TABLE OF CONTENT

About JSS2 Scheme of Work....................................................Page 5

Chapter One
Agricultural Science................................................................Page 6
Chapter Two
Basic Technology....................................................................Page 15
Chapter Three
Business Studies....................................................................Page 23
Chapter Four
C.R.S........................................................................................Page 35
Chapter Five
Civic Education......................................................................Page 45
Chapter Six
Computer Studies....................................................................Page 56
Chapter Seven
Cultural & Creative Arts..........................................................Page 66
Chapter Eight
Hausa.......................................................................................Page 61
Chapter Nine
History.....................................................................................Page 83
Chapter Ten
Home Economics.....................................................................Page 91
Chapter Eleven
I.R.S........................................................................................Page 102

Chapter Twelve
Igbo.........................................................................................Page 110
Chapter Thirteen
Literature...............................................................................Page 123
Chapter Fourteen
Mathematics...........................................................................Page 131
Chapter Fifteen
P.H.E.........................................................................................Page 141
Chapter Sixteen
Social Studies........................................................................Page 150
Chapter Seventeen
Yoruba....................................................................................Page 160
Chapter Eighteen
Basic Science.........................................................................Page 174
Chapter Nineteen
Security Education................................................................Page 184
Chapter Twenty
English Studies.....................................................................Page 190
j

i
 About JSS2 Scheme of Work
In Nigeria, the second year of junior secondary education, known as JSS2, signifies a
stage of academic progression. Generally, students at this level are approximately
between the ages of 12 and 14. During this stage, students explore various topics in
greater detail, expanding upon the basics covered in JSS1. Also, the curriculum in-
corporates extracurricular activities to promote comprehensive growth.

The Junior Secondary School 2 (JSS2) Unified Scheme of Work in Nigeria serves as a
comprehensive guideline for educators to plan and execute teaching activities
throughout the academic year. The new scheme is driven by technology and has
equally enhanced the active participation of learners, improving standards in
schools across the state and tilting the students to internationally acceptable learn-
ing standards.

In 2023, the state governments unveiled the reviewed unified scheme of work, mo-
bile learning devices, and e-books for secondary school students, designed to make
learning more engaging and student-centred. The scheme of work is aimed at help-
ing the teachers develop lesson plans and notes that will reflect 21st-century learn-
ing, enabling students to study and research on their own. It is also aimed at en-
hancing the quality of education and ensuring consistency in teaching and learning
across schools in the state.

The unified scheme of work contains syllabi of various subjects required for the Ba-
sic Education Certificate Examination (BECE). It also contains lesson plans, assess-
ment methods, and teaching methodologies which are strategic for effective teach-
ing and learning.
1

Agricultural Science
 Introduction

Agriculture is fundamental to human survival. By studying agricultural science in Ju-

nior Secondary Schools, students learn about the importance of agriculture in pro-
viding food and other essential resources to sustain life.

Agricultural Science for Junior Secondary School 2 (JSS2) builds on concepts stud-

ied in J.S.S.1. It explores concepts such as cultural practices, agricultural practices,

and fieldwork. Students are exposed to real-life farming and fishing experiences,

and they acquire skills that would help them run a farm or pond on their own.

By understanding the principles of agricultural science, students will gain valuable

insights into the vital role agriculture plays in providing food security, sustaining
livelihoods, and contributing to the economy.
2 Chapter Two
Scheme Of Work
First Term

LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF

WORK FOR JUNIOR SECONDARY SCHOOL
Agricultural Science Scheme of Work for Junior Secondary
School 2(JSS2)
Class J.S.S 2
Subject Agricultural Science
Term First Term
Week Topic Breakdown
1 GENERAL CLEANING
AND REVISION ON
PROBLEMS OF FARM
MANAGERS

2 FARM STRUCTURES I. Types of Farm Structures and Uses

AND BUILDING II. Maintenance of Farm Structures and
Building
3 SITTING OF FARM I. Factors Guiding Sitting of Farm
AND LAYOUT OF Structures
FARM STRUCTURES II. Factors Guiding Layout of Farm
Structures
III. Importance of Siting Farm Structures
4 CULTURAL I. Definition of Cultural Practices
PRACTICES II. Explain Pre – Planting Operations -
Harrowing, Ploughing, Ridging, etc
5 CULTURAL I. Define Planting Operations
PRACTICES II. State/List Various Planting Operations
III. Planting/Sowing –Thinning, Spacing,
Depth
IV. Supplying Planting Distances, etc
 6 CULTURAL I. Post Planting Operation
PRACTICES II. Fertilizer Application
III. Explain Methods of Fertilizer
Application
IV. Explain Methods of Harvesting
Different Types of Crops
• Harvesting
• Storage
• Processing
7 AGRICULTURAL I. Definition of terms Farming Systems –
PRACTICES Mixed Farming, etc.
II. Cropping Systems - Mono Cropping,
Sole Cropping, Mixed Cropping, etc.
III. State Advantages and Disadvantages
of Each System.

8 AGRICULTURAL State Advantages and Disadvantages of

PRACTICES each of the Systems
9 FIELD WORK I. Students are to practice all they have
been taught on the field
II. Practice all the farm practice –
Planting, Pre – planting and Post -
Planting Operations
10 REVISION
11-12 EXAMINATION
 Second Term
Term Second Term
Week Topic Breakdown
1 GENERAL CLEANING
AND REVISION ON
TYPES OF FARM
STRUCTURES AND
BUILDINGS
2 ANIMALS FEED AND I. Meaning of Feed
FEEDING II. Types of Feed – Energy, Protein, etc.
III. Mention Feeding Tools
3 CLASSIFICATION OF I. Feeds – Protein, Energy, etc
LIVESTOCK II. Identify Feed Nutrients
4 FACTORS TO I. Age
CONSIDER BEFORE II. Physiological Status
DECIDING ANIMAL III. Purpose of Rearing
FEEDS
5 ANIMAL PESTS AND I. Define Diseases
DISEASE CONTROL II. Causes of Diseases in Farm Animal
6 FARM ANIMAL I. Bacteria - Mastitis, etc. Fungal,
DISEASES AND Ringworm, Viral Foot and Mouth Disease,
CONTROL Protozoan –
Coccidiosis, Trypano – Somaisis - Worms
II. State Mode of Transmission of Animal
Diseases
III. Identify Symptoms of Farm Animals
Diseases
IV. State the Effects of Diseases on the
Farm Animals
7 FARM ANIMAL I. Bacterial and Fungal Diseases
DISEASES II. Modes of Transmission
III. Methods of Control Symptoms
8 FARM ANIMAL I. Viral and Protozoan
DISEASES II. Examples of Animal Infected Mode of
Transmission
III. Symptoms and Effects Control
Measures
9 FARM ANIMAL I. Worms and Bloat
DISEASES II. Identify types of worms
III. Identify Types of Animals affected by
these disease
10 REVISION
11-12 EXAMINATIONS
 Third Term

Term Third Term

1 REVISION AND I. Disease Control
GENERAL CLEANING II. Methods of Disease Control
2 FISHERY I. Definition of Fishery
II. Importance of Fishery – Food, Protein,
Income, Medicine, etc.
3 CLASSIFICATION OF I. Based on habitat – fresh Water Fish,
FISH Marine Water Fish
II. Based on morphology – Bony and
Boneless fish / Cartilaginous fish
4 ESTABLISHMENT OF I. Factors to be considered before siting
FISH POND Fish Pond
II. Methods of Fishing
5 ESTABLISHMENT OF I. Field Trip/Excursion to a nearby Fishery
FISH POND II. Explain how to establish a Fish Pond
III. Identify Types of Fish Food
6 FOREST AND I. Define Forest
FOREST USES II. Types of Forest - Mangrove (Swampy),
Rain Forest (Many Tree) and Derive forest
(few
trees)
III. State the Characteristics of a Forest
7 FOREST RESOURCES I. Trees, Wild Life (Animal) and Fruits
AND THEIR USES II. Various Herb, Shelter, etc
III. State the Uses of the Forest
Resources
8 EFFECTS OF FOREST Explain the Effects of Forest on the
ON THE Environment
ENVIRONMENT
 9 EFFECTS OF FOREST I. Human Activities that Affects the
ON THE Forest
ENVIRONMENT II. Afforestation, Deforestation, Hunting,
Bush burning, Over Grazing, etc.
III. State the Advantages and
Disadvantages of Each
10 REVISION
11-12 EXAMINATION
3 Chapter Three
Recommended Textbooks

The following textbooks are recommended for Agricultural Science in

J.S.S.2:

 Basic Agricultural Science for Junior Secondary Schools Book 2 By Olayinka

Samson Arowolo, Bola Olusola Arowolo- Daystar Press Limited

 Agriculture for junior/senior secondary schools By Dairo S.D et al - Spec-

trum Books Ltd

 New Agricultural Science for Junior Secondary Schools By A.A Adebisi et

al - Learn Africa Plc JSS 2

 Fundamental Agricultural Science By Nnoka C.N et al - Noble Publishers

JSS2

 New millennium Agricultural science By Ngozi Asika. - Elochukwu

Akaolisah Printing Press

2

Basic Technology
 Introduction

Basic Technology for Junior Secondary Schools 2 is a foundational subject that in-

troduces students to essential technological concepts, skills, and knowledge. It pro-

vides students with a fundamental understanding of principles in technology aiming
to equip them with practical skills relevant to daily life and future career prospects.

The Basic technology scheme of work covers various areas such as simple ma-

chines, woodworking, metalworking, and introductory computer skills. By carrying

out theoretical learning and practical activities, students develop problem-solving

abilities, creativity, and critical thinking skills essential for navigating the complexi-

ties of the modern world.

The study of basic technology in JSS2 serves as a stepping stone for further special-
ization in technology-related disciplines as students advance in their academic pur-
suits.
2 Chapter Two
Scheme Of Work
First Term
LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF
WORK FOR JUNIOR SECONDARY SCHOOL
Basic Technology Scheme of Work for Junior Secondary School
2(JSS2)
Class J.S.S 2
Subject Basic Technology
Term First Term
Week Topic Breakdown
1 FIRST AID I. Definition
II. Materials
III. Application of Simple First Aid
2 RESCUE OPERATION I. Meaning of Rescue Operations
II. Different Aspects
III. Steps Involved in Rescue Operations
3 MATERIALS USED I. Wood – State the Common Uses of
THEIR COMMON Wood
USES I II. Metal – State and Explain the Common
Uses of Metal, Specific uses of Ferrous and
Non
Ferrous Metals and their Alloys
4 MATERIALS USED I. Ceramics/Glass
THEIR COMMON II. Rubber
USES II III. Plastics
5 GEOMETRIC I. Lines – Identify and Draw Lines of
CONSTRUCTION Various Types
II. Definition, Types and Uses
III. Bisection and Division of Lines
6 ANGLES I Definition, Types and Uses.
7 ANGLES II Bisection and Construction of Angles – 90,
45, 60, 30 etc
8 TRIANGLES I. Definition and Types
II. Sketch Types of Triangle and Parts of a
Triangle
9 TRIANGLES I. Construction of Various Types of
Triangles
II. Circumscribing, Inscribing, Escribing
Circles to a given Triangle
10 CIRCLES I. Definition
II. Types and Parts of a Circle
III. Construction of Targets and Normal to a
given Circle and Two to Two Equal and
Unequal
Circles
11 REVISION
12 EXAMINATION
 Second Term

Term Second Term

Week Topic Breakdown
1 REVISION OF LAST
TERM’S WORK
2 QUADRILATERALS I. Definition (Define, Identify and Construct
Regular and Irregular Quadrilaterals)
II. Types/Sketches
III. Constructions
3 POLYGONS I. Definition (Define, identify and Construct
Regular and Irregular Polygons)
II. Types/Sketches
III. Constructions
4-5 AREA OF PLANE I. Enlargement/Reduction of Plane Figures
FIGURES (Regular and Irregular)
II. Determination of Areas of Regular and
Irregular Figures
6 WOODWORK I. Definition (Identify and State the Uses)
MACHINES II. Types and Uses
III. Care and Maintenance
7 METAL WORK I. Definition (Identify and State the Uses)
MACHINES I II. Types and Uses
III. Care and Maintenance
8 METAL WORK Care and Maintenance (Identify the
MACHINES II Processes Involved)
9 FRICTION I I. Definition and Causes of Friction
II. Effects
III. Advantages and Disadvantages
10 FRICTION II I. Reduction of Friction
II. Lubrication – Types and Uses
11 REVISION
12 EXAMINATION
 Third Term

Term Third Term

Week Topic Breakdown
1 REVISION OF LAST
TERM’S WORK
2 BELT AND CHAIN I. Definition
DRIVE I II. Types, Uses
3 BELT AND CHAIN I. Advantages and Disadvantages
DRIVE II II. Compare Belt and Chain Drives
4 GEARS I I. Definition
II. Types and Uses
5 GEARS II I. Gear Ratio and Speed
II. Functions of Lubricants in Ge
6 HYDRAULICS AND I. Definition
PNEUMATICS II. Types and Uses
MACHINES III. Operation
7 SITE PREPARATION I. Definition tools
II. Classification of Tools/Plants Use for
Site Preparation
8 SETTING OUT I. Definition, Tools used during Setting Out
II. Evacuation/Timbering
9 BUILDING SERVICES I. Taps – Identify the various Fittings
required, State the various Types of Tap)
II. Water Supply
10 BUILDING Termly Practical Work
PROJECTS
11 REVISION
12 EXAMINATION
3 Chapter Three
Recommended Textbooks

The following textbooks are recommended for Basic Technology in J.S.S.2:

 Model Basic Technology By Okeke Amara - Mid-Field Publishers Ltd JSS 2

 Basic Technology/workbook By Makanjuola, S.A Galadanchi, I et al - Uni-

versity Press Plc JSS 2

 WABP Basic Technology for Junior Secondary School 2 By M.B. Adeyemi M.

Ukadiko S. Danladi - WABP

 Basic Technology for Junior Secondary Schools Book 2 By D.O. Afolabi, O.

Okereke, and C. Uchenna - Macmillan Publishers

 NERDC Basic Tech By Nneji G.N, Okon E.J etal - Learn Africa
3

Business Studies
 Introduction

In Nigeria, Business Studies for Junior Secondary School 2 (JSS2) provides an initial

exploration into the principles and operations of business, to provide students with

fundamental knowledge applicable to both academic pursuits and real-world sce-

narios.

In JSS2, students are introduced to various aspects of business, encompassing

trading, marketing, bookkeeping, business operations, and office procedures.

Through theoretical lessons and practical exercises, they gain insights into the func-

tions of businesses in society and the significance of business operations.

The scheme of work is crafted to cultivate critical thinking, problem-solving abili-

ties, and a foundational grasp of economic structures. It also helps students foster
their potential to identify opportunities for innovation and enterprise in the future.
2 Chapter Two
Scheme Of Work
First Term
LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF
WORK FOR JUNIOR SECONDARY SCHOOL
Business Studies Scheme of Work for Junior Secondary School
2(JSS2)
Class J.S.S 2
Subject Business Studies
Term First Term
Week Topic Breakdown
1 THE RECEPTION I. Describe the Reception Office
OFFICE II. Explain the Meaning of Receptionist
III. State the Importance of a Receptionist
IV. List the Qualities of Receptionist
V. Outline the Duties of a Receptionist
VI. State How to Treat Visitors
VII. Explain Appropriate Office Dress Code
VIII. Outline the Procedure for answering
the Telephone
IX. Documents Handled by the
Receptionist
X. Identify and Design Visitor’s book,
Request Form
2 OFFICE I. State and Explain Types of
Correspondence Records
II. State the Uses of Correspondence
Records
III. List ways through which Mail comes
into an Organization
IV. Outline the procedure for Handling
Correspondence
V. Handling of Mail
3 OFFICE DOCUMENT I. Explain the term Office Document
II. Enumerate the Types of Office
Document –Sales Department
III. Preparation
IV. List the uses of Sales Documents
V. Mention the uses of Purchase
Documents – Preparation, Uses
4 TRADE I. Explain the Meaning of Trade
II. List Importance of Trade
III. Forms of trade – Home Trade, Foreign
Trade
5 AIDS TO TRADE I. Describe forms of trade – Banking,
Insurance, Advertising, Communication,
Transport and television Warehousing
II. Explain the services that made Trade
Easy
III. Roles of Custom of the Channels of
Distribution
IV. Identify licensed Channels Vendors
6 MARKET I. Define the term Market
II. List the Features of a Market
III. Types – Capital Market and Money
Market
IV. Commodity Market Institutions and
Instruments traded in each Market
7 CAREER IN THE I. Mention the Career opportunities
CAPITAL MARKET available in the Capital Market
II. Buying and Selling
III. Explain Buying and Selling by Cash and
(or) Credit
IV. Transactions – Cost of sales, Make up,
Turn over, Profit and loss.
8 DISTRIBUTION I. Explain the meaning of distribution
II. Channels of Distribution –
Producer/Manufacturer, Wholesaler,
Retailer and
Consumer
III. List the Agents involved in Distribution
IV. Functions of each of the Channels of
Distribution
9 DISTRIBUTION I. Licensed Chemical Vendors
II. Identify Safe Ways of Handling
Chemicals
III. Handling and Distribution of Chemical
IV. Effects of Wrong Handling of Chemicals
V. When Production Ends
10 BANK SERVICE I. Define Commercial Bank
II. Explain the Services provided by the
Banks
III. Ethical Issues in Banking
11 REVISION
12 EXAMINATION
 Second Term

Term Second Term

Week Topic Breakdown
1 INSURANCE I. Define Insurance
II. Explain Services provided by Insurance
Companies
III. Mention Types of Insurance – Fire,
Vehicle, Burglary, Money, Life Insurance,
Pension and Health
IV. Benefit of Insurance
2 PERSONAL Mention the Personal Qualities of
QUALITIES OF AN Entrepreneur Qualities of Entrepreneur
ENTREPRENEUR
3 BUSINESS I. Define Business Opportunities
OPPORTUNITIES II. Types – Local, National and
International
4 CONSUMER RIGHT I. Meaning of Consumer Right
II. Origin of Consumerism
III. Eight Universal Consumer Right
IV. Identify Ways and Manners of
Consumer Right in the Society, Nation and
Communities at Large
5 RESPONSIBILITIES I. Meaning of Consumer Responsibilities
OF A CONSUMER II. Responsibilities of the Consumers
III. Explain each of the Responsibilities of a
Consumer
6 SHOPPING TIPS I. Meaning of Needs and Wants
II. Differences between Needs and wants
III. Making Decision about Needs and
Wants
IV. Improve Buying of Needs and Wants
V. Effects of Pure Buying in Needs and
Wants
VI. After Sales Services – Warranty,
Installation, etc
VII. State the Steps involving in Making
Decision about Needs and Wants
VIII. Explain Impulse Buying and Its Effects
IX. Identify after Sales and Services
Available to Consumers on products and
Services and their Important Areas
7 BOOK KEEPING I. Ethnics
II. Explain Transparency Accountability and
Probity
III. State the Need for Transparency,
Accountability and Probity (TAP) in Public
Domain
IV. List Attributes of Transparency,
Accountability and Probity
V. Describe Challenges contacted by the
Lack of TAP
VI. Examine Solution of TAP
VII. Explain the process and its operation.
8 LEDGER ENTRIES I. Meaning of Ledger
II. Identify the Items on the Ledger – Date,
Particulars, Discounts, Folio and
Amounts (Cash and Bank)
III. Record of Cash Receipt and Cash
Payments
IV. How to Record Cash received and
Payment
V. Discount Received, Discount Allowed,
and Contra Entries
9 PETTY CASH BOOK I. Meaning of Petty Cash Book
II. Columns in a Petty Cash Book
III. Recording Receipts and Payment on the
Petty Cash Book
IV. Imprest system – Cash flow Imprest,
Imprest System, Retirement and
Reimbursement
V. Analyse the items of expeditions in the
Petty Cash Book
VI. Who is a Petty Cashier?
V. State the Need for keeping Petty Cash
Book
VI. Preparation/Format of a Petty Cash
Book
10 CASH BOOK I. Meaning of Cash Book
II. Types of Cash Book – Single Column
Cash Book, Two column Cash Book
III. Item as a Cash Book
IV. Cash column, Bank Column and
Discount Column
V. Preparation of a Cash Book
VI. Records Cash Receipts in a Cash Book
VII. Records Bank Transaction and Cash
Book
VIII. Differentiate between Cash Book and
Petty Cash
11 REVISION
12 EXAMINATION
 Third Term

