It is my utmost pleasure to introduce the 2014 edition of the FCT Senior Secondary School Teaching Scheme. The previous edition was printed in 2004. Recent developments in Education Policy had necessitated the provision of an entire new teaching scheme for the senior secondary school. The NERDC has developed a new SSS Curriculum which took effect from September, 2011.
In this new curriculum by NERDC, there are four compulsory subjects which are English Language, Mathematics, Civic Education and a Trade Subject. There are also 34 trade subjects from which schools can select the ones they can adequately teach.
It is my hope that like the previous one, this edition will make teaching more convenient, purposeful and result-oriented for our Teachers, Principals, Monitors and Inspectors.
I wish to appreciate the effort of the FCT Education Resource Centre, especially the Curriculum Development Division for the production of this vital educational material.
Finally, I recommend the 2014 new Senior Secondary School Teaching Schemes to all our Public and Private Senior Secondary Schools.
Secretary for Education
The review of the 2004 edition of FCT Senior Secondary School Teaching Scheme was prompted by the approval of the new National Senior Secondary School Curriculum developed by the Nigeria Educational Research and Development Council (NERDC) by the National Council on Education in 2011.
Consequently, some staff of the FCT Education Resource Centre (ERC) in partnership with selected subject teachers had to develop new Teaching Schemes for Senior Secondary School subjects which are grouped into Compulsory Cross-Cutting Subjects, Senior Secondary Science, Senior Secondary Business, Senior Secondary Humanities, Senior Secondary Technology and the 34 Trade Subjects.
In this regard, I wish to register my unreserved gratitude to the Director, FCT Secondary Education Board and all the teachers who participated in the exercise. I also wish to acknowledge the following ERC staff especially of the Curriculum Development Division who facilitated the success of the exercise. They include Mrs. E.J. Akpabio, Head of Division, Mrs. S.A Mustapha, Mrs. F.R Omowale, Mrs. S.B Saleh, Mrs. Osuji R.A., Mrs. Sai Msurshima, Mrs. B.O Edegbe, Mrs. Maryam Yakubu, Mrs. Amaefule Genevieve, Mal. Harisu Aminu, Mr. Bere B. Friday, Mrs. Ajinomoh Maryam, Mr. Aribi Dan Asabe, Mrs. Kunle Kunbi T.T., Mrs. Anthonia Okoro-Opara, Mal. Samba Bashir M., Mrs. Adesina Victoria, Mrs. Gloria Opera C., Mrs. S.N. Enekebe, Mrs. Jongas Mercy, Mrs Felicia Okoh, Miss Egwu Patience M., Mrs. Roseline Katuka, Mr. Okoro Chinasa, Miss Batubo Kaine, Mr. Fakaa Timothy and Mr. Ibrahim Dalhatu.
I specially thank all others who contributed in various ways to the successful completion of the exercise. We are very grateful to the Hon. Minister of FCT, Senator Bala Mohammed and the Secretary for Education, Kabir Usman for their kind support.
4. other related words bumper harvest, famine, crop-rotation, a good harvest, a bad harvest etc.
1. Teacher explains briefly the importance of farming while students listen and state importance of farming.
2. The teacher leads the students to identify common crops and words associated with using real objects, charts, diagrams. Students may also be taken on a visit to a farm. Students list crops they know and how they are planted. They identify some farming activities that they have taken part in or are familiar with.
3. The teacher using chart, leads students to identify farming implements. The teacher leads the students to identify other words related to crops and crop farming.
Reading to comprehend main ideas or story line.
1. Short prose passages
2. Recorded, but short prose passages.
3. Short discussion on topical issues.
4. Dialogue to bring out main points/themes, key points in all of the above listening and discursion session.
Use passages on:
4. HIV/AIDS etc.
1. The teacher operates and directs the use of various aids.
2. Leads the students to recognize and identify the key/main points in the discourse.
3. Corrects students where necessary. Students participate actively in listening and discussions.
1. Revision of noun.
2. The definite article and its function with the noun.
3. Exception to the use of indefinite article with the noun. Note-use passages and sentences to revise nouns e.g. flu, malaria, cancer (no definite article)
Uses short passages to revise nouns.
a. Nigeria is a big country
b. People love to watch the game of football.
c. The boy kicked the ball
Students identify nouns in short passages and sentences.
Writing for effective communication – revising continuous writing (in given length)
Expository composition reflecting current issues e.g.
1. Describe how external examinations are conducted in the country. This should not be more than 400 words.
2. Elections in the country- Nigeria.
3. Loss of lives through plane crash.
4. Excursion to Abuja.
5. Drugs Abuse
6. Corruption in the society.
1. The teacher explains expository composition while students listen.
2. Teachers focuses on choice of words and tenses and students pick relevant tenses for expository essays.
3. The teacher explains the importance of correct punctuation for effective communication. Students learn to punctuate a short passage.
4. Teacher leads the students to discuss and generate topic sentences for different paragraphs while students white a good essay.
Vocabulary associated with Fishing and Animal Husbandry-Fishing
1. Meaning of fishing.
2. Words associated with fishing-hook, fish-trap, line and sinker, fish pond, fish season, fish dam, fish equipment.
1. The teacher leads students to explain the meaning of fishing using diagrams, charts, and stories while students listen.
2. Teacher leads the students to identify words associated with fishing.
3. Explain meaning of selected words to students while students tell the meaning of some words listed on the diagrams.
4. Teacher makes sentences with some words and examples for students to emulate.
5. Students make sentences with selected words by the teacher.
Consonants followed by /w/
Words like twist, sweep, sweat, twig, twine
1. Teacher shows strips of cardboard with pre written words showing the sound.
2. Teacher pronounces them and uses them in sentences. Students imitate the teacher’s pronounciation.
3. Writes the sentences on the chalkboard.
4. Students make sentences with the words on the chalkboard
The use of noun plus the definite article as the noun phrase.
