionnels de la Maîtrise de la langue. Vocabulaire et expression, les professionnels de la santé: le dentiste, le médecin généraliste, le chirurgien, le spécialiste, le psychiatre, l’infirmier(ère) etc. Quand on a mal aux yeux, on voit l’ophtalmologiste. Expression orale : vous avez qui, quand vous avez mal aux yeux, aux dents etc. Expression écrite : écrivez des maladies et des spécialiste au s’en occupent.
La profession explique que chaque maladie a des spécialistes qui s’en occupent. Quand on est maladie, il faut se rendre chez ces spécialistes. Les apprenants par groupes font les mimiques des maladies et se rendent chez les professionnels dans une situation de jeu de rôle. Resource pédagogique Les posters des professionnels liés à la santé et ce qu’ils font comme métiers.
3 Parler de dentiste Maîtrise de la langue : quand a mal aux dents, on voit le dentiste. Soigner les dents, se brousser des dents. Expression orale : le dentiste, ce qui ? Expression écrite : qu’est-ce qu’il faut faire pour soigner les dents?
Le professeur montre le poster de dentiste explique le travail de dentiste et il pose des questions aux étudiants. Le élèves identifient le dentiste et ils répondent aux questions. Resource pédagogique Le poster de dentiste, photo, image etc.
4 Parler de médecin généraliste Contrôle continu 2ème Épreuve Maîtrise de la langue. Quand on à de la fièvre. On voit le médecin
L’enseignant montre le poster/image d’un médecin généraliste. Les élèves répètent et répondent aux questions. Resource pédagogique
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généraliste : mal au ventre, mal à 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 ?
L’image, photo, vidéo etc.
5 Parler d’ophtalmologiste Maîtrise de la langue : quand a mal aux yeux, on voit l’ophtalmologiste. Un œil, (les yeux) Malades des yeux Expression orale : qu’est-ce qu’il faut faire quand vous avez mal aux yeux. Expression écrite: écrivez les maladies des yeux
L’enseignant montre le poster d’un ophtalmologiste il pose des questions exemple : qui est l’ophtalmologiste ? Les élèves identifient l’ophtalmologiste jeu de rôle. Resource pédagogique Photo, posté, image etc.
6 Parler de l’infirmier(ère) Maîtrise de la langue. L’infirmier(ère) aide le médecin à l’hôpital, soigne les maladies, donne des piquier. Expression orale : que font les infirmiers a l’hôpital Expression écrite : écrivez les activités des infirmiers a l’hôpital.
L’enseignant le travail de l’infirmier(ère). Il poste des questions exemple : que fait-il, l’infirmier? Les élèves écoutent et répondent aux questions. Resource pédagogique Poster, image, photo, vidéo.
7 Parler de la pharmacie Maîtrise de la langue: pour acheter des médicaments on va à la pharmacie. Pharmacien(ne) Les médicaments, aspirine etc. Expression orale : qu’est-ce qu’il faut faire pour être guéri ? Expression écrite : décrivez la pharmacie, pharmacienne.
Le professeur montre le poster ou l’image de pharmacie. Pour être querir, qu’est-ce qu’on fait ? Les élèves écoutent et répondent aux questions. Resource pédagogique Images, photos, video, documents
8 Parler de l’hôpital Contrôle continu Maîtrise de la langue: quand on est malade, on va à l’hôpital. Grand bâtiment, les lits, les
Le professeur montre l’image de l’hôpital. Pose des questions aux élèves exemple : qu’est-ce qu’on voit a l’hôpital? Les élèves écoutent et répondent aux questions
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infirmiers, les médecins les maladies etc. Expression orale : quand on est malade, on va ou? Expression écrite : qu’est-ce qu’on voit a l’hôpital?
Resource pédagogique Posters, photos, images etc.
9 3ème Épreuve Parler de chez le dentiste Maîtrise de la langue : quand on a mal aux dents, on va chez le dentiste. La douleur, mal aux dents, mal à la dent Expression orale : Expression écrite : décrivez le travail de dentiste.
Le professeur explique le dentiste avec l’image. Il pose des questions. Resource pédagogique Images, photos, documents, video
10 Parler de faux professionnels et médicaments. Maîtrise de la langue : il fait éviter les faux professionnels et médicaments. Faux médicaments Faux professionnels Texte sur faux professionnel et faux médicaments. Expression orale : pourquoi, il faut éviter les faux professionnels et médicaments ? Expression écrite : qu’est-ce qu’il faut faire pour être guéri ?
les faux professionnels et médicaments avec l’image/photo. Il pose des questions : pourquoi, il faut éviter les faux professionnels et médicament? Les élèves écoutent et répondent aux questions. Resource pédagogique Photos, images, documents.