Term Third Term

Week Topic Breakdown
1 PRINTERS I. Proof Reading Marks and Signs
CORRECTION SIGNSIdentification
II. Demonstrate the use of Proof Reader
Sign
2 SPEED I. Keyboard Factor by practicing Alphabetic
DEVELOPMENT AND Sentence Drill
ACCURACY SKILLS II. Demonstrate improved Techniques by
Key loading one line Sentence Drill
Accurately
III. Accuracy and Speed Drills
IV. Speed Burst at one to ten minutes
(Keyboard for ten minutes at 20 words per
minutes with 98% accuracy.
3 TECHNIQUES I. Math Table Techniques of Wing they
DEVELOPMENT IN create Table Function
KEYBOARDING II. The spec Regulator - Description, Uses,
Techniques of Uses
III. Enter Key, Description, Uses,
Techniques of Use
IV. Demonstrate the use of the insert table
function
V. Demonstrate the use of enter keys
4 PARAGRAPHING I. Mention the Different Method of
Paragraphing
II. Identifying the Different Method of
Paragraphing
III. Demonstrate the use of Different
Method of Paragraphs
5 PAGE SETTING I. Different Types of Page Setup
II. Choose the correct alignment – Left –
Centre, Right – Justification
III. Production of Documents
6 MEMORANDUM I. State what a Memorandum is.
II. List features of a memorandum.
III. Format
IV. Procedure of a Memorandum
7 EMAILS I. Define Emails
II. Mention the Features at an Email
III. Formatting
IV. Send an e-mail
8 OFFICE PROCEDURE I. Explain the Meaning of Office Procedure
II. List the importance of Office Procedure
III. Way and Manners of Preparing Bills,
Invoice and Receipt
9 OFFICE EQUIPMENT I. Explain the Meaning of Office Equipment
II. Identify Office Equipment
III. List Types of Office Equipment
IV. List Importance of Office Equipment
V. Explain Use(s) of the Different Office
Equipment
VI. Explain Care of Office Equipment
10 REVISION
11 EXAMINATION
12 EXAMINATION
3 Chapter Three
Recommended Textbooks

The recommended Business Studies textbooks for JSS2 include:

 Spectrum Business Studies for JSS, Book 2 - Revised Edition

 Macmillian Junior Secondary School Business Studies, Book 2.

 WABP Junior Secondary Business Studies 2; Authors - Egbe T. Ediamet-

alor, Grace I. MakeriyahaYa, Kate O. Osu-Nwufo, Titilayo G. Oladunjoye -

New Edition (WABP)

 Model Comprehensive Business Studies with Workbook for JSS2 by

Ebokasi A.R, Nwufo T.I, et al - New Age Press Ltd JSS 2

 Business Studies/workbook for JSS2 by Ahukannah, L.I, Akpomi, M.E et al

- University press
4

Christian Religious
Studies
 Introduction

Christian Religious Studies (CRS) is a subject taught in Junior secondary schools

where students learn about Christianity. It is the study of what Christians believe,
how they worship, and how Christianity has affected society. It teaches several

Bible stories, Christian traditions, and what is right and wrong according to Chris-

tian teachings.

The main aim of teaching CRS in Junior secondary schools is to help students un-
derstand the most important beliefs of Christianity and how they relate to different
parts of life.

Christian Religious Studies is taught in Junior Secondary schools to give students a

full understanding of Christianity as a religion, including its cultural, historical, and
social aspects. It also teaches students to value tolerance, respect, and empathy
for people from different religious backgrounds.
2 Chapter Two
Scheme Of Work
First Term

LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF

WORK FOR JUNIOR SECONDARY SCHOOL
Christian Religious Studies Scheme of Work for Junior
Secondary School 2(JSS2)
Class J.S.S 2
Subject Christian Religious Studies
Term First Term
Week Topic Breakdown
1 THE BIRTH OF JESUS I. Narrate the Annunciation of the Birth
II. Discuss the story of the birth of Jesus
III. State the Importance of the visit by
the Wise Man and their Gifts
2 PRESENTATION OF I. Narrate the Prophesy of Simon and
JESUS IN THE Anna (Luke 2:25 – 40)
TEMPLE II. State the Significance of the
Presentation of Jesus in the Temple
3 JESUS' BAPTISM I. Narrate the role of John as the fore -
runner of Jesus (Matthew 3:13 – 17 and
Mark 1:9 – 16)
II. Narrate How Jesus was Baptized by
John in the River Jordan and What
happened during
the Baptism (Mark 1:9 – 11 and Luke 3:21
– 22)
III. State the. Significance of Jesus
Baptism
4 THE TEMPTATION OF Matthew 4:1 – 11
JESUS CHRIST I. Define Temptation
II. Narrate the Story of the Temptation of
Jesus Christ
III. State the Moral Lessons of the
Temptation of Jesus
 5 CALL FOR DISCIPLES I. Definition of Disciple
II. Narrate the Call of the First Four
Disciples ( Matthew 4:18 – 22 and Mark 1:
14 – 20)
III. List the Names of the Twelve Disciples
IV. State the Demands for Disciples (Luke
5 :1 – 11, Mark 3:13 – 19, Matthew 8 : 18 –
22 and
Luke 9:57 – 62)
6 JESUS MEETS I. Identify Jesus Merciful Lord to Sinners
SINNERS II. Narrate the Story of Zacchaeus
Encounter with Jesus (Luke 19 : 1 – 10)
III. State the Moral Lessons of the
Encounter
7 THE BEATITUDES Matthew 5:1 – 12
I. Definition of Beatitudes
II. List the Beatitudes and Its Reward
8 CHRISTIANS AS Matthew 5:13 – 15
LIGHT AND SALT OF I. Define Christians as Light and Salt of
THE WORLD the World
II. Recite Matthew 5:13
III. State the Moral Lessons of Light and
Salt to the World
9 WORLDLY Matthew 16:26 and Luke 16:11
POSSESSIONS I. State the Right Attitudes of Christians
towards Earthly Possessions
II. List Some Worldly Possessions
III. State Jesus attitude to Worldly
Possessions
10-11 REVISION
11-12 EXAMINATION
 Second Term
1 JESUS PARABLES I. Definition of Parable
II. Identify Types of Parables
III. State Reasons for Using Parable by
Jesus
2 TYPES OF PARABLES I. Identify the Types of Kingdom Parables
(Matthew 13:1 – 23 and Mark 4:1 – 20)
II. State Examples of Each of the Parable
Type
III. Parable illustrating God’s Love (Luke
15:3 – 7 and Matthew 18 :12 – 24)
IV. Parable illustrating for One Another
3 PARABLES OF THE I. List the Types of Parables of the
KINGDOM Kingdom
• Parable of the sower (Matthew 13:1 – 23
and Mark 4:1 – 20)
• Parable of the mustard Seed (Matthew
13:31 – 32, Mark 4:30 – 34 and
Luke 13:18 – 19)
• Parable of the wheat and Tares
(Matthew 13:24 – 30 and 36 – 40)
II. Narrate each of the Parable
III. Interpret and State the Moral Lessons
of Each of the Parable
4 PARABLES I. Parable of the Lost sheep. LK 15: 3 – 7,
ILLUSTRATING GOD’ Matt 18 : 12 – 24).
S LOVE II. The lost coin, LK. 15: 8 – 10.
III. The prodigal son. LK. 15 : 11 – 32
IV. State the Moral Lessons of the
Parables
5 PARABLES I. List the parable illustrating concern for
ILLUSTRATING on another
CONCERN FOR ONE • Parable of the good Samaritan (Luke 10:
ANOTHER 15 – 37)
• Lazarus and the rich man. (Luke 16:19 –
31)
II. Narrate each of the parables
III. State the moral lessons of each of the
parables
 6 MATURITY AND I. List the Parables on the Maturity and
RESPONSIBILITY Responsibility
• The talents ( Matthew 25:14 – 30)
• The virgins ( Matthew 25:1 – 13)
• The Unforgiving Servant ( Matthew 28:21
– 33 )
II. Narrate Each of the Parables
III. State the Moral Lessons of the
Parables
7 JESUS CHRIST AND I. Definition of Law
THE LAWS II. State/List the Types of Law during
Jesus Time (Civil and Religious Law)
III. State how Jesus subjected Himself to
the Laws of His Time.
IV. Jesus Pay Tax (Luke 2:22 – 24, 41 – 51,
Matthew 22:15 – 22, 17:24 – 27 and 19:16
– 22)
8 JESUS CHRIST AND I. State some Jews and Religious Laws
THE LAWS • The Observance of the Sabbath (Mark 2:
23 – 28 and 3: 1 – 12)
• The Practice of Corban, (Mark 7:9 – 13)
II. State Jesus Attitudes and Reactions to
the Jews Laws
9 JESUS CHRIST Matthew 5:21 – 48
IMPROVES UPON I. Murder (Matthew 5: 21 – 26), Adultery
THE LAW (Matthew 5:27 – 30),
Swearing (Matthew 5:33 – 42), Retaliation
(Matthew 5:38 – 42),
Love of Enemies (Matthew 5:43 – 46)
II. Differentiate between Civil and
Religious Laws
III. State the Attitude of Jesus towards
Civil and Religious Laws
10-11 REVISION OF THE
TERM’S WORK
12-13 EXAMINATION
 Third Term

Term Third term

Week Topic Breakdown
1 REVISION OF
SECOND TERM’S
WORK
2 THE PASSION OF I. Narrate the Story of the Triumphant
CHRIST Entry of Jesus (Matthew 21:1 – 12, 11 : 1 –
14 and
Luke 19 : 29 – 44)
II. List the Significance of the Triumphant
Entry
3 THE CLEANING OF Matthew 21:12 – 17 and John 2:12 - 21
TEMPLE I. Narrate the story of the cleaning of the
temple
II. State the moral lessons of the
Cleansing of the temple.
4 THE LAST SUPPER Mark 14:10 – 25
I. The Sacredness of the Last Supper (1
Corinthians 11:27 – 34)
II. Narrate the Story of the Last Supper
III. State the Significance of the Last
Supper
5 THE BETRAYAL AND Mark 14:26 – 52
ARREST OF JESUS I. Narrate the Story of the Arrest of Jesus
in the Garden of Gethsemane
II. State the Reactions of the Disciples to
the Arrest
III. List the Moral Lessons of the Arrest
6 THE DEATH AND I. Narrate the Story of Peter’s Denial
BURIAL OF JESUS (Luke 22:54 – 62)
II. State Reasons for the Betrayal by Peter
7 THE TRIAL OF JESUS Matthew 26:57 – 68, Mark 14:55 – 65 and
Mark 22:63 – 71
I. Narrate the Story of the Trial of Jesus
II. List the Allegations put against Jesus
 8 THE CRUCIFIXION OF Matthew 27:32 – 56, Mark 15:21 – 41, John
JESUS 19:38 – 42
I. Narrate the Story of the Crucifixion of
Jesus
II. State the Importance of Christ’s Death
9 THE BURIAL OF Matthew 27:56 – 66, Mark 15:42 – 47,
JESUS CHRIST Luke 24:50 – 56, john 19:38 – 42
I. Narrate the Story the Burial of Jesus
II. Outline the Role of Joseph of
Arimathea in his Burial
10 THE GREAT Matthew 28:19 – 20 and Mark 15:14 – 15
COMMISSION I. Definition of Great Commission
II. Memorize the great commission
III. State the Importance of the Great
Commission
11 REVISION
12-13 EXAMINATION
3 Chapter Three
Recommended Textbooks

The recommended textbooks for Christian Religious Studies in

J.S.S.2 include::

 Fundamental Christiana Religious Studies for Upper Basic Schools

By Ilochie F.N Amaukwu P.O Okeke - Noble Resources Ltd.

 Religious and National Values/ Christian Religious Studies for Junior

Secondary Schools By H.A Adigwe, R.I Arubalueze, E.I Alutu et al -
Africana First Publishers Book House Trust.

 Pacific Christian Religious Studies for U.B. E Class 2 with workbook

By Chris – Mario Umegbolu (PHD), G.E Ikwueze (Barr. Mrs) et al - Pa-
cific Publishers Ltd in Association with Pacific Correspondence Col-
lege & Press Ltd

 Christian Religious Knowledge for Junior Secondary Schools with

workbook B John Chiakwelu - Mid-Field Publisher Ltd.

 Holy Bible (Revised Standard Version)

5

Civic Education
 Introduction

In Nigeria, Civic Education in Junior Secondary School 2 (JSS2) helps in shaping

the understanding of students about their rights, responsibilities, and active
participation in their community and nation.

At this level, students study the concepts of citizenship, governance structures,

human rights, the rule of law, democracy, and societal values. The unified
scheme of work aims to instil in students a sense of civic duty, ethical behav-
iour, and critical thinking essential for their role as responsible citizens.

Through Civic education, JSS2 students in Nigeria are equipped with the knowl-
edge and skills necessary to actively engage in civic life, contribute positively to
society, and uphold democratic principles.
2 Chapter Two
Scheme Of Work
First Term

LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF

WORK FOR JUNIOR SECONDARY SCHOOL
Civic Education Scheme of Work for Junior Secondary School 2
(JSS2)
Class J.S.S 2
Subject Civic Education
Term First Term
Wee Topic Breakdown
k
1 NATIONAL VALUE - I. State the Meaning of Integrity
INTERGRITY II. Mention the Attributes of Integrity
2 NEED FOR PEOPLE I. Reasons/Discuss the Need to have
OF INTERGRITY IN People of Integrity Society
THE SOCIETY II. List examples of People of Integrity in
the Society
3 CONTENTMENT I. Explain the Meaning of Contentment
II. Describe the Attributes of Contentment
4 EFFECTS OF LACK I. Explain the Effects of Lack Contentment
OF CONTENTMENT on the Society
II. Identify the Consequences of Lack of
Contentment of the Society

5 DISCIPLINE I. Explain the Meaning of Discipline

II. List the Attributes of Discipline
6 RESPECT FOR I. Identify the School Rules and
RULES AND Regulations
REGULATIONS II. Explain the Consequences of
Disobedience to School Rules and
Regulations
III. Effects of Indiscipline
IV. Discuss the Consequences of
Indiscipline on the Individual and Society
7 COURAGE I. Explain the Meaning of Courage
II. Identify Types of Courage
 8 COURAGEOUS I. List the Attributed of Courageous
PERSONS IN Persons
SOCIETY II. Mention Examples of Courageous Men
and Women in Society History, for
example,
• Jaja of Opobo
• Moremi of Ife
• Iyalode of Egbaland
• Madam Tinubu of Lagos
• Amina of Zaria.
9 GOVERNANCE – I. Explain the Meaning of Federation
NIGERIA AS A II. Explain the Need for Federation
FEDERATION Systems
10 CHARACTERISTICS I. Describe the Characteristics of a
OF A FEDERATION Federation
II. Explain the Sharing of Power between
the Central and State Government
11 REVISION
12-13 EXAMINATION
 Second Term

Term Second Term

Wee Topic Breakdown
k
1 REVISION OF LAST
TERM’S WORK
2 RELATIONSHIP I. Identify the nature and relationship
BETWEEN FEDERAL, among Federal, State and Local
STATE AND LOCAL Governments
GOVERNMENT II. Functions of Federal, State and Local
Governments
• Legislative power
• Concurrent and exclusive power, etc
3 THE RULE OF LAW I. Explain the Rule of Law
II. Explain/List the Benefits of the Rule of
Law as Against Arbitrary Rule
4 PUNISHABLE I. Meaning of Punishable Offences
OFFENCES – I II. Examples of Punishable Offences and
their Punishment
III. Identify Some Offences Punishable
Under the Law
IV. Explain the Phrase “Law is No
Respecter of Persons
5 PROTECTION OF I. Meaning of Human Rights and The Rule
HUMAN RIGHTS of Law
AND THE RULE OF II. Explain How Individual Group can Assist
LAW in Protecting Human Rights
III. Identify Some Groups that help in
Protecting Human Rights
6 GROUPS THAT I. Identify Groups that Assist in Protecting
ASSIST IN Human Rights of Citizens, e.g. Trade Union,
PROTECTING Student
HUMAN RIGHTS OF union, CLO, DHR, CRP, etc.
CITIZENS II. Explain the Activities of Some of these
Groups
7 CONSUMER RIGHTS I. List the Eight Universal Consumer Rights
AND II. Explain Each of Consumers
RESPONSIBILITIES Responsibilities
8 DEMOCRACY I. Define Democracy
II. List the Features of Democracy
III. Explain the Benefits of Democracy
9 DEMOCRATIC I. Meaning of Democratic Institutions with
INSTITUTIONS Examples
II. Identify Democratic Institution in Nigeria
and their Roles
III. Functions Democratic Institutions
IV. State the Importance of Democracy
 10 PILLARS OF I. Explain the Meaning of Pillars of
DEMOCRACY Democracy
II. Examples of Pillars of Democracy
III. List the Pillars of Democracy, e.g.
People Democratic Institutions, Rule of
Law, etc
11 REVISION
12-13 EXAMINATION
 Third Term
Term Third Term
Wee Topic Breakdown
k
1 REVISION OF LAST
TERM’S WORK
2 ELECTION AND I. Explain the Concepts of Elections, Voters
VOTERS' and Voting Process
RESPONSIBILITIES II. List and Explain Types to Election
3 ELECTION AND
VOTERS'
RESPONSIBILITIES
(Continuation)
4 QUALIFICATIONS I. Outline the Qualifications for Election
FOR ELECTION AND II. Discuss the Responsibilities
RESPONSIBILITIES
OF VOTERS
5 PROCEDURE FOR I. Describe the Procedure for Voting
VOTING AND II. Discuss the Importance of Election
IMPORTANCE OF
ELECTION
6 ELECTORAL I. Explain the Concepts of Electoral
MALPRACTICES Malpractices
II. State the Forms of Electoral
Malpractices
 7 ELECTORAL I. Discuss the Causes of Electoral
MALPRACTICES Malpractices
II. State the Consequences of Electoral
8 SOLUTIONS TO Suggest Solutions to Electoral
ELECTORAL Malpractices
MALPRACTICES
9 FIELD WORK
EXCURSION AND
SEMINARS
10-11 REVISION
12-13 EXAMINATION
3 Chapter Three
Recommended Textbooks

The recommended textbooks for Civic Education in J.S.S.2 include

 Civic Education for Nigerian Junior Secondary Schools by Joe Onyali O. PHD,

Olisa Anuli C. JP et al - Edumail Publications Ltd JSS 2

 Model Civic Education for Senior Secondary school with workbook by

Anene Anthony - Mid-Field Publishers Ltd JSS 2

 Pacific Civic Education for Upper UBE Class By Victor Emeka Okafor, Fran-

cis Arinze -Pacific Publishers Ltd JSS 2

 WABP Civic Education By Dayo Olagunju - West African Book Publishers

JSS 2

 Varsity Model Civic Education for Secondary School and Colleges By Ba-

balola G.M, Ogbalu et al - Varsity Publishing company JSS 2

11
6

Computer Studies
 Introduction

In JSS2 in Nigeria, Computer Studies advances students' understanding of technol-

ogy.
The scheme of work covers computer hardware, software, programming fundamen-
tals, algorithms, and data representation. Practical exercises and projects are un-
dertaken to deepen students’ hands-on skills and problem-solving abilities.

By studying Computer Studies in JSS2, students are better prepared to engage

with technology and potentially pursue further studies or careers in related fields,
contributing to their all-round development and adaptability in the digital world.
2 Chapter Two
Scheme Of Work
First Term

LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF

WORK FOR JUNIOR SECONDARY SCHOOL
Computer Studies Scheme of Work for Junior Secondary School
2(JSS2)
Class J.S.S 2
Subject Computer Studies
Term First Term
Week Topic Breakdown
1 REVISION ON I. Sizes of Computers
CLASSIFICATION OF II. Generation
COMPUTERS III. Degree of Versatility
IV. Types
2 THE COMPUTER Components of Computer System –
SYSTEM Hardware, Software, People - Ware
3 HARDWARE I. Definition of hardware components
COMPONENTS II. Input Devices
III. Output Devices
IV. Storage Devices
V. Arithmetic and Logic Unit
VI. Control Unit
4 SOFTWARE I. Definition of Software
II. Types of Computer Software – System
and Application Software
III. Give Examples of Each Type of
Computer Software
5 PEOPLEWARE I. Define computer Professional
II. State the Types of Computer
Professionals
III. Give Examples of Computer Users
6 OPERATING I. Definition of an operating system
SYSTEM II. Examples of Operating System – DOS,
Window, Linux and Unix
7 FUNCTIONS OF I. Resource allocation
OPERATING. II. System monitoring
SYSTEM III. Utilities
8 NUMBER BASE I. Decimal
II. Binary
III. Octal
IV. Hexadecimal
9 CONVERSION OF I. Convert decimal to binary and vice versa
NUMBER BASES II. Convert decimal to Octal and vice versa
III. Convert decimal to Hexadecimal
10 UNITS OF STORAGE I. State the Various Units of Storage and
IN COMPUTER their Values – Bits, Bytes, Nibble,
Kilobytes, Megabyte and Gigabyte
II. Convert from One Unit to Another
III. Differentiate between Kilometer,
Kilogram, Kilowatt and Kilobyte.
IV. Distinguish between kilobyte, Megabyte
and Gigabyte
11 REVISION
12 EXAMINATION
 Second Term

Term Second Term

Week Topic Breakdown
1 REVISION ON I. Meaning of Computer Programming
PROGRAMMING Language
LANGUAGE II. Examples of Computer Programming
Language – Logo, BASIC, COBOL, FORTRAN,
etc.
2 BASIC LANGUAGE I. State the Meaning of the Acronym BASIC
II. BASIC Character Set, Key BASIC
Statements, Simple BASIC statements.
BASIC LANGUAGE
I. State the Meaning of the Acronym BASIC
II. BASIC Character Set, Key BASIC
Statements, Simple BASIC statements.
 3 SIMPLE BASIC I. Examples of Simple Statements
STATEMENT II. Write a Simple BASIC Program
III. Run Simple BASIC Program
4 GRAPHIC PACKAGE I I. Meaning of Graphic Packages
Ii. Examples of Graphic Packages – Paint,
Corel Draw, Instant Artist, Photo Shop
5 FEATURES OF Title, Toolbar, Menu Bar, Printable Bar,
GRAPHIC PACKAGE Color Bar, etc
6 GRAPHIC I. Features of Paint Environment
PACKAGES II - II. Paint Tools and their Functions
PAINT III. Use Paint to Draw and Color Simple
ENVIRONMENT Objects
7 ICT AS A I. Meaning of ICT (Information and
TRANSFORMATION communication technology)
TOOL II. Examples - Computers, Telephone
(GSM), Cellular network, Television,
Satellite
Communication and Internet
8 BENEFITS OF ICT I. Timely, Better and Cheaper Access to
GADGETS Knowledge and Information, Speed up
Transaction and Processes, Causes Human
Being to interact with other Worldwide
II. Disadvantages – Job losses, Threatens
other Areas/ Field of Human Endeavors,
etc.
9 ICT GADGETS I. The GSM (Call, Create, Send, Store,
Retrieve and Read Messages on
GSM Sets)
II. Differentiate between GSM, Fax
Machines and Telephone.
III. Create and Send Messages to one
another using the GSM
10 ICT GADGETS I. Fax machine (Send and Receive Fax
Messages)
II. Telephone
III. Create and Send Messages to one
another using the GSM and Fax
IV. Store and retrieve information on a
GSM handset.
11-12 REVISION AND
EXAMINATION
 Third Term

Term Third Term

Week Topic Breakdown
1 REVISION ON THEI. Definition of the Terms
INTERNET II. Internet (The Largest Computer Network
in the World)
III. E – Mail Address (Electronic Mail
Address)
IV. World Wide Web (WWW)
2 INTERNET I. Microsoft internet Explorer, Netscope,
BROWSER Mozilla, etc
II. Creating E – Mail Account, Website
Address, Open an Email
3 BENEFITS OF I. Information exchange, E – learning, e –
INTERNET Entertainment, Faster and Cheaper
II. Abuses of Internet - Fraud and
Pornography
4 INTERNET I. Characteristics and Features of internet
ENVIRONMENT Environment
II. Uses of Internet
5 NETWORK GROUPS I. Search Engines (Identify Different
Network Groups)
II. List out different Search Engines
6 FILE SHARING I. Definition of Network
II. Types of Network - Local Area Network
(LAN), Metropolitan Area Network (MAN),
Wide
Area Network (WAN)
III. Description of the Types of Network
 7 COMPUTER ETHICS Responsible ways of the Internet -
I I. Avoiding liquid dropping into the system,
II. Using dust cover,
III. Protection from power problem, etc
8 COMPUTER ETHICS Abuse/Misuse of computer –
II I. Invasion of privacy,
II. Computer virus, etc.
9 SAFETY MEASURES I. The Sitting Posture Using Anti – Glare
I Protector
II. Positioning of Monitor Base.
10 SAFETY MEASURES I. The use of Computer Laboratory
II II. Sitting Arrangement in the Laboratory
III. Care and Maintenance of ICT Gadgets
11-12 REVISION AND
EXAMINATION
3 Chapter Three
Recommended Textbooks

The recommended textbooks for Computer Science in J.S.S.2 include:

 New Computer Studies 2 By J.O. E Otuka A.F. Akande S.L. iginla - Learn
Africa

 Basic Science and Technology Computer /ICT By A Deme - Africana First

Publishers Plc JSS 2

 Computer Studies with Workbook By Stella .C. Chiemeke Soulex Boukari

et al- University Press Plc JSS 2

 Model Computer Studies with Workbook By Anselm .C. Onuorah - Mid-

Field Publishers Ltd JSS 2

 Basic Science and Technology/Information Technology/workbook By

Stella .C. Chiemeke, Philias .O. Yara - University Press Plc JSS2
7

Cultural & Creative

Arts
 Introduction

The Cultural and Creative Arts (CCA) is an integration of Music, Visual Arts, Drama,

and Dance in which a student is expected to grow alongside the cultural heritage of

his people.

In junior secondary schools, cultural and creative arts education helps students ex-

plore their creativity and learn about different types of art, like music, painting, act-

ing, and dancing. It is a way for them to express themselves and discover their cul-

tural heritage.

Through these activities, students not only develop important skills but also get to
understand more about themselves and the world they live in. They also learn and

appreciate the many ways people express themselves through art.

2 Chapter Two
Scheme Of Work
First Term
NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE
SCHOOLS (NAPPS) SCHEMES OF WORK FOR JUNIOR
SECONDARY SCHOOL
Cultural and Creative Arts Scheme of Work for Junior
Secondary School 2(JSS2)
Class J.S.S 2
Subject Cultural and Creative Arts
Term First Term
Week Topic Breakdown
1 ELEMENTS OF Meaning of elements of design.
DESIGN The elements of design e.g. line, colour,
form,
space and texture.
2 PRACTICAL WORK Application of elements of design using
ON ELEMENTS OF types
DESIGN of lines.
3 PRINCIPLES OF Meaning of principles of design.
DESIGN The principles of design: - Harmony. –
Balance.
- Dominance. – Variety. – Proportion. -
Rhythm.
4 USES OF - Explain the uses of principles of design
PRINCIPLES OF - Application of these principles in still
DESIGN AND ITS life
PRACTICAL WORK drawing.
5 CRAFT MAKING - Definition of craft.
- The materials needed for craft making:
Paper. – Paper gum, gum, etc. - Fabric.
Modelling using clay or paper. Palm front
6 PRACTICAL ON Production of woven mat using paper.
CRAFT MAKING Production of plate using clay.
7 COLOUR Definition of colours.
Sources of local colours.
Classification of colours: Primary,
Secondary,
Tertiary colours,
Harmony.
8 PRACTICAL WORK Mixing of colours
ON COLOUR Production of a colour wheel.
9 COLOUR Meaning of colour application on craft.
APPLICATION Types of craft in which colour can be
applied
to create beauty.
Practical on colour application.
10 PAINTING Definition of painting
Types of painting: - Still-life painting;
- Nature painting; Landscape painting
11 REVISION
12 EXAMINATION
 Second Term

Term Second Term

Week Topic Breakdown
1 PRODUCTION OF Meaning of pattern
PATTERN Types of patterns: - Simple repeat. -
Diamond repeat.
- Mirrow repeat.
2 PRACTICAL WORK Producing designs using any of the types
ON PATTERN of pattern
MAKING
3 BEADWORK Definition beadwork
Methods needed for beadmaking:
- Roll paper. - Seeds
4 PRODUCTION OF - Roll paper. - Seeds. - Small pieces of
BEADWORK wood
JEWELLERIES
USING
5 USES OF BEADWORK - Ornamental. - Aesthetic
- Decoration. - Functional purposes
6 HISTORY OF MUSIC Definition of music
Origin of music e.g.
Natural sounds: ocean wave rhythm,
clapping etc.
7 EARLY FORMS OF Definition of forms of music e.g. Baroque,
MUSIC Egyptian,
Roman and African music.
Early forms of music and where they are
found.
8 MUSIC PRACTICES - Listening:
- Aural skills - reflecting ability to listen
Popular music: - High life. – Fuji. – Juju.
- Makosa
- Afrobeat. – Gospel music. – Rock, etc.
9 MUSICAL STYLES Examples of musical styles:
- African - Western
Instruments used in playing music.
10 SINGING Singing in solfa notation e.g. d:r:m:f:s:l:t:d:
Running of scale
Singing the national anthem
11 REVISION
12 EXAMINATION
 Third Term

Term Third Term

Week Topic Breakdown
1 PITCH Definition of pitch.
IDENTIFICATION The concept of pitch and identification.
Voice training exercises.
2 DESIGN IN THE Definition of theatre design.
THEATRE Areas of theatre design:
- Set - Costumes - Light
- Makeups - Sounds etc.
3 ELEMENTS OF Define elements design
DESIGN THEATRE Design elements like set, costumes, light
etc.
4 REHEARSAL Definition of Rehearsal.
State the activities involved in:
- Reading - Movements. - Acting
- Expression/communication voice
production,
promoting cues etc.
5 STAGES IN Definition of stages in rehearsal
REHEARSAL State the stages in rehearsal.
- Reading the script.
6 DANCE Definition of Dance.
State the different types of dance.
- Pure Dance. - Dramatic Dance. - Comic
Dance.
7 ASPECTS OF DANCE Differentiate the various aspects of
dance.
8 DANCE AS A CAREER Definition of career as it refers to dance.
- Choreography. - Dance
- Educator or consultant.
9 ASPECT OF DANCE Appreciation of dance as a profession.
AS A CAREER - Ask students to discuss aspect of dance
as a career
10 SELF-CONTROL IN -Meaning of self-control.
DANCE -Aspects of self-control.
- Demonstration of self-control
11 REVISION
12 EXAMINATION
3 Chapter Three
Recommended Textbooks

The recommended textbooks for Cultural & Creative Arts in J.S.S.2

include::

 Rebirth in Cultural & Creative Arts By J.A. Ejiamike & O.N Osemenam -
Ejiamike Publishers

 Cultural & Creative Arts By Odewuni et al - Spectrum Books Ltd JSS 2

 Fundamentals of Music & Drama By Dr. A.C Nwafor, Francis C. Obuka -

Elites Publishers

 Spectrum Cultural & Arts By Odewumi Odebunmi et al - Spectrum

Books Ltd

 Model Cultural and Creative Art By Chukwuemelie, CC et al - Mid-Field

W.A Ltd
8

Hausa
 Introduction

In Junior Secondary School 2 (JSS2) in Nigeria, students learn about the lan-
guage and culture of the Hausa people. Hausa is one of the three major ethnic
groups in Nigeria. It is a big part of Nigeria's Northern culture, spoken by mil-
lions of people.

In class, they study how to speak, read, and write Hausa, as well as learn about
Hausa traditions and stories. By studying Hausa, students not only learn a lan-
guage but also learn about the history and customs of the Hausa people, which
helps them appreciate Nigeria's diverse cultures and strengthens their sense of
identity.
2 Chapter Two
Scheme Of Work
First Term

NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE

SCHOOLS (NAPPS) SCHEMES OF WORK FOR JUNIOR
SECONDARY SCHOOLS
Hausa Scheme of Work for Junior Secondary School 2(JSS2)
Class J.S.S 2
Subject Hausa
Term First Term
Week Topic Breakdown
1 HARSHE Ma’nar furuci da sunayen garaben furuci
(Laɓɓa, HanƘa, Hanɗa, Ganɗa, Makwallato
ds)
2 HARSHE: Yanayin furuci. Misali-
Laɓɓa: /b/, /b/, /m/
HanƘa: /d/, /e/, /t/, /n/, ds
3 AL’ADA Tantance sunayen amfani gona. Misali-
dawa, gero, masara, doya, ds.
4 HARSHE Koyar da lissafi a saukake. Misali – Tarawa
(+), debewa (-), sau (x), rabawa (/)
5 HARSHE Ma’anr ginin kalma da ire-iresa (Jinsin
namiji da na mace)
6 HARSHE Tilo da jami. Misali – yaro –yara,
makaranta – makarantu, kujera- kujeru ds.
7 ADABI Hanyoyin tafiye-tafiye na da dana zamani.
Misali- doki, jaki, rakumi, keke, babur,
mota, jirgi ds.
8 ADABI Ƙoyar da waƘoƘin yara na dandali. Misali
yar fade, shalle ds.
9 ADABI Ci gaba aikin mako na takwas.
10 ADABI Ƙalmomin saye da sayarwa a kasuwa.
Misali farashi, yayi, bashi, araha, tsada, ds
11 AL’ADA Ma’anar biki da rabe-rebensa. Misali –
sallah, aure, suna
12 AL’ADA Bikin naɗin sarauta, kirisimeti, bikin
shakara-shekara. Misali- kalankuwa,
dambe, kokawa, ds.
13 Bita/maimaita akin
baya
14 Jarabawa
 Second Term
Term Second Term
Week Topic Breakdown
1 HARSHE: ƘirƘirar Ƙananna jimloli. Misali – zani
kasuwa, ya sunauka?
2 HARSHE: Koyar da sifa da bayanau
3 AL’ADA Koyar da sunayen mutane na al’ada. Misali
– Tanko, Talle, Azumi, Audi, MAto, Marka
ds
4 AL’ADA Koyar da sunayen mutane na ranaku.
Misali- Liti, Asabe, Talatu, Larai, Jummai,
Dan asabe ds
5 ADABI Koyar Da Sunayen Shiyoyi. Misali- Kudu,
Arewa, Gabas, Yamma, Sma da Ƙasa
6 HARSHE Ma’anar jimla da nau’o’inta. Misali- jimlar
bayani, tambaya, umarni ds.
7 ADABI Takaitaccen tarihin bayajidda.
8 ADABI Abinci da lokutan cinsu a Huasa. Misali –
koko da kosai (safe), fura (rana) tuwo,
(dare) ds.
9 ADABI Ma’anar shugabanci da ire-irensu. Misali
shugabaancin gida, unguwa, gari, kasa,
addini, sana’a ds
10 ADABI Muhimmancin shugabanci.
11 Bita/maimaita aikin
baya
12 Jarabawa
 Third Term
Term Third Term
Week Topic Breakdown
1 AL’ADA: Ma’anar ibada da ire-iren ayyukan ibada.
Misali – sallah, azumi, zakka, haj , sada
zumunci, sadaka ds.
2 AL’ADA: Muhimmancin ibada.
3 AL’ADA: Koyar Da Kayan Ƙiɗan Hausawa Ta Hanyar
Amfani Da Hotuna. Misali – Ƙalangu,
Gange, Ƙanzagi, Algaita, Gurmi, Goge ds.
4 AL’ADA: Ma’anar tarbiyya da ire-irenta. Misali –
tarbiya ta zamantakewa, tsare amana,
taimakon juna, bin dokoki, cinikayya ds.
5 AL’ADA: Muhimmancin tarbiya.
6 AL’ADA: Yanayin al’adun bikin aure. Misali auren
buduruwa da na bazawara ds.
7 ADABI Bayyana halin da zuciya da jiki suke.
(Labarin zuciya a tambayi fuska)
8 AL’ADA: Tsafta da ado. Misali- tsaftar jiki , aji,
muhalli, abinci ds.
9 AL’ADA: Yanayin tufafin maza. Misali riga, hulla,
yar-shara, ds.
10 AL’ADA: Yanayin tufafin mata. Misali – zane, kallabi,
ds
11 ADABI Labari daga hotuna
12 Bita/maimaita akin
baya
13 Jarabawa
3 Chapter Three
Recommended Textbooks
The recommended Hausa textbooks for JSS1 include but are not limited to the

following:

Fahimtar Hausa Books 1 – 2 by Musa Muhammed

Koyon Hausa Book - UP Plc.

Hausa English Dictionary - Sabon Kamus Na Hausa Zuwa Turanci

11
9

History
 Introduction

In Junior Secondary Schools 2 (JSS2) in Nigeria, History is taught to help stu-

dents deepen their understanding of history beyond basic concepts. This in-
cludes exploring the different aspects of Nigerian history, spanning from pre-
colonial times to the post-colonial era, alongside significant global civilizations
like the Ghana and Mali Empires.