11 Révision Révision
12 Examen Examen
FRENCH LANGUAGE
JSS 3 3rd TERM
WEEK TOPIC/ CONTENT ACTIVITIES
1 Contrôle continu 1ère Épreuve
Exercice écrite sur la santé
2 Décrier ce qu’on fait tous les jours Compréhension orale : un texte des
L’enseignant fait des phrases simples pour illustrer les activities
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activities de la journée. Dit ce qu’on fait le weekend/matin/l’après-midi /la nuit Se réveiller, se laver Preparer le petit dejeuner/manger, balayer, prier, laver Travailler au bureau ou aller à école. Le soir : se reposer, dîner, regarder la télévision, la radio Verbes : au présent de d’indicatif
quotidiennes. Exemple : elle balaye le salon, Ma mère se réveille Je me lève Questions à l’orale : l’enseignant pose quelques questions aux étudiant sur quelques verbe utilise. L’apprenant répète après l’enseignant et donne ses propres 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 les expressions : tous les jours, souvent, d’habitude, chaque jour, chaque semaine, chaque weekend. Un text sur les expressions au sujet Les phrases correctes avec les expressions : D’habitude, chaque jour etc. Jeu de rôle : Dramatiser les activities quotidiennes Le professeur et les étudiants.
L’enseigment fait des phrases correcte et simple avec les expressions exemple : tous les jours, elle va chercher les enfants Chaque jour/matin elle prépare le petit dejeuner Souvent, elle arrive en retard etc. L’apprenant répète et écoute. Il donne ses propres exemples aussi. 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 Contrôle continu Compréhension orale : Un texte sur un evenement au passe Explique du texte aux apprenants Matrise de la langue : Le passe compose Des verbes, aller, regarder, manger, mettre, ajouter, pour en raconter Les mots pour indiquer a succession des actions au passe : d’abord, puis ensuite
L’enseignant lit le texte d’un événement au passe. L’enseignant indique aussi la succession des actions. Exemple : hier, je me suis réveillé vers six heures du matin. D’abord je dit ma prier, J’ai regarde les lecons puis j’ai préparé le dejeuner ensuite j’ai manger etc. Excercices de réemploi des verbes
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2ème Épreuve
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) Compréhension orale : Un texte/document d’une lettre d’amitie (informelle) Vocabulaire et expressions utiles : Une introduction Cher/chère, salut John. ҫa va ?/ Tu vas bien, et ton travail ? etc Le corps du message/lettre Parler de ses ami(e)s, Parler de ses loisirs Inviter qu’un pour le weekend une fête d’anniversaire etc Conclusion Bien à toi, je t, embrasse, bien des choses, à bientôt, j’attends ta réponse etc.
L’enseignant emploie les éléments indiques dans le contenu pour écrire une lettre. Il faut fait attention à la date et l’address La date (à droite) L’address (à gauche) L’apprenant écoute attentivement et suit le modèle du professeur pour écrire une lettre sur un sujet simple. Resource pédagogique Exercise de reproduction, d’adaptation où l’apprenant copie
6 Téléphoner Vocabulaire et expressions clés : le portable, allo! Oui bonjour ! c’est qui a l’appareil ? à qui j’ai l’honneur, c’est de la part de qui ? c’est moi, exemple Appelle : allô, c’est qui à l’appareil ? c’est de la part de qui ? à qui j’ai l’hooneur, C’est moi Tania De mme Gillet, sa mère Ne quittez pas Mais la ligne est bloquée/brouillée, il y a trop d’interférences Pardon que numéro ? etc Vous voulez rappeler/décrocher/raccrocher/recomposer le numéro Jeu de rôle Jouer un rôle de la communication en téléphone. Entre le professeur et l’apprenant et entre deux apprenants
L’enseignant lit un texte on dialogue sur communication en téléphone. Il explique les mots cles ou les mots originaux dans le contenu. Il se sert d’une scéne ou dialogue imaginaire pour lui permettre d’employer les mots clé de la communication en téléphone. L’apprenant propose une conversation téléphonique avec son/sa camarade de la classe en utilisant les mots, vocabulaire et expressions. Les specimens de téléphone exemple : portable, télépone fixe, videos, jeux de rôle.