The scheme of work encompasses ancient civilizations, traditional structures,

and the socio-political evolution of Nigeria. Additionally, students examine im-
portant historical figures, movements, and revolutions, gaining insights into the
challenges and achievements of various societies.

Through historical study, JSS2 learners cultivate critical thinking and analytical
skills fostering a good comprehension of human civilization and its complexi-
ties, thus equipping them to become informed and participatory members of
society.
2 Chapter Two
Scheme Of Work
First Term

LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES

OF WORK FOR JUNIOR SECONDARY SCHOOL
History Scheme of Work for Junior Secondary School 2
(JSS2)
Class J.S.S 2
Subject History
Term First Term
Week Topic Breakdown
1 Major Non-centralized The meaning and definition of
states in Pre-colonial non-centralized states
Nigeria Characteristics of non-
centralized states in Pre-colonial
Nigeria
2 Non centralized states: The Geographical location Culture
Tiv Political Organization
3 Non centralized states: The Geographical location Culture
Idoma Political organization
4 Non centralized states: The Geographical location
Igbo Culture Political Organization
5 Relationship Between
People From Different
Centres Of Civilization In
Precolonial Nigeria:
Ife/Benin Empire
6 Relationship Between
People From Different
Centers Of Civilization In
Precolonial Nigeria:
Ife/Benin Empire
7 Continuous Assessment
Test
8 Relationship Between
People From Different
Centers Of Civilization In
Precolonial Nigeria: Kanem
Bornu/Hausa Empire
 9 Relationship Between
People From Different
Centers Of Civilization In
Precolonial Nigeria:
Igbo/Niger Delta City States
10 Relationship Between
People From Different
Centers Of Civilization In
Precolonial Nigeria:
Igbo/Ibibio
11 -12 Revision and Examination
 Second Term
Term Second Term
Week Topic Breakdown
1 -10 Inter-relationships of some i. Relationships between people
centres of civilisation in from different centres of
pre-colonial Nigeria civilisation in pre-colonial
Nigeria.
-Ife/Benin Kanem
-Borno/Hausa states
-Igbo/Niger Delta City State.
ii. Differences that existed
between different centres of
civilization in pre colonial Nigeria
-Political Structure
-Culture and Custom
-Religious beliefs
iii. Areas of interaction among
people of centres of civilisation
in pre-colonial Nigeria
-Trade and Commerce
-Marriage
-Festivals
-War
11-12 Revision and Examination
 Third Term

Term Third Term

Week Topic Breakdown
1-4 Ghana Empire i. Location of Ghana Empire on
the map of Africa
ii. Socio political structure of
Ghana Empire
iii. Factors that led to the rise of
Ghana Empire
iv. Factors that led to the fall of
Ghana Empire
5-7 Mali Empire i. Location of Mali Empire on the
map of Africa
ii. Socio political structure of
Mali Empire
iii. Factors that led to the rise of
Mali Empire
iv. Factors that led to the fall of
Mali Empire
8-10 Songhai Empire i. Location of Songhai Empire on
the map of Africa
ii. Socio political structure of
Songhai Empire
iii. Factors that led to the rise of
Songhai Empire
iv. Factors that led to the fall of
Songhai Empire
11-12 Revision and Examination
3 Chapter Three
Recommended Textbooks

The recommended textbooks for History in J.S.S.2 include

Pacific History /workbook for upper UBE class by Stanley Nduagu (Ph.D), Pst

Chigozie Okwuosa - Pacific Publishers

Basic Facts in History for Junior Secondary Schools (Upper Basic Education) by
B.E Ubaka et al Elites Publishers

Spectrum Basic History by M.D Suleman et al - Spectrum Books Ltd

History for Junior Secondary Schools for J.S.S.2 by AI Yandaki et al - Learn

Africa

Model Basic History for Junior Sec Sch by Obi, franca Ego (Ph.D) - Chase Publi-
cation Ltd

Model Step-by-Step History by Okoachala R.C - Mid-field Publishers Ltd J.S.S.2

11
10

Home Economics
 Introduction

Home Economics in Junior Secondary School 2 (JSS2) in Nigeria is a subject de-

signed to equip students with essential life skills related to home management,

family life, and personal development. It consists of a broad range of topics, includ-

ing nutrition and food science, clothing and textile designs, homemaking, sexually

transmitted diseases, and hygiene and puberty.

In JSS2, students typically build upon the foundational knowledge gained in JSS1 by

delving deeper into practical applications of home economics principles. They learn

about healthy eating habits, meal planning, and preparation, budgeting, sewing and

garment construction, as well as interpersonal skills necessary for maintaining

healthy family relationships.

The scheme of work aims to empower students with the knowledge and skills

needed to make informed decisions in their personal lives, contribute effectively to

their families, and potentially pursue careers in related fields such as nutrition,

health, hospitality, or fashion design.

2 Chapter Two
Scheme Of Work
First Term

LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES

OF WORK FOR JUNIOR SECONDARY SCHOOL
Home Economics Scheme of Work for Junior Secondary
School 2(JSS2)
Class J.S.S 2
Subject Home Economics
Term First Term
Wee Topic Breakdown
k
1 REVISION OF LAST I. Puberty
SESSION’S WORK II. Family Needs, Goals and Standards
III. Production of Clothing and Household
IV. Healthy Feeding and Eating Practices,
etc
2 MYSELF AS A HOME I. Explain the term - Home Maker
MAKER II. Characteristics/Qualities of a Home
Maker
3 MYSELF AS A HOME I. Responsibilities of a home maker
MAKER II. Home Making Activities, e.g. arranging
flower, cleaning, trimming overgrown,
flower bed,
etc.
4 THE FAMILY HOUSE I. Functional Areas in the Family House,
e.g. toilet and bathroom, dinning room,
Sitting
room, kitchen and food store etc
II. Uses of Functional Areas in the Family
House
5 THE FAMILY HOUSE I. Equipment and Materials for the
Maintenance of the Family
II. Guidelines for the Care of the House
III. Procedure for the Maintenance of
Functional Areas of the Family House
6 FLOWER I. Types of Flower Arrangement
ARRANGEMENT II. Uses of Flower in the Functional Areas
of the Family House
III. Draw and Label the Different Types of
Flower Arrangement
7 FLOWER Arrangement of Different Shapes of
ARRANGEMENT Flower for use in the Functional in the
Family House, e.g.
• Oval
• Round
• Vertical
• Crescents
• Horizontal
• Triangular, etc.
8 CARE OF FAMILY I. Types and uses of Household Clothing
CLOTHING AND II. Factors that Enhance the Selection of
HOUSEHOLD LINEN Household Linen
9 CARE OF FAMILY I. Clothing Repairs
CLOTHING AND II. Equipments for Clothing Repairs
HOUSEHOLD LINEN
10 CARE OF FAMILY I. Clothing Storage
CLOTHING AND II. Maintenance of Household Linen
HOUSEHOLD LINEN
11 REVISION
12 EXAMINATION
 Second Term

1 REVISION OF LAST I. The Home Maker

TERM’S WORK II. The family House
III. Care of Family Clothing and
Household Linen
2 IMPACT OF FAMILY I. Family Values and Lifestyles, Meaning
VALUES ON Types and Importance
LIFESTYLES II. Factors Influencing Lifestyle
3 FAMILY CONFLICTS I. Meaning of Family Conflicts and Crisis
AND CRISIS II. Causes of Conflicts and Crisis in
Family
III. Types of Family Conflicts and Crisis,
e.g Cultism, Bereavement, Divorce,
Unemployment,
Loss of Job, etc.
4 FAMILY CONFLICTS I. Conflict Resolution Methods, e.g.
AND CRISIS Dialogue, Mediation, etc.
II. Crisis Management Strategies, e.g.
Changing Family, Roles, Communication
5 HYGIENE AND I. Causes and Prevention of Body Odour
PUBERTY II. Importance of Personal Hygiene
6 HYGIENE AND I. Meaning of Puberty and Menstruation
PUBERTY II. Body Change in Boys and Girls
III. Menstrual Cycle
IV. Enumerate Ways of Maintaining Good
menstrual hygiene
7 ADOLESCENCE AND I. Meaning of Adolescence
SEXUALITY II. Characteristics of Adolescents
III. Special needs and challenges of
Adolescents
IV. Meaning and Expression of Sexuality
V. Sources and Utilization of Sexuality
Related Information, e.g Internet, Home
Videos, etc
8 SEXUALITY I. Meaning, Types of STIs, HIV/AIDs
TRANSMITTED II. Causes and prevention of STIs,
INFECTIONS (STD) HIV/AIDs
AND HIV/AIDs III. Management, Care and Support for
infected Person
IV. Consequences of Self Medication
9 BASIC PATTERN I. Meaning of Pattern Drafting and
DRAFTING Fashion Designing
TECHNIQUES AND II. Basic Pattern Drafting Tools and
FASHION DESIGNING Equipment
III. Using instructions to Sketch Styles
10 BASIC PATTERN I. Taking Body Measurements
DRAFTING II. Drafting Basic Bodice and Skirt
TECHNIQUES AND Patterns
FASHION DESIGNING
11 REVISION
12 EXAMINATION
 Third Term

Term Third Term

Wee Topic Breakdown
k
1 REVISION OF LAST
TERM’S WORK
2 RESOURCES AND I. Meaning and types of family resources
DECISION MAKING II. Explain the meaning of decision
making
III. Steps in decision making
IV. Simple personal and family decision
3 FOOD NUTRIENTS I. Meaning of Food Nutrients
II. Types of Food Nutrients
III. Food Sources
IV. Functions and Deficiency and
Symptoms of Food Nutrients
4 FOOD HYGIENE AND I. Meaning and Importance of Food
PREPARATION Hygiene
II. Guidelines for Food Hygiene
III. Preparation of Simple Snacks and
Drinks, e.g Fruit Drink, Chin Chin, Chips,
etc.
5 KITCHEN AND I. Types of Kitchen Layout
KITCHEN II. Kitchen Equipments and Utensils
EQUIPMENT III. Care of Kitchen Equipment
6 PURCHASING, I. Meaning of Food Purchasing,
PROCESSING, Processing and Preservation
PRESERVATION AND II. Perishable and Non Perishable Foods
SAFETY III. Risk Factors in Purchasing
7 PURCHASING, I. Factors to Consider when Buying
PROCESSING, Foods
PRESERVATION AND II. Wise Buying Practices
SAFETY III. Reasons for Food Preservation

8 FOOD PURCHASING, I. Preservation Methods e.g. Freezing,

PROCESSING, Sun – Drying, Salting, etc
PRESERVING AND II. Food Processing Methods, e.g. Milling,
SAFETY Fermentation, etc.
III. How to Keep Food Safe
9 EDGE FINISHES I. Explain the Meaning and Types of Edge
Finishes
II. Methods of Finishing Edges
III. Make Different Edge Finishe
10 OPENING AND I. Meaning of Openings and Fastenings
FASTENINGS II. Types of Openings and Fastenings
III. Making of Simple Openings and
Fastenings
11 REVISION
12 EXAMINATION
3 Chapter Three
Recommended Textbooks

The recommended textbooks for Home Economics in J.S.S.2 include::

 Fundamental Home Economics for upper basic Schools with workbook By

Onyekaonwu J.C et al - Noble Publishers JSS 2

 UBE Edition Basic Home Economics By D.O Oseni - Learn Africa JSS 2

 Home Economics for Junior Secondary Schools By Elizabeth Anyakoha -

Africana First Publishers Plc JSS 2

 Exploring Catering Craft and Hotel for Skills Acquisition Management By

A.E McDonald and I.K Anigbata - Science Explorers Nig Ltd. JSS 2
11

I.R.S
 Introduction

Islamic Religious Studies (IRS) for JSS2 students offers a comprehensive explo-

ration of Islam's principles, practices, and teachings.

At this level, students deepen their understanding of various aspects of the Islamic
faith, including beliefs, rituals, history, and ethics. They delve into the life and

teachings of the Prophet Muhammad, the Quran, Hadith, and the civilization shaped

by Islam.

The objective of IRS in JSS2 is to establish a solid groundwork of Islamic knowledge

and values among students, nurturing their spiritual and moral growth. It encour-
ages them to reflect on morals and grasp Islamic principles within contemporary
Nigerian society.

This subject not only deepens their understanding of Islam but also fosters atti-
tudes of tolerance, respect, and harmony among different faiths.
2 Chapter Two
Scheme Of Work
First Term
NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE
SCHOOLS (NAPPS) SCHEMES OF WORK FOR JUNIOR
SECONDARY SCHOOLS
Islamic Religious Studies Scheme of Work for Junior Secondary
School 2(JSS2)
Class J.S.S 2
Subject Islamic Religious Studies
Term First Term
Week Topic Breakdown
1 SURATUL JINN Chapter 72 Verse (1-5)
2 THE PROPHETS OF The need for Prophet, their roles and
ALLAH qualities, the 25
Prophets mentioned in the Glorious
Quran. (Ulul Azim)
and the seal of the Prophethood.

12 EXAMINATION.
3 AS-SALAT Definitions, importance and times of
(PRAYERS) IN ISLAM salat.
Types and times of Obligatory, non-obligatory and special
salat (prayers). prayers
4 THE ANGELS Definition and nature of the angels.
Their roles and duties.
5 ENVIRONMENTAL Bathing, washing, cleaning environment
SANITATION etc. Explain with examples
6 CHILD’S RIGHT IN Protection, participation, education,
ISLAM guidance and good
7 MUHAMMAD’S Early public preaching by the Holy
PROPHETHOOD Prophet (S.A.W)
reaction and large scale of persecution of
the Muslims by
the Makkans.
8 HADITH Hadith one of An-nawawi’s collection.

Hadith two of An-nawawi’s collection

9 SURATUL JINN Chapter 72 Verse (6-10)
10 THE PROPHET’S Migration of Muslims to Abyssinia.
PREACHING AT Narration and Explanation
TA’IF & HIJIRA TO
ABSINIYA
11 REVISION Revision
 Second Term
Term Second Term
Week Topic Breakdown
1 SURATUL JINN Chapter 72 Verses 11-15
2 THE GLORIOUS QUR’ The definition, importance, the four holy
AN books revealed
by Allah, the difference between Qur’an
and other books
revealed by Allah (S.W.T)
3 SAWN (FASTING IN Time and how to fast, significance of
ISLAM) fasting (Ramadan)
4 SURATUL JINN Chapter Verses (16-20)
5 BELIEF IN ANGELS Definition and nature
Example and their duties
6 HADITH Hadith 3 & 7 of An-nawawi’s collection

Hadith 6 of An-nawawi’s collection

7 THE JINN Satan and his disobedience to Allah (S.W.
T)
8 BELIEF IN PROPHET Muhammad (S.A.W. the seal of the
MUHAMMAD (S.A.W) Prophets
9 HIJRAH TO MADINAH Hijra to medina and its importance to
Islam.
10 SALATUL JUMU’AH i. Congregational prayer, its form, moral
(CONGREGATIONAL objectives, social values.
PRAYER) ii. Description and conditions.
11 REVISION Revision
12 EXAMINATION Examination.
 Third Term
Term Third Term
Week Topic Breakdown
1 SURATUL JINN (QUR’ Chapter 72 Verses 21-28
AN)
2 HADITH Hadith 4 of An-nawawi collections
3 ENVIRONMENTAL The significance of environment
SANITATION sanitation in Islam
IN ISLAM (bathing, washing, cleaning environment).
4 THE FOUNDATION OF The establishment of Ummah in Medina
THE and the battle
UMMAH IN MEDINA. of Badr
5 HADITH Hadith 8 of An-nawawi’s collection
6 THE BATTLES The battle of Uhud and Khandaq.
Their causes and effects.
7 HADITH Hadith 9 of An-nawawi’s collection
8 THE TREATY OF What led to the treaty of Hudaibiyyah?
HUDAIBIYYAH
9 THE CONQUEST OF How the victory at Mekkah came by.
MAKKAH
10 HADITH Hadith 10 of An-nawawi’s collection
11 REVISION. Revision.
12 EXAMINATION
3 Chapter Three
Recommended Textbooks

The recommended textbooks for Islamic Religious Studies in J.S.S.2 in-

clude::

 Islamic Studies for Junior Secondary Schools Bks 1 - 3 Aisha B.

Lemu by University Press

 Islamic Studies (KAURA)

 40 Hadith of An-nawawi

 The Holy Qur’an & Translation by Yusuf Ali

12

Igbo
 Introduction

In Junior Secondary School 2 (JSS2) in Nigeria, students learn about the lan-
guage and culture of the Igbo people. Igbo is one of the major ethnic groups in
Nigeria. It is a big part of Nigeria's southeastern culture, spoken by millions of
people.

In class, they study how to speak, read, and write Igbo, as well as learn about
Igbo traditions and stories. By studying Igbo, students not only learn a language
but also learn about the history and customs of the Igbo people, which helps
them appreciate Nigeria's diverse cultures and strengthens their sense of iden-
tity.
2 Chapter Two
Scheme Of Work
First Term

NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE

SCHOOLS (NAPPS) SCHEMES OF WORK FOR JUNIOR
SECONDARY SCHOOLS
Igbo Scheme of Work for Junior Secondary School 2(JSS2)
Class J.S.S 2
Subject Igbo
Term First Term
Week Topic Breakdown
1 IHE NDỊ A NA-AHỤ NA 1) Nkọwa ihe bụ gburugburu
GBURU-GBURU ANYỊ 2) Nrụgosi ihe ndị dị na gburu-gburu
ụlọakwụkwọ, dịka ọkọlọtọ
Naịjirịa, ọgbọegwuregwu, ụgbọ ojii, dgz.
3) Ihe ndị a na- ahụ na gburu- gburu
ebe obibi dịka ite, oche, tiivii, redio, dgz.
2 AKỤKỌ NKENKE i) Ọgụgụ akụkọ nkenke abụọ ndị a
họpụtara
ii) Ntule aha odee, isiokwu/ ihe akụkọ na-
akọ, asụsu nka na ihe
mmụta dị n’akụkọ.
iii) Itụle agwa ndị pụtara n’akụkọ a
gụpụtara.
3a NKỌWA ONWE a) Ịkọwa onye ebe ị bụ
b) Ebe/obodo ha si
c) Afọ ole ha dị
d) Aha nne na nna ha, dgz.
d) Ọrụaka nne na nna ha
3b ỌNỤ ỌGỤGỤ (101-130) Ịgụ ọnụ ọgụgụ
4 AGỤMAGỤ: AKỤKỌ Ọgụgụ akụkọ nkenke abụọ gbasara ime
NKENKE ngana na ọghọm ya
i) Ịgụpụta akụkọ nkenke
ii) Nkọwa aha odee, isiokwu na ihe
mmụta sitere n’akụkọ na asụsụ
nka odee
iii) Ịtụle agwa ndị pụtagasịrị n’akụkọ a
gụrụ.
iv) Ịkọwa mkpụrụokwu ọhụrụ
5 MPỤ ULE A.i) Nkọwa ihe ime mpụ ule pụtara
ii) Ụzọ dị iche iche e si eme mpụ ule
iii) Ọghọm na-esote ime mpụ ule
Bi) Aghọtaazaa metụtara ime mpụ ule
ii) Nkọwa mkpụrụokwu ọhụrụ na ịza
ajụjụ ndị na-eso aghọtaazaa.
6 AGỤMAGỤ: AKỤKỌ a) Ịgụ akụkọ nkenke abụọ na-akọwa
NKENKE maka nnụpụisi na
ọghọm ya
b) Ịkọwapụta ihe mmụta dị n’akụkọ
nkenke
c) Ịtụle agwa ndị batara n’akụkọ
d) Ịkọwapụta mkpụrụokwu ọhụrụ ndị
batara n’akụkọ a gụpụtara.
7 EKWUMEKWU a) Ịkọwa etu obi dị mmadụ dịka: obi ụtọ,
iwe, ọnụma, obi ọjọọ, gz.
b) Iji ahịrịmfe dị iche iche gosipụta etu
obi dị mmadụ
c) Ịrịọ mmadụ ihe dịka
i) Ịrịọ enyemaka (dk. Biko, nnyere m
aka…)
ii) Ekpere arịrọ (dk. Ka anyị rịọ Chineke)
9 NCHEKWA a) Nkọwa nchekwa gburugburu
GBURUGBURU b) Ụzọ dị iche iche e si echekwa gburu
gburu
c) Idebe gburugburu ọcha
d) Ngwa ndị e ji edobe gburugburu ọcha
e) Uru na ọghọm dị n’idobe maọbụ
edobeghị gburugburu ọcha.
10 AGỤMAGỤ: AKỤKỌ a) Ịgụ akụkọ abuọ na-akọ maka idinotu,
NKENKE uru na ọghọm ya
i) Ntụle akụkọ nkenke
i) Isiokwu/Ihe akụkọ na-akọ maka ya na
nkenke.
iv) Ihe mmụta dị n’akụkọ
v) Nchịkọta isiokwu akụkọ niile ha gụrụ,
aha odee na ihe mmụta
sitere n’akụkọ yagasị
11 ỌNỤỌGỤGỤ i) Akara ndị e ji agụ ọnụ n’Igbo
(Arithematical Signs) dịka:
Nwepụ (-), Mgbakọ (+), Mmụba (X) na
Okike (÷ )
ii) Mgbakọ na mwepụ dị mfe (1-10)
12 MMỤGHARỊ IHE A
KỤZIRI
13 ULE
 Second Term

Term Second Term

Week Topic Breakdown
1 NRỤGOSI a) Aha umu anụmanụ
i) Anụ ụlọ ii) Anụ ọhịa
iii) Anụ ndị na-ebi na mmiri
iv) Aha ụmu nnụnu ụfọdụ
v) Iji aha anụ ndị a mebe ahịrịmfe
2 A) ỊZỤ NA IRE AHỊA i) Mkpụrụokwu ndị metụtara ngwa ahịa
dịka: ji, akwa, akpa, akpụkpọụkwụ,
osikapa, dgz.
ii) Mkpụrụokwu metụtara ịzụ na ire ahịa
dịka: ego, ụfọ ego, shọọpụ, ọnye
ahịa, oreahịa, ịgba ịpara ahịa,dgz.
iii) Ndokọ okwu dịka: Ole, Ego ole? I
nwere?
3 B) ỊZỤ NA IRE AHỊA
na-agarịrị
EKELE DABARA
ADABA N’ORIRE NA i) Kedụ maka ahịa?
ỌZỤZỤ AHỊA ii) Ahịa ọ na-agakwa? dgz.
4 AGỤMAGỤ: ABỤ 1. Ịgụpụta abụ na uri Igbo dị iche iche
ỌDINALA dịka.
i) Abụ e ji eku nwa (Onye mụrụ nwa na-
ebe akwa?)
ii) Abụ agha (Nzogbu nzogbu)
iii) Abụ e ji akụzi akụkụ ahụ mmadụ (dịka
kpa n’isi kpam, kpam na ntị
kpam)
iv) Abụ ọrụ
2. Nkọwa okwu na nkebiokwu ndị dị n’
abụ a ndị a gụpụtara
5 AGHỌTAAZAA: i) Ngụpụta aghọtaazaa
IJI MMADỤ ATỤ ii) Nkọwa ihe bụ ịtụ mgbere ahịa
MGBERE AHỊA (exportation of goods)
iii) Nkọwa ihe bụ ịtụ mgbere ahịa mmadụ
iv) Ọghọm dị n’iji mmadụ atụ ahịa mgbere
6 EKWUMEKWU: i) Ịkpachapụrụ ahụ ike anyị anya
AHỤIKE ii) Ihe ụfọdụ anyị ga na-eme iji nwee
ahụike dk: idebe gburuburu ebe obibi
anyị ọcha, ịsa ahụ oge dum, ịta atụ,
anụghị ọgwụ/nri ndị merụrụ emerụ,
dgz.
iii) Etu e si amata nri/ọgwụ ndị meruru
emeru.
7 AGỤMAGỤ: ABỤ 1) Ịgụ abụ abụọ sitere n’akwụkwọ abụ a
EDEREDE họpụtara
2) Ntụle odee abụ, asụsụ nka na isiokwu/
ihe abụ ya na-akọ maka
ya
3) Ịchọpụta ihe mmụta dị n’ab a gụrụ
8 MPỤ ULE 1.a) Nkọwa ihe ime mpụ ule pụtara
b) Ụzọ dị iche iche e si eme mpụ ule
c) Ọghọm na-esote ime mpụ ule

2. AGỤMAGỤ: ABỤ EDEREDE

a) Ịgụ abụ ederede abụọ a họpụtara
b) Nchịkọta abụ ndị a gụrụ na ihe mmụta
ha gasị
d) Ịkọwapụta mkpụrụokwu ọhụrụ ndị
batara n’abụ a gụpụtara.

9 EKWUMEKWU a) Ịkọwa etu obi dị mmadụ dịka: obi ụtọ,

iwe, ọnụma, obi ọjọọ, dgz.
b) Iji ahịrịmfe dị iche iche gosipụta etu
obi dị mmadụ
b) Ịrịọ mmadụ ihe dịka
i) Irịọ enyemaka (dk. biko, nnyere m
aka…
ii) Ekpere arịrọ (dk. Ka anyị rịọ Chineke)
10 NCHEKWA a) Nkọwa nchekwa gburugburu
GBURUGBURU b) Ụzọ dị iche iche e si echekwa gburu
gburu
c) Idebe gburugburu ọcha
d) Ngwa ndị e ji edobe gburugburu ọcha
e) Uru na ọghọm dị n’idob/edobeghị
gburugburu ọcha
a) Nkọwa nchekwa gburugburu
b) Ụzọ dị iche iche e si echekwa gburu
gburu
c) Idebe gburugburu ọcha
d) Ngwa ndị e ji edobe gburugburu ọcha
e) Uru na ọghọm dị n’idob/edobeghị
gburugburu ọcha
11 MMỤGHARỊ IHE A
KỤZIRI
12 ULE
 Third Term

Term Third Term

Week Topic Breakdown
1 A) EZINỤLỌ 1. Nrụgosị ndị nọ n’ezinụlọ site n’aha,
ụmụnne na etu ha sị metụta
dk. Nne, nna, ada, ọkpara, nne ochie, ndị
ọgọ, dgz.
2 B) ETU AHỤ DỊ 1. Nkọwa etụ ahụ dị mmadụ dịka ahụ
MMADỤ mgbu, ike ọgwụgwụ, agụụ,
akpịrị ikpọ nkụ, dgz.
2. Nkọwa ihe mmadụ chọrọ na ihe ndị na-
akpa ya dk: Achọrọ m iri
nri, Achọrọ m ihi ụra, dgz.
3 ỌNỤỌGỤGỤ 1. Ihe ndị e nwere ike ịgụ ọnụ dị na
gburugburu anyị
2. Ihe ndị e nweghị ike ịgụ ọnu dịka: nnu,
mmiri, aja, dgz.
3. Ọnụọgụgụ mpekele dk. ½ , ¼ , 2½,dgz.
4. Iji ọnụọgụgụ mebe ahịrịmfe
4 A) ỊṄỤ ỌGWỤ 1. Nkọwa ihe ọgwụ bụ
AGHARA AGHARA 2. Ụdị ọgwụ dị iche iche dk. ọgwu mmiri,
mkpụrụọgwụ, ọgwụ otite
3. Ndị kwesịrị inye ọgwụ
4. Ọghọm dị n’ime ọgwụ aghara aghara
5 B) IWU GBASARA 1. Ịgụpụta na nkọwa iwu metụtara
OKPOROỤZỌ okporoụzọ
2. Akara/eserese ndị metụtara okporoụzọ
awaraawa.
3. Iji ha mebe ahịrị mfe
6 MGBA ANỌ DỊ N’ỤWA (The four cardinal points)
1. Nkọwa na ntụziaka iji gosipụta mgba
anọ dị n’ụwa dk. Ugwu
(North), Ọdịda (West), Ọwụwa anyanwụ
(East) na Ndịdaanyanwụ
(South)
2. Okwu ndị e ji eziputaa ha n’Igbo dịka:
mgbada ugwu (valley),
n’ihu na azụ (front and back), dgz.
3. Steeti ndị nọgasị na mgba anọ ndị a
7 ỊKWALITE ỌNỌDỤ i) Nkọwa agụmakwụkwọ na uru ọ bara
AGỤM- AKWỤKWỌ ii) Agụmakwụkwọ ụmụnwaanyị n’oge
ỤMU NWAANYỊ gboo ma n’ugbu a
iii) Ikike umụnwaanyị nwere gbasara
agụmakwụkwọ
MKPARỊTAỤKA
iv) Uru agụmakwụkwọ ụmụ nwaanyị na-
ewetara ala anyị
v) Mkpa ọ dị na nwaanyị ga-agụlite
akwụkwọ n’ogo dị elu tupu ọ
lụọ di
8 AGỤMAGỤ: EJIJE Ịgụ ejije a họpụtara
EDEREDE i) Nkọwa odee ejije, isiokwu, ndị nisiokwu
ejije ya
ii) Ọgụgụ akwụkwọ ejije
c) Nkọwa asụsụ nka odee, mkpụrụ-okwu
na okwu ọhụrụ batara
n’ihe a gụrụ
d) Iji okwu ọhụrụ ndị a gụtara mebe
ahịrịokwu
9 ỊDỊ ỌCHA NKE ONWE 1. Nkọwa ihe ịdị ọcha nke onwe pụtara
2. Ihe ndị na-ebute adighị ọcha
3. Ụzọ dị iche iche anyị si edobe onwe
anyị ọcha
4. Uru ịdị ọcha na-ewetara anyị
5. Ọghọm adịghị ọcha na-ewetara anyị
10 AGỤMAGỤ: EJIJE a) Ịgụ akwụkwọ ejije a họpụtara
EDEREDE b) Ịkọwapụta ihe mmụta dị n’akụkọ
c) Nkọwa okwu ọhụrụ pụtara n’ihe a gụrụ
11 AGỤMAGỤ: EJIJE na- a) Ịtụle agwa ndị batara n’akụkọ
agarirị b) Ịkọwapụta mkpụrụokwu ọhụrụ ndị
batara n’akụkọ a gụpụtara.
c) Itụle omenala ndị batara n’ejije
e) Nchịkọta ejije na ihe ejije na-akọ
maka ya
12 MMỤGHARỊ IHE A
KỤZIRI
13 ULE
3 Chapter Three
Recommended Textbooks

The recommended textbooks for Igbo in J.S.S.2 include

Usoro Omumu Igbo (Uto Asusu, Agumagu na Omenala) maka junio Sekondiri na

Bezik Edukeshon J. C Onuora (Okammuta) - Patmonic Printers & Publishers

Omenala Igbo (The Book of Igbo Custom) F. C Ogbalu - University Press Com-
pany

Omenala Maka Junio Sekondiri N’ Usoro 6- 3-3-4 by F.C Ogbalu - University

Press

Odinala ndi Igbo by Tony Ubesie - University Press

Nka Edemede Igbo maka Ndi Sekondiri na Koleeji by Patty Ifeagwsie, Chinwe

Okafor - Mid-Field Publishers Ltd

Mbem Na Egwu Igbo (Igbo Poems & Songs) by F.C Ogbalu - Varsity Publishing
Co. Ltd

Olu Umunwanyi Mba Africa by Nwaogu N. Ijeoma - Pacific Publishers Ltd

11
13

Literature
 Introduction

In Junior Secondary School 2 (JSS2), Literature in English introduces students to a

wider range of literary forms- prose, poetry, and drama, studied in JSS1. This allows
them to analyze the intricate narrative techniques as well as poetic and literary de-
vices present in these works. Through such exploration, students not only sharpen
their critical thinking skills but also develop a deeper understanding of human expe-
riences and cultural diversity.
By studying Literature in English at this level, students gain valuable insights into
the complexities of society and human nature. They equally gain an immersive jour-
ney through literary works, enabling them to appreciate the beauty of language, the
richness of cultural heritage, and the depth of human experience.
2 Chapter Two
Scheme Of Work
First Term

LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF

WORK FOR JUNIOR SECONDARY SCHOOL
Literature in English Scheme of Work for Junior Secondary
School 2(JSS2)
Class J.S.S 2
Subject Literature in English
Term First Term
Week Topic Breakdown
REVISION ON LAST
1
SESSION'S WORK
SHORT
STORIES/NOVELETTES
BASED ON EFFECTS OF
CLIMATE, e.g. FLOOD,
2
DEPLETION OF OZONE
LAYER,
ENVIRONMENTAL
POLLUTION e.t.c
SHORT
STORIES/NOVELETTES
3
ON ANY RELEVANT
TOPIC OR INCIDENCE
FOLKTALE: NIGERIAN i. Meanings and examples
4 AND AFRICAN ii. Features
FOLKTALES
POPULAR MYTHS AND i. Meanings and examples
5 LEGENDS: AFRICAN AND ii. Features
NON AFRICAN
READING OF BOOKS
6-8
FOR THE TERM: PROSE
READING OF BOOKS
9-11
FOR THE TERM: DRAMA
REVISION/EXAMINATIO
12-13
N

6
 Second Term
Term Second Term
Week Topic Breakdown
READING OF THE
1-3 DRAMA TEXTS FOR THE
TERM
i. Background of the dramatists of the
read drama texts
ii. Background and setting of the
4
drama texts
iii. Plot summary
iv. Themes
PROSE: READING OF
5-7 NOVEL(S) FOR THE
TERM
i. Background of the novelists of the
read novels.
ii. Background and setting of the
8
novels.
iii. Plot summary
iv. Themes
POETRY: ANALYSIS OF i. Background/Thematic Preoccupation.
9-10 POEMS FOR THE TERM ii. Setting.
iii. Poetic Devices
REVISION/EXAMINATIO
11-12
N

7
 Third Term

Term Second Term

Week Topic Breakdown
READING OF THE
1-3 DRAMA TEXTS FOR THE
TERM
i. Background of the dramatists of the
read drama texts
ii. Background and setting of the
4
drama texts
iii. Plot summary
iv. Themes
PROSE: READING OF
5-7 NOVEL(S) FOR THE
TERM
i. Background of the novelists of the
read novels.
ii. Background and setting of the
8
novels.
iii. Plot summary
iv. Themes
POETRY: ANALYSIS OF i. Background/Thematic Preoccupation.
9-10 POEMS FOR THE TERM ii. Setting.
iii. Poetic Devices
REVISION/EXAMINATIO
11-12
N

8
 LANGUAGE OF POETRY i. Concise
3 ii. Unique
iii. High
POETRY i. Narrative Poem
4
ii. Ballads
DRAMA i. Types (Comedy and Tragedy)
5 ii. Features of Drama:Theme, Stage,
Costumes, e.t.c
READING OF THE i. I dentifying the message of the texts
6 RECOMMENDED DRAMA ii.Roles of the Characters (Minor &
TEXTS Major)
READING OF THE i. Identifying the message of the texts
RECOMMENDED PROSE ii.Identifying the type of Prose
7 iii.Discuss the features of the prose
text: Plot, characterisation, style,
setting, language, and theme.
READING OF DRAMA i. Identify the essential language
TEXT (SHORT PLAY) features of the play.
8
ii. Identify the major characters
iii. Act out the play
IRONY i. Definition
ii. Identify Irony in Literature text
9
iii. Construction of Correct Sentences
with Irony
FIGURES OF SPEECH i. Identification of hyperbole in
(HYPERBOLE) literature text.
1o
ii. Construction of correct sentences
with hyperbole.
CHARACTERISATION
11 AND SUMMARY OF THE
LITERATURE TEXTS
REVISION/EXAMINATIO
12-13
N

9
3 Chapter Three
Recommended Textbooks
The recommended Lierature Studies textbooks for JSS1 include but are not lim-

ited to the following:

 Iye - Julie A Omeike - WABP Ltd

 Personal Worries - Nze J. C Maduekwe -UCHAC
 The Web Conspiracy - Eucharia N. Nwosu - Noble Resources Ltd

PROSE

 Eze Ofia (by Linda Okpara)

 The First Son (by Chinedu Akubueze)
 Mature Minor (by Esther Uzoma-Amadi)
 Secret Affairs – Uche Nnyagu
 Tears of the Wealthy (by Inno Ejike)

DRAMA

 Sons and Daughters (by C. DeGraft)

 Behind Every Beautiful Woman – Okeke Chika Jerry.
 The Irony of Life – Rev. Sis. Clarise
 Turned Stone – Chima Eze.
 Hearts of Venom (by ThankGod Chibueze)

PROSE
 The Heresy of Gossip – Onyekachi Peter Onuoha
 Literature for JSS – Oayo Oguniyi
 Sun rise in Africa – Benedita Mbamuzue.
 Collected poems for Secondary School
 Songs of Mother Inspiration (by Gabriel Oche Ukah

11
14

Mathematics
 Introduction

In the second year of junior secondary school, students venture deeper into funda-

mental mathematical principles exploring more complex topics. The curriculum en-

compasses a broad spectrum of subjects including algebra, geometry, trigonometry,

and basic statistics.

Students are introduced to advanced problem-solving techniques building upon the

foundational understanding established in J.S.S.1. Practical applications of Mathe-

matics are also underscored to demonstrate its relevance in daily life and future
professions.

Overall, the Mathematics scheme of work in JSS2 endeavours to equip students

with the requisite skills and knowledge to tackle increasingly complex mathematical

concepts as they advance in their academic journey.