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7 Révision/Examen
8 Révision/Examen
9 Révision/Examen
10 Révision/Examen
11 Révision/Examen
12 Révision/Examen
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ARABIC LANGUAGE (AL)
المنهج الدراسي للسنة الثالثة اإلعداديةSCHEME OF WORK FOR J.S.S 3
FIRST TERM الفترة األولى
األسبوع الموضوع المحتويات ترجمة من العربية إلى اإلنجليزية
النظافة : التى تتناول الجمل القصيرة مثلاألناشيد
وبعد الظهر نجار # أنا فى الصبح تلميذ و إ زميل ومنشار # فلى قلم وقرطاس
كما فى صنعتي عار # وعلمى إن يكن شرفا
تتعلم الطالب كيفية كتابة الرسالة التى تتناول العنوان وصلب الموضوع ومضمون : مايأتى
.الرسالة والخاتمة ......ربيع األول, صفر, محرم: مثل
مايناسب التالميذ من القطعة المختارة
ما يناسب الطالب من الكتاب
ظرف ( صباح الخير), مثل ظرف الزمان
( دوراء أمام)المكان , بنت ذكية, ولد ذكي, رجل طويل: مثل
مدرسة جميلة وما إلى ذلكقصص قصيرة عن العدالة واألمانة أو ما يراه
وى الطالب المدرس مناسبا لمست : ما يناسب الطالب من الموضوعات مثل
. نفسى مدرستى للدروس السابقة
الترجمة القراءة والفهم
األناشيد العربية
الرسالة
تعليم الشهور العربية
اإلمالء
القراءة والفهم
الظرف وأقسامه
الصفة والموصوف
المطالعة
اإلنشاء المراجعة
حاإلمتحانات والتصحي
األول الثانى الثالث
الرابع
الخامس
السادس
السابع
الثامن
التاسع
العاشر
الحادى عشر الثانى عشر
الثالث عشر والرابع عشر
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المنهج الدراسي للسنة الثانية اإلعداديةSCHEME OF WORK FOR J.S.S 3
SECOND TERM الفترة الثانية
األسبوع الموضوع المحتوياتدخل المعلم : إمالء بعض الجمل البسيطة مثل
غسلت تلميذة , فتح أحمد الباب , الفصلوما إلى ذلك, المالبس
ويوم , يوم األحد: وهي. أيام األسبوع سبعةويوم , ويوم األربعاء, ويوم الثالثاء, أإلثنين
.ويوم السبت, ويوم الجمعة, الخميس , الرسالة اإلخوانية: أنواع الرسالة مثل.وما إلى ذلك, والرسالة الديوانية
.ترجمة القطعة من العربية إلى اإلنجليزية .إفتح, أخرج, أدخل, إذهب, إجلس, قم: مثل
كتابة الجمل والعبارات العربية بكيفية .صحيحية واضحة
الحوار بين اإلثنين من الطلبة حسب ما يراه . لمستواهم من الكتب العربيةالمدرس مناسبا
قصة قصيرة عن برالوالدين واألمانة وغيرهما .حسب ما يراه المدرس
مايناسب التالميذ من القطعة من كتاب المقرر أو ما يختاره المدرس
الولد : إمالء بعض الجمل العربية البسيطة مثلوما إلى ذلك, المسجد كبير, صغير
لما سبق من الدرس
اإلمالء
رفة أيام األسبوعمع
الرسالة
الترجمة فعل األمر
الخط العربى
الحوار
المطالعة
القراءة والفهم
اإلمالء
المراجعة العامة اإلمتحانات والتصحيح
األول
الثانى
الثالث
الرابع الخامس السادس
السابع
الثامن
التاسع
العاشر
الحادى عشر والثانى عشر
FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION Page 164
المنهج الدراسي للسنة الثالثة اإلعداديةSCHEME OF WORK FOR J.S.S 3
THIRD TERM الفترة الثالثة
األسبوع الموضوع المحتويات, أهمية العلم: ما يناسب مستوى الطالب مثل
.المواظبة على الدرس الحوار بين اإلثنين من التالميذ على ما يأتى
. السؤال والجوابمن الموضوعات عن طريق : س.. كم أنواع الماء؟ أنواع كثيرة منها -س
.الماء يستعمل للعبادة والعادة: مافائدة الماء؟ ج اللغة العربية لغة : أهمية اللغة العربية مثل
القرآن تقسيم األسماء إلى المفرد والمثنى والجمع مع
.اإلتيان باألمثلة كتابة الجمل المفيدة الطويلة والعبارة
. لصحيحةا .ما يراه المدرس مناسبا لمستوى الطالب
. نجوم, أقالم, بيوت, رجال, أوالد: مثل
. مرواح . من العربية إلى اإلنجليزية وبالعكس
من الكتاب المقررةأن يقرأ الطالب الكتب العربية وأن يفهموا
.معناه تحت إشراف المدرس يمكن الطالب أن يعرف جميع أعضاء الجسم
يـد ورجـل وبطن وأنف وفـم وعين من رأس و وغير ذلك
للدروس السابقة
اإلنشاء
المحادثة
المطالعة
معرفة األسماء
الخط العربى
اإلمالء
جمع التكسير
الترجمة
القراءة والفهم
معرفة أعضاء الجسم
المراجعة العامة اإلمتحانات والتصحيح
األول
الثانى
الثالث
عالراب
الخامس
السادس
السابع
الثامن
التاسع
العاشر
الحادى عشر الثانى عشر
والثالث عشر