2 Chapter Two
Scheme Of Work
First Term
LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF
WORK FOR JUNIOR SECONDARY SCHOOL
Mathematics Scheme of Work for Junior Secondary School 2
(JSS2)
Class J.S.S 2
Subject Mathematics
Term First Term
Week Topic Breakdown
1 REVIEW OF JSS 1
EXAMINATION
QUESTIONS AND
RELEVANT TOPICS
FOR THE NEW CLASS
(BASIC
OPERATION OF
INTERGERS)
2 WHOLE NUMBERS I. Whole numbers in standard forms
II. Decimal numbers in standard forms
III. Prime factors
3 WHOLE NUMBERS I. Lowest Common Multiple (LCM)
COUNTINUED II. Highest Common Factor (HCF)
III. Square and Square Roots
IV. Quantitative Reasoning
4 FRACTIONS – I. Expressing Fractions as Ratios,
TRANSACTIONS IN Decimals and Percentages.
THE HOMES AND II. Quantitative Reasoning on Fractions,
OFFICES Ratio and Percentages
III. Commercial Arithmetic
5 APPROXIMATION I. Approximation of Numbers to –
• Decimal. Places
• Significant Figures
• Whole Numbers
• Nearest Tens, Hundreds, Thousands,
Tenths, Hundredths and Thousandth
II. Quantitative reasoning
 6 MULTIPLICATION I. Definition and Examples of Directed
AND DIVISION OF and Non Directed Numbers Square and
DIRECTED AND NON Square Roots
DIRECTED NUMBERS Tables
II. Multiplication and Division of Directed
and Non Directed Numbers
7 REVIEW OF FIRST
HALF TERM’S
LESSONS AND
PERIODIC TEST
8 ALGEBRAIC I. Definition of algebraic expressions with
EXPRESSIONS examples
II. Expressions of algebraic expressions
III. Factorization of simple algebraic
expressions
9 ALGEBRAIC I. Expansion and Factorization of
EXPRESSIONS quadratic expressions.
COUNTINUED II. Definition of algebraic fractions
III. Algebraic fractions with whole number
denominator (Addition and Subtraction)
IV. Quantitative Reasoning
10 ALGEBRAIC Word Problems leading to Simple
EXPRESSIONS Algebraic Fractions
COUNTINUED
11 REVISION OF FIRST
TERM’S LESSONS
AND FIRST TERM
EXAMINATION
12-13 FIRST TERM’S
EXAMINATION

Term Second Term

Week Topic Breakdown
 Second Term
Term Second Term
Week Topic Breakdown
1 REVIEW OF FIRST
TERM’S WORK
EMPHASIS ON
ALGEBRAIC
EXPRESSIONS,
SOLVING OF
QUADRATIC
EQUATIONS AND
TRANSACTIONS AT
HOME AND OFFICES
2 SIMPLE EQUATIONS I. Algebraic Equation
II. Differences between Algebraic
Expressions and Algebraic Equation
III. Problems on Simple or Algebraic
Equations
3 LINEAR I. Definition of Linear Inequalities
INEQUALITIES II. Word Problems leading to Simple
Inequalities in One Variable.
4 LINEAR I. Graphical Representation
INEQUALITIES II. Graphs of Cartesian Plane – The Axis
COUNTINUED
5 GRAPHS I. Graphs of linear equations in two
variables
II. Plotting of linear graphs in two variable
from real life situations.
III. Quantitative reasoning problems on
graphs
6 PLANE I. identify plane shapes in their
FIGURES/SHAPES environment
II. State the Properties of Plane Shapes e.
g. Square, Rectangle, Parallelogram,
rhombus and Kites.
7 REVIEW OF THE
FIRST HALF TERM’S
WORK AND PERIODIC
TEST
 8 SCALE DRAWING OF I. Meaning of scale drawing and state the
LENGTH AND purpose of drawing using scale.
DISTANCES II. Practically demonstrate real
measurement and represent the same in
scale on plain paper
or cardboard paper.
9 QUANTITATIVE I. Define quantitative aptitude
APTITUDE ON PLANE II. Reasons for Studying Quantitative
SHAPES AND SCALE Aptitude
DRAWING III. Solve PROBLEMS on Quantitative
Aptitude related to Plane Shapes/Figures
and Scale
Drawing
10 REVISION OF THE
SECOND HALF TERM’
S WORK AND
PERIODIC TEST
11 REVISION AND
EXAMINATION
12-13 EXAMINATION AND
VACATION
 Third Term
Term Third Term
Week Topic Breakdown
1 REVISION OF SECOND Representation of Real Life situations on
TERM’S a Graph an the reason (s)
EXAMINATION
2 ANGLES AND I. Define Angles
POLYGON II. Construct More Angles e. g 75, 105,
120,135, etc.
III. Define Polygon with Examples
IV. Generalization the Sum of Interior
Angles of Regular Polygon is given by (2n
– 4) Right
Angles of Convex Polygon
V. Solve Problems on Interior of Convex
Polygon
3 ANGLES OF I. Define Angle of Elevation with Practical
ELEVATION AND Illustration.
DEPRESSION II. Problem Solving by Measurement (not
calculation) of Angles of Elevation.
III. Definition of Depression and Angle of
Depression with Practical Examples
IV. Use Angles of Elevation and
Depression in calculating Distances and
Heights using Scale
Drawing
V. Solve problems on Quantitative
Problems on Quantitative Aptitude
related Angles
4 BEARING AND I. Identify the Cardinal Points
DISTANCES II. Locate the Position of Objects
III. Find Distances and Bearing between
Objects using Scale Drawing
IV. Construct Triangle on: 2 Sides and a
Secluded Angle, 2 Angles and a Side
between them, all the 3 Sides
V. Bisect any given Angles
5 STATISTICS – DATA I. Collect Data from Different Sources e.g.
PRESENTATION Home, School, Church, Market etc.
II. Present Data in Ordered Forms and
Frequency Table
III. Plot Pie Chart and Read Information
from the Char
 6 STATISTICS I. Collect data from local sources
COUNTINUED II. Tabulate data and present the same in
graphical form (Pie Chart)
III. Interpret the data from the chart and
state their usefulness in everyday life
7 REVIEW OF FIRST
HALF TERM’S WORK
AND PERIODIC TEST
8 PROBABILITY I. Define Probability as Chances/Events
II. State the Importance and Usefulness
of Probability in Daily Activities
III. Give Numerous and Natural Examples
of Chances/Events
IV. Use Ludo and Tossing of Coins to
Generate Chances/Events
9 PROBABILITY I. Solve simple problems on probabilities
COUNTINUED II. Calculate the probability of events
from the result of experiments.
III. Analyze statistical data with the
knowledge of productions and
probability.
10 REVIEW OF THIRD
TERM’S WORK AND
PERIODIC TEST
11 REVISION AND
EXAMINATION
12-13 EXAMINATION AND
VACATION
3 Chapter Three
Recommended Textbooks

The recommended Mathematics textbooks for JSS2 include:

 New General Mathematics for Junior Secondary School 2 by M.F. Macrac

A.O. Kalejaiye Z.I. Chima G.U. Gbarba

 Transformation Mathematics by Chinemeze Austin E. Nwabunwanne - Uni-

versity Press Plc J.S.S2

 New School Mathematics by E.B.U Ema, E.A Areo, Idiris Umaru Jahun, J.U

Onwunatu - African First Publishers Ltd J.S.S2

 Excellence in Mathematics Contributor/Reviewer M.O Giwa - Cambridge

University Press J.S.S.2

 New Concept in Mathematics for J.S.S.2 by A.A Arigba, M.O Salau, A.A

Salaudeen, M.O Salaam, T.D Bot, H.N Odogwo, M.O Obono, A.T Usman, R.A

Jimoh, A.E Adebisi. - Learn Africa

15

P.H.E
 Introduction

In JSS2 in Nigeria, Computer Studies advances students' understanding of technol-

ogy.
The scheme of work covers computer hardware, software, programming fundamen-
tals, algorithms, and data representation. Practical exercises and projects are un-
dertaken to deepen students’ hands-on skills and problem-solving abilities.

By studying Computer Studies in JSS2, students are better prepared to engage

with technology and potentially pursue further studies or careers in related fields,
contributing to their all-round development and adaptability in the digital world.
2 Chapter Two
Scheme Of Work
First Term

LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF

WORK FOR JUNIOR SECONDARY SCHOOL
Physical and Health Education Scheme of Work for Junior
Secondary School 2(JSS2)
Class J.S.S 2
Subject Physical and Health Education
Term First Term
Wee Topic Breakdown
k
1 RECREATION, I. Indoor and Outdoor Recreational
LEISURE AND DANCE Activities
ACTIVITIES II. Examples of each
III. Difference between the Indoor and
Outdoor Recreational Activities
2 DEMONSTRATION OF I. Table Tennis
RECREATIONAL II. Ludo
ACTIVITIES BY III. Soccer
TEACHER
3 EXPLANATION AND
DEMONSTRATION OF
DRAMATIC AND
CREATIVE RHYTHMS
FOR
EXAMPLE
GYMNASTICS AND
AEROBIC
(DIFFERENTIATE
THEM)
4 TYPES OF DANCES Demonstration of Different Dance
AND ACTIVITIES Activities –
I. Bata
II. Pokiti
III. Atilogwu
IV. Koroso
5 FIRST AID AND I. Accidents and Injuries
SAFETY EDUCATION II. Safety Measures at Home, on
Playground, on the Road.
III. Sport Injuries, Cause and First Aid
Treatments
6 DOMESTIC AND I. Causes of Domestic Accident and First
ROAD ACCIDENTS Aid Treatments
II. Causes and First Aid Treatments
7-8 MEASURES FOR I. Sport Injuries
PREVENTING II. Domestic Injuries
II. Road Traffic Accidents
9 FIELD EVENTS I. Throws - Types, Throwing Sectors,
(MEANING AND Phases of Throws, Weight Specifications,
SCOPE) Rules and Regulations of Throws
II. Jumps - Types, Equipments, Styles and
Rules of Jumps
10 JUDO I. Brief History of Judo
II. Judo Court
III. Basic Skills of Judo
IV. Rules and Regulations
11 REVISION
12 EXAMINATION
 Second Term
Term Second Term
Wee Topic Breakdown
k
1 THE STRIKING Basic Skills and Techniques of Table
GAMES – TABLE Tennis, e. g Grip, Service, Drive, Chop and
TENNIS AND LAWN Smash
TENNIS
2 EQUIPMENT AND I. Rules and regulations of table tennis
FACILITIES OF TABLE II. Officials of table tennis
TENNIS
 3 BASIC SKILLS AND Grip, Service, Drive, Chop and Smash
TECHNIQUES OF
TABLE TENNIS
4 EQUIPMENT AND I. Rules and Regulations of Table Tennis
FACILITIES OF TABLE II. Officials of Table Tennis
TENNIS
5 PERSONAL, SCHOOL I. Meaning and Components of School
AND COMMUNITY Health Programme
HEALTH II. Skill Based Health Education
III. School Health Services
IV. Healthful Living/Healthful School
Environment/School Feeding Services,
School, Home and Community Relationship
6 TYPES OF
ENVIRONMENTAL
POLLUTION
7-8 EFFECT OF
POLLUTION ON THE
ENVIRONMENT AND
PERSONAL HEALTH
9 PREVENTIVE
MEASURES AGAINST
ENVIRONMENTAL
POLLUTION
10 FRESH APPROACH
TO SCHOOL HEALTH
PROGRAMME
11-12 REVISION AND
EXAMINATION
 Third Term
Term Third Term
Wee Topic Breakdown
k
1 NON COMMUNICABLE I. Meaning of Non communicable diseases
DISEASES AND THEIR II. Nature of Sickle Cell, Obesity, Asthma,
PREVENTION Anaemia, Kwashiorkor, etc.
2 PREVENTIVE
MEASURES AGAINST
NON COMMUNICABLE
DISEASE
3 POSTURE AND I. Meaning of Posture and Postural Defects
POSTURAL DEFECTS II. Kinds of Posture and Postural Defects
III. Kinds of Posture – Sitting, Walking,
Lifting.
4 POSTURAL DEFECTS Kyphosis, Lordosis, Scoliosis, Flat Feet,
Bow Leg.
5 CAUSES OF Poor Nutrition, Lack of Exercise, Poor
POSTURAL DEFECTS Sitting, Walking and Sleeping Habit
6 SPORTS AND I. Definition of Sport and Society
SOCIETY II. Values Sports in the Society
III. Ways Sports can be used to control
Youth Restiveness (Crime and Drug Abuse).
7 ISSUES AND
CHALLENGES IN
PHYSICAL AND
HEALTH EDUCATION
8 MEANING OF HUMAN
TRAFFICKING
9 HEALTH Solutions to Human Trafficking
IMPLICATIONS OF
HUMAN TRAFFICKING
ON VICTIMS
10 SPORT LAWS I. Explain and List Sport Laws
II. Define - Tort Negligence and Assault in
Sports.
11 REVISION
12 EXAMINATION
3 Chapter Three
Recommended Textbooks

The recommended textbooks for Physical and Health Education in

J.S.S.2 include::

 Pacific P.H.E with workbook By V.N Orajekwe, - Okuma Afam Pacific

Publishers Ltd JSS 2

 WABP P.H.E By Naomi Baba Gbefwi ETAL - West African Book Publish-
ers Ltd JSS2

 Test Book of Physical Education By Ochu Ama Pacific Publishers Ltd

JSS 2

 Model Textbook of P.H.E with workbook By Nkechi Ukaegbu - Mid-

Field Publishers JSS 2

 New Age P.H.E with workbook By Okoye N.C ETAL - New Age Press Ltd
JSS 2
16

Social Studies
 Introduction

Social Studies for Junior Secondary School 2 (JSS2) is a subject that helps students
learn about society, culture, and how people interact. It covers many different top-
ics like Family, marriage, positive group behaviour, drug abuse, and how people live
together. It aims to help students think carefully about the world and understand

other people's points of view.

By studying Social Studies, JSS2 students get better at understanding the world, so-

cialising, and being kind and responsible. The subject aims to help them become
smart and helpful citizens who make their communities and society better.
2 Chapter Two
Scheme Of Work
First Term

NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE

SCHOOLS (NAPPS) SCHEMES OF WORK FOR JUNIOR
SECONDARY SCHOOLS
Social Studies Scheme of Work for Junior Secondary School 2
(JSS2)
Class J.S.S 2
Subject Social Studies
Term First Term
Wee Topic Breakdown
k
1 GENERAL Objectives of social studies:
OBJECTIVES OF - Developing the ability to adapt to
SOCIAL STUDIES changing environment.
- Inculcate national consciousness and
National unity
- Becoming good citizens. - Inculcate
right values and attitudes
2 FAMILY BOND AND Meaning of family bond.
LIVING TOGETHER AS Concept of family as the building block of
ONE FAMILY the society.
3 FAMILY BOND AND Advantages of living together as one
LIVING TOGETHER AS family
ONE FAMILY - Protection. - Happiness. - Unity. -
Education of children
- Maintaining good family name and
reputation.
- Good name. - Respect for each other.
4 CONCEPT OF Definition and types of marriage
MARRIAGE Customs in marriage
5 PURPOSE OF Purpose of marriage:
MARRIAGE - Procreation. - Satisfying economic and
social needs, etc.
- Sexual satisfaction. - Growth in mutual
love, etc.
6 READINESS FOR Conditions for marriage:
MARRIAGE - Physiological fitness
- Psychological fitness 6
7 READINESS FOR Conditions for marriage
MARRIAGE - Social stability
- Financial readiness
8 EFFECTS OF LACK OF - Constant fights
READINESS ON - Instability
MARRIAGE - Divorce and broken home.
9 POSITIVE GROUP Types of group behaviour:
BEHAVIOUR - Mass action
- Communal labour
- Protest march
10 POSITIVE GROUP Types of group behaviour:
BEHAVIOUR - Participation in a struggle
- Acting patriotically
11 Revision Revision
12 Examination
11 REVISION
12 EXAMINATION
7
 Second Term
Term Second Term
Wee Topic Breakdown
k
1 REVISION OF LAST-
TERM WORK
2 POSITIVE GROUP Benefits of positive group behaviour:
BEHAVIOUR - Companionship. - Survival. - Security.
3 POSITIVE GROUP Benefits of positive group behaviour
BEHAVIOUR - Affiliation and status
- Power and control
- Achievement
- Check and balance of authority
4 MEANING AND Meaning of drug and drug abuse.
CONSEQUENCES OF
DRUG ABUSE AND
HARMFUL
SUBSTANCES 8
5 MEANING AND Types of hard drugs:
CONSEQUENCES OF - Indian hemp- Heroine - Marijuana
DRUG ABUSE AND - Cola nuts - alcohol
HARMFUL - Caffeine - Gum
SUBSTANCES.
6 FORMS OF DRUGS - Different ways people abuse drugs.
ABUSE Use of hard drug, self-medication,
overdose, use of fake drugs, etc.
7 CONSEQUENCES OF Consequences of drug abuse on the
DRUG ABUSE AND quality of individual.
HARMFUL - Insanity - Frustration and depression
SUBSTANCES - Economic instability
- Loos of respect or honour
8 CONSEQUENCES OF - Violence and insecurity
DRUG ABUSE ON THE - Lack of growth and development
COMMUNITY
9 CONSEQUENCES OF - Lack of trust
DRUG ABUSE ON THE - Waste of resources
INTERNATIONAL
COMMUNITY
10 WAYS OF - Choose good friends.
PREVENTING DRUG - Education and enlightenment on the
ABUSE dangers of drug abuse.
- Forming drug-free clubs.
- Gainful employment and engagement
for people. - Acquire coping skills like
assertiveness, refusal skills, problem
solving, decision making skills,
communication skills, constructive
use of time e.g. sports and religious
activities
11 REVISION
12 EXAMINATION
9
 Third Term

Term Third Term

Wee Topic Breakdown
k
1 REVISION
2 DRUG TRAFFICKING Meaning of drug trafficking
Reasons for drug trafficking
- Poverty. - Ignorance/illiteracy. - Greed
3 DANGERS OF DRUG - Bad image for the country
TRAFFICKING - Imprisonment
- Death penalty
4 DANGERS OF DRUG - It affects national security
TRAFFICKING - Negative impact on the economy
5 PREVENTION OF - Education. - Creating awareness
DRUG TRAFFICKING - Use of the mass media. - Civil
societies/NGO
- Legislation. - Religious institutions -
Rehabilitation.
6 COMMON CRIMES - Ways of observing and reporting
common crimes.
- Appropriate response to common
crimes
- Examples of common crimes e.g.
robbery, burglary, vandalism
- Ways of observing and reporting
common crimes
7 CRIME BY - Concept of corruption.
GOVERNMENT - Ways government leaders engage in
OFFICIALS crime e.g. stealing or
diversion of government funds, forgery,
taking kick-back, etc.
- Effects of crime by government officials
on the nation.

11 REVISION Revision
12 EXAMINATION 10
 8 EMERGENCY - Concept of emergency management.
MANAGEMENT - Examples of emergency e.g. fire
outbreak, road accident,
collapsed building, drowning, etc.
9-10 RESPONSE TO - Drowning, food poisoning, fake drugs,
EMERGENCY flood and erosion,
desertification, etc.
11 REVISION
12 EXAMINATION

11
3 Chapter Three
Recommended Textbooks
The recommended Social Studies textbooks for JSS1 include but are not limited

to the following:

 Junior Secondary Social Studies Book 2 By Charles Eguridu and Uche Chin-
weuba. Learn Africa Plc.

 Basic Social Studies for Junior Secondary Schools Book 2 By O.A. Fatuyi
Evans Brothers (Nigeria Publishers) Limited.

 Junior Secondary Social Studies Book 2 By Afolabi Ogunbanjo and Gbemi

Fakolade Longman Nigeria Plc.

 New Concept Social Studies Book 2 By Oyeyemi S. D. Lantern Books.

 Social Studies for Junior Secondary Schools Book 2 By B.U. Anyabolu and
O.J. Amaechi, Africana First Publishers Limited

13
17

Yoruba
 Introduction
In Junior Secondary School 2 (JSS2) in Nigeria, students learn about the language

and culture of the Yoruba people. Yoruba is a major ethnic group in Nigeria. It is a

big part of Nigeria's southwestern culture, spoken by millions of people.

In class, they study how to speak, read, and write Yoruba, as well as learn about

Yoruba traditions and stories. By studying Yoruba, students not only learn a lan-

guage but also learn about the history and customs of the Yoruba people, which

helps them appreciate Nigeria's diverse cultures and strengthens their sense of

identity.
2 Chapter Two
Scheme Of Work
First Term
NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE
SCHOOLS (NAPPS) SCHEMES OF WORK FOR JUNIOR
SECONDARY SCHOOLS
Yoruba Scheme of Work for Junior Secondary School 2(JSS2)
Class J.S.S 2
Subject Yoruba
Term First Term
Week Topic Breakdown
ÈDÈ: Sílébù Èdè ÀKÓÓNÚ IŚË
Yorùbá 1. Oríkì sílébù .
1
2. Ìhun sílébù (F, KF, Kos (N)
3. Pípín õrõ sí sílébù
ÀŚÀ: Êsìn Ìbílê ÀKÓÓNÚ IŚË
Yorùbá 1. Pàtàkì Êsìn Láwùjô Yorùbá
2. Ìgbàgbö Àti Èrò Àwôn Yorùbá Nípa
Olódùmarè
2 3. Ipò Olódùmarè
4. Òrìśà Ilê Yorùbá
5. Êsìn òde òní:
* Mùsùlùmí
* Ômôlëyìn Jésù
LÍTÍRÈŚÕ: Àśàyàn ÀKÓÓNÚ IŚË
Ìwé Ìtàn Àròsô 1. Ìsônísókí ìśêlê inú ìtàn abáyému
Ôlörõ Geere 2. Êkö àti kókó õrõ tó súyô àti ìbáyému
õrõ tó ń lô láwùjô, (bí
àpççrç ipò/ ìpín obìnrin láwùjô, ìkôlura
êsìn, ômôlúàbí, ìtöjú
àyíká, ìlera, ààrùn éèdì/ rômôlöwölësê
abbl)
3 3. Êdá ìtàn àti ìfìwàwêdá
4. Ìlò èdè:
(a) Ônà èdè
- Àfiwé
- òwe
- Àkànlò èdè
(b) Àwítúnwí
- Ìfìrómõrísí
- ìfohungbohùn abbl
 ÒÝKÀ: Kíka owó Náírà
Oókanléláàádöjô dé ÀKÓÓNÚ IŚË
igba (151 – 200). Òýkà láti Oókanléláàádöjô dé igba (151-
4
200). Òýkà owó
náírà b.a. náírà kan, náírà méjì, ogún
náírà, ôgbõ náírà abbl
ÈDÈ: Oríśiríśi ÀKÓÓNÚ IŚË
Gbólóhùn (Ìhun) 1. Oríkì Gbólóhùn
2. Oríśiríśi Gbólóhùn
5
* Alábödé
* Alákànpõ
* Oníbõ
ÈDÈ: Àmì Ohùn ÀKÓÓNÚ IŚË
1. Oríkì àmì ohùn
2. Àlàyé lórí oríśi ohùn Yorùbá mëtêêta
àti àmì wôn
i. Ohùn àárin – (a kì í fi í hàn lórí õrõ)
ii. Ohùn ìsàlê –
6
iii. Ohùn òkè -
3. Fáwëlì àti oríśiríśi àmì ohùn kõõkan lórí
fáwëlì kõõkan. Bí
àpççrç: à, a, á, è, e, é, abbl
4. Àmì ohùn lórí õrõ onísílébù kan. B.a:
bá, dà, kan abbl.
ÀŚÀ: Ìranra-çni- ÀKÓÓNÚ IŚË
löwö 1. Èsúsú
2. Àjô
7 3. Õwê
4. Àáró
5. Àrokodóko
6. Çgbë aláfôwösowöpõ òde òní.
LÍTÍRÈŚÕ: Àśàyàn ÀKÓÓNÚ IŚË
ìwé eré-onítàn 1. Ibùdó ìtàn
2. Àhunpõ ìtàn
8 3. Àśà tó súyô
4. Kókó-õrõ
5. Ìfìwàwêdá
6. Ìlò èdè
 ÀŚÀ: Òýkà ôjö àti ÀKÓÓNÚ IŚË
ośù ní ilê Yorùbá 1. Òýkà àwôn ôjö tí ó wà nínú õsê. Ìtàn tí
ó rõ mö ôn. Ôjö Ajé,
Ìśëgun, Ôjörú, Ôjöbõ, Çtì, Àbámëta.
9
2. Àwôn ośù tí ó wà nínú ôdún: Śërë,
Èrèlé, Erénà, Igbe, Èbìbí,
Okúdù, Agçmô, Ògun, Ôwëwê, Õwàrà,
Belu, Õpç.
ÈDÈ: Aáyan Ògbufõ ÀKÓÓNÚ IŚË
1. Oríkì aáyan ògbufõ
2. Ìtönisönà lórí bí a śe ń śe aáyan ògbufõ
10 3. Śíśe aáyan ògbufõ çlëyô õrõ láti èdè
Gêësì sí Yorùbá
4. Túmõ gbólóhùn kéèkèèké láti èdè
Gêësì sí Yorùbá.
ÀŚÀ: Oúnjç Ilê ÀKÓÓNÚ IŚË
Yorùbá 1. Oríkì oúnjç
2. Oríśiríśi oúnjç
11 3. Bí a śe ń śe oúnjç kõõkan.
4. ìsõrí ìsõrí oúnjç afáralókun àti
amáradán
5. Àfiwé oúnjç àtijö àti ti òde òní.
ÈDÈ: Gbólóhùn ÀKÓÓNÚ IŚË
1. Ìbéèrè
12
2. Àlàyé
3. Àśç
13 ÀTÚNYÊWÒ ÊK
14 ÌDÁNWÒ
 Second Term

LÍTÍRÈŚÕ: Àśàyàn ÀKÓÓNÚ IŚË

ìwé (Ewì Àpilêkô) 1. Àwôn ewì tó wà nínú ìwé tí a yàn
2. Kókó õrõ b.a. ìwà ènìyàn; àwôn êdá
mìíràn tí kì í śe ènìyàn, õrõ tó ń lô
láwùjô,, ìkôlura êsìn, ipò obìnrin, ètò ôrõ-
1 ajé, ìśakô/ ìśabo –
gbogbolômô, éèdì.
Àkíyèsí: Ó pôn dandan láti yan ìwé ewì tí
ó ní àwôn àkóónú kókó õrõ
wõnyí
3. Ônà èdè àti ìsôwölo-èdè.
ÀŚÀ: Ogun àti ÀKÓÓNÚ IŚË
Àlàáfíà 1. kí ni ogun? Kí sì ni ìdí tí ó fi máa ń
wáyé?
2. Ogun Yorùbá láyé àtijö
- orúkô ogun b.a. jálumi, kírìjí abbl
- Àwôn jagunjagun b.a. Ìbíkúnlé,
Ògúnmölá, Ògèdèýgbé abbl
- Ohun èlò ogun b. a. ôfà, ôkõ, idà, ìbôn,
2 oògùn.
3. Àýfààní ogun jíjà; õnà ìdáàbòbo ìlú çni,
láti kó ìlú çni lërú, abbl
4. Àléébù ogun nípa ôsë tó ń śe
- Dá õtá sílê
- Run ìlú
- Fa ìyàn, abbl
5. Õnà láti dëkun ogun jíjà.
- Yíyàgò fún aáwõ.
ÈDÈ: Àtúnyêwò Ìsõrí ÀKÓÓNÚ IŚË
Õrõ - Õrõ-Orúkô àti 1. Àlàyé lórí õrõ-orúkô
Õrõ-Ìśe 2. Iśë tí õrõ-orúkô ń śe nínú gbólóhùn
3
3. Àlàyé lórí oríśiríśi õrõ-orúkô
4. Àlàyé lórí õrõ-ìśe
5. Iśë tí õrõ-ìśe ń śe nínú gbólóhùn.
 ÀŚÀ: Òýkà- ÀKÓÓNÚ IŚË
Õtàlénígba-ó-dín Òýkà láti Õtàlénígba-ó-dín mësàn-án dé
mësàn-án dé õödúnrún (251 – 300). Kíkà
4
õödúnrún 260 = Õtàlénígba
280 = Õrìnlénígba
300 = Õödúnrún
ÈDÈ: Fónëtíìkì – ÀKÓÓNÚ IŚË
Àpèjúwe ìró 1. Köńsónáýtì: b, d, f, g, gb, h, j, k, l, abbl
Köńsónáýtì 2. Àpèjúwe ìró köńsónáýtì
5
- ibi ìsçnupè
- õnà ìsçnupè
Ipò tán-án-ná
ÀŚÀ: Ogun àti ÀKÓÓNÚ IŚË
Àlàáfíà 1. Àýfààní ogun jíjà; õnà ìdáàbò bo ìlú çni,
láti kó ni lërú abbl
2. Àléébù ogun nípa ôśë tí ó ń śe
6 - Dá õtá sílê
- Run ìlú
- Fa ìyàn abbl
3. Õnà láti dëkun ogun jíjà
- Yíyàgò fún aáwõ.
ÈDÈ: Òwe ÀKÓÓNÚ IŚË
1. Oríkì òwe
7 2. Oríśiríśi òwe
3. ìlò òwe
4. Ìwúlò òwe
ÈDÈ: Àtúnyêwò ìsõrí ÀKÓÓNÚ IŚË
õrõ-ìśe 1. Iśë tí õrõ-ìśe ń śe nínú gbólóhùn
* õrõ- ìśe çlëlà
* õrõ-ìśe aláìlëlà
8
* õrõ-ìśe agbàbõ
* õrõ-ìśe aláìgbàbõ
* õrõ-ìśe alápèpadà
* õrõ-ìśe aśèbéèrè, abbl
 ÈDÈ: Fónëtíìkì – ÀKÓÓNÚ IŚË
Àpèjúwe Ìró Fáwëlì 1. Fáwëlì:
* Àránmúpè – an, çn, in, un, ôn
* Àìránmúpè – a, e, ç, i, o , ô, u
9
2. Àpèjúwe ìró fáwëlì
* ipò ahön
* ipò ètè
* ipò àfàsé
ÀŚÀ: Ìpolówó Ôjà ÀKÓÓNÚ IŚË
1. Ìdí tí a fi ń polówó ôjà
2. Bí a śe ń polówó ôjà: b. a. êkô tútù, ç ç
10 jçran êkô.
3. Ôgbön ìpolówó ôjà ní ayé àtijö àti òde
òní. B.a. ìpolówó ôjà lórí rédíò,
tçlifísàn, ìwé ìròyìn, ìpàtç, ìkiri abbl.
11 ÀTÚNYÊWÒ ÊK
12 ÌDÁNWÒ
 Third Term
Term Third Term
Week Topic Breakdown
ÀŚÀ: Ìsômôlórúkô ÀKÓÓNÚ IŚË
1. Ìgbàgbö Yorùbá nípa bí orúkô śe śe
pàtàkì tó (orúkô
ômô ni ìjánu ômô, orúkô a máa ro ômô)
1
orúkô rere.
2. Ètò ìsômôlórúkô b.a lílo ìrèké, oyin,
àádùn, abbl (àwôn
ohun èlò ìsômôlórúkô).
ÈDÈ: ìsõrí õrõ ÀKÓÓNÚ IŚË
Õrõ aröpò orúkô àti 1. Oríkì õrõ aröpò-orúkô
2 õrõ aröpò 2. Àbùdá õrõ aröpò-orúkô
afarajorúkô 3. Àlàyé lórí õrõ aröpò-afarajorúkô àti
wúnrên rê.
 ÒÝKÀ: Õödúnrún dé ÀKÓÓNÚ IŚË
Êëdëgbêta (300 – Òýkà láti Õödúnrún dé Êëdëgbêta (300–
500) 500)
3
320 = Okòólélöõödúnrún
400 = Irínwó
460 = Õtàlénírínwó, abbl
ÀŚÀ: Ìsômôlórúkô ÀKÓÓNÚ IŚË
1. Ètò ìsômôlórúkô, bí a śe ń lo àwôn
ohun èlò
ìsômôlórúkô bí i obì, orógbó, ataare, oyín,
ìrèké abbl fún
ìwúre
4
2. Oríśiríśi orúkô
* Àbísô
* Àmútõrunwá
* Oríkì
* Àbíkú
* Ìnágijç, abbl.
ÈDÈ: Aáyan Ògbufõ ÀKÓÓNÚ IŚË
(ôlörõ geere àti ewì) 1. Títúmõ àyôlò ôlörõ geere kéèkèèké ní
èdè Gêësì sí èdè
5 Yorùbá
2. Títúmõ àyôlò ôlörõ geere ní èdè Yorùbá
sí èdè Gêësì.
3. Títúmõ ewì ní èdè Gêësì sí èdè Yorùbá.
LÍTÍRÈŚÕ: Lítírèśõ ÀKÓÓNÚ IŚË
Alohùn 1. õgangan ipò:
- ìtumõ
- Àbùdá rê
Akópa (òśèré/ olùgbö)
Àkókò ìśeré
Ibi ìśeré
6
Ìwúlò
Ohun èlò – orin
Ìśêlê
Ìfarafojúsõrõ
2. Õrõ-ìśe tí a fi gbé wôn jáde bí i pípè,
sísun, kíkô, dídá,
mímu abbl.
 ÈDÈ: Ìsõrí - Õrõ ÀKÓÓNÚ IŚË
Õrõ-Atökùn àti õrõ- 1. Õrõ-Atökùn
7
àsopõ 2. Õrõ – àsopõ
3. Àwôn wúnrên õrõ-àsopõ
ÀŚÀ: Ìtêsíwájú Lórí ÀKÓÓNÚ IŚË
Êkö-Ilé 1. Ìwà ômôlúàbí
Ìkíni, ìbömôwí
Ìbõwõfágbà
Ìgböràn
Níní sùúrù
8
Iśë inú ilé śíśe
Jíjë ômôlúàbí sí òbí àti àwùjô
2. Dídëkun ìwà ìkà sí ômôlàkejì
Gbígba àlàáfíà láàyè
Fífi ara çni sí ipò ômôlàkejì
Agbófinró abbl
ÌBÁŚEPÕ LÁÀRIN ÀKÓÓNÚ IŚË
9 ÈDÈ ÀTI ÀŚÀ 1. Ìwúlò èdè
2. Èdè gëgë bí òpómúléró àśà
ÀŚÀ: Oge Śíśe ÀKÓÓNÚ IŚË
1. Pàtàkì oge sis
2. Oríśiríśi õnà tí a ń gbà śoge
Ayé àtijö;
Ara fínfín
Eyín pípa
Tìróò lílé
Làálì/ osùn kíkùn
10 Irun dídì, irun fífá, irun gígé, irun kíkó
Ilà kíkô abbl
3. Oge śíśe lóde òní;
Ètè kíkùn
Irun díndín
Ihò méjì lílu sí etí kan
Imú lílu
Aśô tó fara sílê
Bàtà gogoro abbl
ÈDÈ: Ìsõrí Õrõ ÀKÓÓNÚ IŚË
11 Õrõ-àpönlé àti õrõ- 1. Oríkì õrõ-àpönlé
àpèjúwe 2. iśë tí õrõ àpèjúwe ń śe nínú gbólóhùn.
12 ÀTÚNYÊWÒ ÊKO
13 ÌDÁNWÒ
3 Chapter Three
Recommended Textbooks
The recommended Yoruba textbooks for JSS1 include but are not limited to the

following:

Literature Text (JS1 – 2)

Ilu Alagbara by Oluwanisola Yusuf - Gstar Publishers
Owo Ibobe by Wale Mabogaje - Divine Favour Publishers
Adiitu Laye by Bade Ojuade - Rasmed Publishers
Ogede Pipon by Doyin Abegunde - Arisilejoye Publishers
Ewi fun Awon Odo

Textbooks (JS1 -3)

Eko Ede Yoruba Titu Iwe Kininni (JS1) by Oyebamiji

Mustapha et al
Eko Ede Yoruba Titun Iwe keji (JS2) by Oyebamiji
Mustapha et al
Litereso atI Asa Yoruba JS3 by Mobolaji Arowosegbe

Litereso Texts
a. Sisi Oloja by Olajumoke Bamiteko
b. Subu Sere by Lasunkanmi Tela
c. Olu Omo by D. O. Adisa
d. Atiteebi by Diipo Gbenro
e. Ijinle Arofa Yoruba by Meedogbon Kola Ajiboye

11
Text Book
Eko Ede Yoruba Titun Iwe keta (JSS3)
Litereso ati Asa Yoruba
Mobolaji Arowosegbe
18

Basic Science
 Introduction

In Junior Secondary Schools (JSS2) in Nigeria, Basic Science aims to equip students

with essential scientific knowledge and inquiry abilities. With the adoption of the

National Policy on Education, the Basic Science program was introduced as a core

subject at the Junior Secondary School level to introduce students to the world of
science and to prepare them for higher education in science and technology.

Basic science is a science subject taught at the lower, upper primary, and junior sec-

ondary school levels. It helps students gain an understanding of the roles and func-
tions of science in everyday life and the world in which they live.

By studying Basic Science at this level, students are encouraged to grasp scientific

concepts, principles, and methodologies through a blend of practical experiments,

theoretical learning, and hands-on activities. This foundational grounding in Basic

Science is pivotal for students as it sets the stage for further academic pursuits in

STEM disciplines and future career paths.

2 Chapter Two
Scheme Of Work
First Term

LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF

WORK FOR JUNIOR SECONDARY SCHOOL
Basic Science Scheme of Work for Junior Secondary School 2
(JSS2)
Class J.S.S 2
Subject Basic Science
Term First Term
Week Topic Breakdown
LIVING THINGS - I. Definition of Habitat
HABITAT II. Types of Habitat, e. g. Aquatic, Terrestrial
1
and Arboreal (Water, Land and Air)
and Examples.
ADAPTATION OF I. Various Adaptive
2 LIVING THINGS TO II. Features of Living Things in their Habitat
THEIR HABITAT
RELATIONSHIP Characteristics of Organisms in the same
BETWEEN Habitat and what they have in Common
3
ORGANISMS IN THE
SAME HABITAT
UNIQUENESS OF I. Reasoning
HUMAN BEINGS II. Problem Solving
III. Inquisitiveness
4
IV. Observation
V. Measurement
VI. Inference
MEASUREMENT OF Growth changes in Height, Weight and Size.
GROWTH AND
5
DEVELOPMENTAL
CHANGES
HUMAN Developmental Changes:
DEVELOPMENT I I. Infancy
II. Adolescents
6
III. Adulthood
IV. Characteristics Features of Stages of
Development
 HUMAN I. Classification of Growth and
DEVELOPMENTII Developmental changes as
7-8 Temporary/Permanent
II. Factors that affect Growth and
Development
BODYIMAGE I I. Meaning of Body Image
9 II. Physical Features, Size, Height, Race,
Ethnicity, Color of Skin,Eyes and Hair
BODY IMAGE II Pubertal and Body Image:
I. Effect of Pubertal changes on Body Image
and Behavior
10
II. Misconceptions about Beauty as
presented in the Media
III. Individual Uniqueness
11 REVISION
12 EXAMINATION
 Second Term

Term Second Term

Wee Topic Breakdown
k
REVISION OF LAST Work, Energy and Power
TERM’S WORK I. Meaning of Work, Energy and Power
1 II. Concept of Work, Energy and Power
III. Forms of Energy – Heat, Light, Kinetic,
Potential, etc.
POTENTIAL AND I. Meaning of Potential and Kinetic Energy
2
KINETIC ENERGY II. Calculate Kinetic and Potential Energy
CALCULATION
3 INVOLVING WORK
DONE
ENERGY TRANSFER
4
WHEN WORK IS DONE
FAMILY LIFE I. Communication Techniques
EDUCATION I II. Importance of Honest Communication
5
about Pubertal concerns
to Responsible Parents
 FAMILY LIFE I. Life Span Continuum
EDUCATION II II. Expressions of Feeling Desires and
6 Fantasies from Birth to Death
III. Factors that Influence Individual Sense
of Self – Worth (BodyImage)
7-8 KINETIC THEORY The Assumptions of the Kinetic Theory
EXPLANATION OF Explain the Molecular Structure of Solids,
SOME PHENOMENA Liquids and Gases using the Kinetic Theory
9
USING KINETIC
THEORY
BOILING AND I. Explanation of Boiling and
10 EVAPORATION Evaporationusing Kinetic Theory
II. Factors that affect Evaporation
11 REVISION
12 EXAMINATION
 Third Term

Term Third Term

Wee Topic Breakdown
k
1 REVISION
2 THERMAL ENERGY – I Heat Flow
THERMAL ENERGY – Heat Transfer – Conduction, Convection and
II Radiation
REPRODUCTIVE I. Genetic Counseling
3 HEALTH II. Breast Feeding and Its Advantages
III. Myths about Breast feeding
ABSTINENCE I. Meaning of Abstinence
II. Types of Abstinence - Life Long, Delayed,
Periodic Abstinence
III. Skills and Behavior that
PromotesAbstinence
4
IV. Reasons why Young People must Abstain
from Pre – MaritalSex
V. Reasons why Young People engage in Pre
– Marital Sex
VI. Facts and Myths about SexualAbstinence
 CHEMICALS I. Meaning of Chemicals
II. Classes of Chemicals
a. Based on Use -
Pharmaceutical/Cosmetics, Nuclear,
5 Agrochemicals, Industrial and
Laboratory
b. Based on Hazardous Nature – Highly
Hazardous and Toxic, Moderately Hazardous
and Toxic, Non Hazardous and Toxic
CHEMICALS - SAFETY Safety Measures when Using Chemicals
MEASURES I. Adhere to the Manufacturer’s
SafetyInstructions
II. Follow Safety Guidelines for Chemical
6 Storage and Handling
III. Observe and Adhere to SafetySigns and
Instructions on ChemicalPackages
IV. Ensure Proper Labeling and Storage of
Chemicals
DRUG ABUSE I .Meaning of Drug and Drug Abuse
II. Methods of Drug Use, e. g.Inhaling,
Injection, Smoke, etc.
7-8 III. Common ways of Misusing Drugs
III. Social Risks Factors in Drug Abuse, e. g.
BrokenHome, PeerInfluence
IV. Desperate move to get MoreDrugs
CRUDE OIL AND I. Meaning of Crude Oil and Petrochemicals
9
PETROCHEMICALS I II. Refining of Crude Oil
CRUDE OIL AND I. Uses of Crude Oil and Petrochemicals
10 PETROCHEMICALS II II. Importance of Crude Oil and
Petrochemicals
11 REVISION
12 EXAMINATION
3 Chapter Three
Recommended Textbooks

The following are recommended Basic science textbooks for J.S.S.2.

 Fundamental Basic Science for JSS2 by Egwudike D.C et.al

 Model Basic Science/Workbook for J.S.S.2 by Okoye E. I - Mid-Field Pub-

lishers Ltd

 WABP Basic Science/workbook for J.S.S.2 by Agbebi E.A, Mwoltu P.P Et al

- West African Publishers Ltd

 Basic Science for J.S.S.2 by Ndu F.O, Olarewaju, A.O et al - Learn Africa

Plc.

 Basic Science/workbook forJ.S.S.2 by Bajah S.T, Ango M.L et al - Univer-

sity Press Plc

19

Security Education
 Introduction

Security Education forms a crucial part of the syllabus for students in Junior
Secondary School 2 (JSS2). This subject is designed to provide students with
the necessary knowledge and abilities to comprehend various aspects of secu-
rity, safety, and personal protection within their communities and beyond.

The scheme of work covers topics like crime prevention and emergency man-
agement. Through both theoretical teachings and practical activities, students
gain insights into potential risks and strategies for risk reduction, nurturing a
sense of accountability toward their safety and that of others.

Security Education in JSS2 helps to shape students into informed and proac-
tive citizens, ready to contribute to the security and well-being of their com-
munities.
2 Chapter Two
Scheme Of Work
First Term
LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF
WORK FOR JUNIOR SECONDARY SCHOOL
Security Education Scheme of Work for Junior Secondary School 2
(JSS2)
Class J.S.S 2
Subject Security Education
Term First Term
Week Topic
1 Definition of Crime
2 Observation of Crime
3 Reporting of Crime
4 Common Crimes in School
5 Common Crimes in our
Environment
6 Consequences of Common
Crimes in Schools
7 Consequences of Common
Crimes in our Society
8 Effects of Common Crimes at
Schools
9 Effects of Common Crimes in
our Society
10 Emergency Management
11 -12 Revision and Examination
 Second Term
Term Second Term
Week Topic
1-10 Emergency Management
11-12 Revision and Examination
 Third Term
Term Third Term
Week Topic
1 Appropriate Response to
emergency
2 Appropriate Action in
Emergency Management
3 Chapter Three
Recommended Textbooks
The recommended Security Education textbooks for JSS1 include but are not

limited to the following:

New Comprehensive Security Education by Okoli G. O - Think – Tank Educa-

tional Publishers

Model Basic Security Education by Obi, Franca Ego, Ph.D; - CHASE PUBLICA-
TIONS LIMITED

Security Education with Workbook by Akpa Helen U. - Bechor Publishers

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20

English Studies
 Introduction

In Junior Secondary School 2 (JSS2) in Nigeria, English Studies plays an impor-

tant role in the academic curriculum. This subject is central to developing stu-
dents' English language proficiency, comprehension, and communication abili-

ties. Through English Studies, students explore different aspects of the English
language, including Speech Work, Grammar, Reading and Comprehension, Com-
position, and Literature in English.

English Studies in JSS2 prioritizes discussion, group activities, and interactive

sessions to facilitate language comprehension, understanding, and acquisition.
This goes a mile in helping students articulate their thoughts effectively, while
enhancing their listening and comprehension skills.
2 Chapter Two
Scheme Of Work
First Term

LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF

WORK FOR JUNIOR SECONDARY SCHOOL
English Studies Scheme of Work for Junior Secondary School 2
(JSS2)
Class J.S.S 2
Subject English Studies
Term First Term
Week Topic Breakdown
SPEECH WORK Listening and Speaking – Revision of pure
vowel sound.
GRAMMAR Revision of parts of speech – Nouns,
Pronouns, Verbs and Adjectives.
READING AND Review of the SPQ3R reading technique.
COMPREHENSION
1
COMPOSITION Writing an outline for a Narrative Essay –
How l spent my last holiday.
LITERATURE IN I. Revisit Features of Prose (setting, theme,
ENGLISH characterization,…)
II. Figures of speech – Alliteration,
Personification.
SPEECH WORK Revision of consonant sounds with
emphasis on consonant clusters.
GRAMMAR Transitive and Intransitive verbs
READING AND Reading to understand the writer’s purpose
2 COMPREHENSION
COMPOSITION Descriptive Essay – Writing an outline on a
place of interest l visited.
LITERATURE IN Use the recommended text on prose.
ENGLISH
SPEECH WORK Listening and speaking – The / ɪə / sound as
in ear, clear, hear, bear, etc.
GRAMMAR More on Active voice and Passive voice.
READING AND I. Identification of words that to the writer’s
COMPREHENSION intention on contemporary issues like
corruption.
3 II. Vocabulary Development – Word families
- in the hospital.
 COMPOSITION Elements of Composition – pre – writing,
writing, editing, body and conclusion.
LITERATURE IN I. Features of folktales (didactic,
ENGLISH entertaining, riddles,…)
II. Use the recommended text on prose.
SPEECH WORK The / əʊ / sound (go, blow, mow, know…)
GRAMMAR More on Tenses (Present, Past and Future)
READING AND I. Critical Reading – Meaning and steps of
COMPREHENSION critical reading.
4 II. Vocabulary Development – Word families
– The police officers job
COMPOSITION Descriptive Essay – A local festival
LITERATURE IN Use the recommended text on prose.
ENGLISH
SPEECH WORK Revision of consonant sounds (t, d, k, g)
GRAMMAR The present continuous tense.
READING AND I. Reading to identify the meanings of word
COMPREHENSION in various contexts.
II. Vocabulary Development – Word families
5 – A place of worship
COMPOSITION Revisit the format of an informal letter and
a formal letter.
LITERATURE IN I. Use the recommended text on drama
ENGLISH II. Theme/Setting in the recommended text
drama.
SPEECH WORK Contrasting consonants / p / and / t / (pan,
tan, prim, trim,…)
GRAMMAR The Past Perfect Tense
READING AND I. Reading to identify the facts and opinions
COMPREHENSION in a given passage.
6 II. Vocabulary Development – The language
of sports
COMPOSITION Narrative Essay – What l do every day.
LITERATURE IN I. Use the recommended text on drama.
ENGLISH II. Characterization and plot in the
recommended text
SPEECH WORK The consonant sounds / f / and / v / -
(contrast) – vampire, favour, vanish, famish)
 GRAMMAR Making sentences with Conjunctions.
READING AND I. Reading to explain the facts and opinions
COMPREHENSION in a selected passage.
II. Vocabulary Development: Word Families –
7 Journalism.
COMPOSITION Letter writing – A letter to your father on
why you like your new school.
LITERATURE IN I. Differentiating between a novella and a
ENGLISH novel
II. More of Figures of speech –
Onomatopoeia and Personification.
SPEECH WORK The consonant / v / and / r /.
GRAMMAR Making requests using will, could, may,…
READING AND Refer to week 2
8 COMPREHENSION
COMPOSITION Descriptive Essay – My favorite teacher
LITERATURE IN I. Retell a folktale and explain its theme
ENGLISH II. Use the recommended text on drama
SPEECH WORK The consonant sound / h /
GRAMMAR Direct and indirect speech.
READING AND A review of week 4
COMPREHENSION
9
COMPOSITION Formal Letter – A Letter of Invitation (As a
guest speaker)
LITERATURE IN I. Revision of the recommend texts
ENGLISH II. Revision of Literacy term
10 REVISION
11 TESTS
12 & EXAMINATION
13
 Second Term
Term Second Term
Week Topic Breakdown
REVISION OF LAST
TERM’S WORK
 SPEECH WORK Revision of Diphthongs.
GRAMMAR Reported speech: rules guiding the use of
reported speech.
1 READING AND Reading to provide alternative words that
COMPREHENSION can fit into the context to replace the
target words.
COMPOSITION Writing a report – Outline and features
LITERATURE IN Use the recommended text on prose.
ENGLISH
SPEECH WORK Intonation – Identification of Intonation
patterns in statements, questions and
commands.
GRAMMAR Making sentences with Prepositions.
READING AND Reading for speed with emphasis on
COMPREHENSION avoidance of vocalizations, regressive
2
reading and reading words instead of
phrases.
COMPOSITION Writing a report – An accident l witnessed.
LITERATURE IN I. Use the recommended text on prose
ENGLISH II. Themes / Characterization in the
recommended prose text
SPEECH WORK Intonation/Stress – Making statements,
giving commands and asking questions,
using different Intonation patterns.
GRAMMAR Regular and Irregular Verbs.
READING AND I. Techniques of speed reading – surveying,
COMPREHENSION scanning, skimming.
II. Vocabulary Development – Culture and
3
Tourism
COMPOSITION Writing an informal letter continued. Letter
to a friend about your school inter –
sport.
LITERATURE IN I. Use the recommended text on drama.
ENGLISH II. Themes and plot in the recommended
drama text
 SPEECH WORK Stress: Identification of the correct points
of pauses in different words (im’port/
‘import,
‘refuse/re’fuse)
GRAMMAR Reported commands.
READING AND I. Dialogue.
4 COMPREHENSION II. Vocabulary Development – ICT
COMPOSITION Formal letter – Write to the local
government chairman about the bad roads
in your area
LITERATURE IN I. Use the recommended text on drama
ENGLISH II. Language, setting and characterization in
the recommended drama text
SPEECH WORK Rhythm – Identification of the appropriate
rhythm in a given poem
GRAMMAR Reported Requests
READING AND Dialogue continued
COMPREHENSION
5
COMPOSITION Argumentative Essay – Herbal medicines of
more potent than orthodox
medicines.
LITERATURE IN Identification of some figures of speech in
ENGLISH the recommended prose text.
SPEECH WORK Review of stress/Intonation, Refer to week 3
and 4
GRAMMAR Adverbials and the Present Tense
READING AND I. More on Week 1 topic
COMPREHENSION II. Vocabulary Development – Science and
6 Technology
COMPOSITION Expository Essay – Entrepreneurship
LITERATURE IN I. Distinguish between Irony, Euphemism
ENGLISH and Hyperbole.
II. Write a short play on the reward of
truancy.
SPEECH WORK Consonants / s / and / z / (sip/zip,
stone/zebra, this/these,
lloos/lose)
GRAMMAR Introduction to punctuation marks.
 7 READING AND Reading to summarize a selected passage.
COMPREHENSION
COMPOSITION Narrative Essay – My last birthday
LITERATURE IN Summary of the recommend prose text.
ENGLISH
SPEECH WORK Consonant sounds / k / and / g / as in cup
/gulp and chaos/alligator.
GRAMMAR Punctuation marks – The full stop and the
comma.
8 READING AND Reading to identify the main and supporting
COMPREHENSION ideas in a selected passage
COMPOSITION Writing a story – The Meeting.
LITERATURE IN Summary of the recommend drama text
ENGLISH
SPEECH WORK Consonants / m /, / n / / s / as in man,
nanny, singer, etc.
GRAMMAR Punctuation marks continued. The question
mark, the colon and the semi – colon
READING AND As in week 8
9
COMPREHENSION
COMPOSITION Review the Types of Letters and Essays

LITERATURE IN Review the Literacy terms.

ENGLISH
10 REVISION
11 &12 EXAMINATION
 Third Term
Term Third Term
Week Topic Breakdown
REVISION OF 2nd
TERM’S WORK AND
EXAMINATION
QUESTIONS.
SPEECH WORK Revision of stress/Intonation.
 GRAMMAR The use of conjunctions – Although and
whereas as contrasts.
1
READING AND Reading to understand the writer’s purpose
COMPREHENSION by identifying the keywords in a
selected passage.
COMPOSITION A review of Formal Letters and Informal
Letters.
Review of Literacy terms and figures of
speech.
LITERATURE IN ENGLISH
SPEECH WORK Consonants / t / and / d / or / p / & / b / at
the initial, middle and final position of
words.

GRAMMAR Using despite and inspire with adequate

examples.
2
READING AND Reading to summarize the key ideas from
COMPREHENSION different paragraphs.
COMPOSITION
LITERATURE IN I. Use the recommended text on prose.
ENGLISH II. More on myths and Legends themes in
popular myths / Legends.
SPEECH WORK Consonant Sounds / tʃ / and / ʃ / as in
sheep/cheap and mash /march
GRAMMAR The uses of have, has and had.
READING AND Reading to infer author’s intention in a
COMPREHENSION selected passage.
3 COMPOSITION A composition on the topic – pride goes
before a fall
LITERATURE IN I. Characterization, Theme and Diction in the
ENGLISH recommended prose text.
II. Write a simple story on Honesty and fair
play.
SPEECH WORK Consonant sounds / θ / and / ð / as in
think/father and mouth/lathe
GRAMMAR Synonyms using adequate examples
READING AND I. Reading to identify words/expressions that
4 COMPREHENSION signal or redirect attention to main point
 COMPOSITION A composition on the topic – The
Responsibilities of Government.
LITERATURE IN I. Use the recommended text on prose.
ENGLISH II. Writing simple poem on laziness
SPEECH WORK Consonants / w / and / j / as in
wonder/university and win /yellow.
GRAMMAR Antonyms – using adequate examples
READING AND I. As in week 1
COMPREHENSION II. Vocabulary Development – Conflict
resolution
5
COMPOSITION A topic on – A memorable journey l once
made
LITERATURE IN I. Identification of the moral import in the
ENGLISH recommended prose text.
II. Setting / Plot in the recommended prose
text.
SPEECH WORK Contrasting vowels / u / and / u: / as in
Look/youth and book/food.
GRAMMAR The use of causative Verbs. For example,
blacken – to cause to become black
READING AND I. As in week 2
6 COMPREHENSION II. Vocabulary Development – Words
associated with Religion.
COMPOSITION Writing a Dialogue
LITERATURE IN I. Use the recommended text on drama
ENGLISH II. Figures of speech in the recommended
drama text
SPEECH WORK Contrast between vowels / ɜ: / and / ʌ / (
caught/come and lawn/love)
GRAMMAR Adverbs of place – by the gate, in the
school, on the field,…
READING AND As in week 3
7 COMPREHENSION
COMPOSITION Composition on the topic – The day l would
not like to remember
LITERATURE IN I. Use the recommended text on drama
ENGLISH II. Dramatization of some from the
recommended text on drama
 SPEECH WORK Consonant and vowels differentiated
GRAMMAR Review of prefix and suffix
READING AND Refer to week 4
COMPREHENSION
8
COMPOSITION Write a composition on the topic – The Rich
also Cry
LITERATURE IN Characterization, Diction, Plot and Theme in
ENGLISH the recommended text on drama
SPEECH WORK Review of the consonant sounds with
emphasis on / θ / and / ð /

GRAMMAR More on Questions Tags

READING AND Review the language skills
9
COMPREHENSION
COMPOSITION Review the components of Letter writing
and Essay writing.
LITERATURE IN I. Review the prose text in use
ENGLISH II. Review the drama text in use
10 REVISION
11 EXAMINATION
3 Chapter Three
Recommended Textbooks

The recommended textbooks for English in J.S.S.2 include

 New Oxford Secondary English Course for Junior Secondary Schools (Up-

per Basic Education) 1-3. Ayo Banjo Adekunle Adeniran Ayo Akano Uzoma

Onaga Revised Edition.

 Goodbye to Failures in English by Ken Mebele & Femi Omodara (Treasure

Publishers).

 Junior Course in Oral English for Schools and Colleges (By M. C. Ononiwu):

Jil Communication Int Ltd. (with Work Book).

 New Concept English ; Authors - J. Eyisi, B. Adepoju, A. Adekunle, Q.

Adam, F. AdemolaAdeoye, J.Eto. - Learn Africa

 Intensive English by Benson Omenihu A. Oluikpe et al. - African First Pub-

lishers

11