The use noun plus an indefinite article as the noun phrase.
Teacher uses short passages and sentences to revise and teach noun phrases e.g.
a. The game was watched by a great crowd.
b. The boy kicked the ball
Students identify noun phrases in the sentences.
Note- “A boy” in A boy is here to see you. – is a noun phrase as well
Reading to comprehend supporting details
1. Tape recorded passages
2. Short prose passages.
3. Newspaper/magazine clippings
4. Students reading texts.
Teacher explains to the students the points that are supporting main points.
Students listen attentively and participate actively in the exercises.
Students identify supporting details in the passages. Use dictionary where necessary.
Mechanics in writing i.e. paragraphing, punctuation spelling.
1. Teacher defines paragraphing students listen attentively.
2. Teacher uses a short passage for full stop and comma exercises. Students insert question marks appropriately in questions with a short passage.
3. Exercises on spellings.
Consonants followed by /j/
Words such as curious, cure endure, human, humour, future
a. He is a curious boy
b. Should endure the pain
1. Shows strips of cardboard with pre-written words showing the sound.
2. pronounce them correctly and use them in sentences.
3. Students repeat after the teacher.
Introduction to summary through identifying key words.
1. Key words that aid summary of speeches lectures.
a. in addition.
b. as well as
c. first; second; third etc
f. despite etc.
2. Passages, speeches on current issues in which these words can be found e.g.
a. Right to peaceful association
b. Right of a child
c. security issues in Nigeria
1. The teacher presents the speech. Lecture or passage to the pupils.
2. Explains the significance of the words group of words in summarizing materials. The Students list the relevant words as identified from the presentation and list the key words already identified.
3. Teacher leads students to identify the relevant topic sentences signalled by these words. Students also make a summary of the presentation by putting the sentences together.
Countable and uncountable nouns
1. Revision of lesson on nouns
2. Explanation of countable and uncountable nouns
3. Nouns are both countable and uncountable depending on the structure e.g. water – a cup of water, sugar – two cubs of sugar.
4. Uncountable nouns that are used in singular forms e.g. news, advice, trousers, scissors, binoculars, information.
1. Selected sentences and passages from students’ texts, newspapers and magazine clippings.
2. Use these to teach the various aspects under content.
3. Students ask questions for clarity of points and write ten nouns that could be used both as countable and uncountables sentences. Students pick out countable and uncountable nouns from a given passage.
Popular articles for various reading audiences
1. A list of features of typical newspaper article differentiating them from features of a letter or a speech.
2. Articles on issues of current interest like
a. Bribery of public officers
b. Fraudulent acquisition of properties.
c. The importance of good quality life.
The teacher leads students to list the feature of a newspaper article. He/she displays a sample article.
Teacher leads students to discuss feature including language and style.
Students write a short article for the school magazine. They identify/list differences between an article and a speech or letter.
Syllabic Consonants /ɭ/
1. Syllabic in words such as little, bottle, kettle, rattle, novel, simple.
a. Little by little says a thoughtful boy.
b. The bottle is on the table.
c. The novel is interesting.
1. Pronounces the words with syllabic / ɭ /
2. Teacher uses them in sentences.
3. Uses flash cards and real objects to drill the students.
4. The students imitate the teacher’s pronounciation, repeating the sentences. Note. Use flash cards or real objects.
Reading to comprehend main ideas or story line.
1. Use short prose passage
2. Literature text.
3. Recorded short passages.
4. Short discussion on topical issues
1. Students participate actively in the discursions.
2. Teacher corrects students where necessary.
a) use tape recorded materials/prose
b) Short passages
c) Picture charts.
Introducing nominalization of objectives and verbs
1. Process of nominalization
2. Functions of nominalized words.
3. Form classes (parts of speech) to be nominalized e.g. adjectives
a. wise – wisdom
white – witness
long – length
strong – strength
Verbs – conquer – conquest
Dance – Dancing
Write – The writing
1. Explains the process of nominalization.
2. Teaches the nominalized words.
3, Makes a list of words and nominalized words.
4. Use them in contextual sentences.
5. Students build the table of objectives and verbs and nominalize them.
a. list of selected words
Introduction to summary continued. Listening attentively to follow directions effectively
The teacher presents words that indicate direction.
1. Left turn
2. right turn
3. straight ahead
4. round about
5. specific sign posts
6. land marks (buildings, trees)
1. Teacher presents a list for students to follow.
2. Presents them in the context of the passage
3. leads the students to follow the directions
4. Leads students to identify the key directional terms
5. Leads students to describe to other students how to get to given destinations e.g. their Mosque. Church, Market, Stadium etc.
Students are presented with speeches/passages containing directions for identification of directional terms/list marks and sign posts.
Syllabic consonants /n/
Syllabic /n/ in such words as soften, sudden, ripen, certain
a. Theme was a sudden knock on the door
b. It is certain that she will visit.
1. Teacher pronounces words with syllabic /n/
2. Use them in sentences
3. Uses flesh cards and real objects to drill the students in the pronounciations.
4. Students imitate the teacher’s pronounciations, repeating the sentences
The relative pronouns are – whom, whose, which, that, who
a. who, whose, whom are used for human beings.
b. which and that are used to describe inanimate objects and animals. However, that can also be used for a person.
Relative pronouns are placed close to the words to which they relate. They take the place of a noun and also join two parts of a sentence.
1. Teacher explains the features of a relative pronoun.
2. Leads students in explaining their functions and positions in sentences.
3. Identify them in sentences.
4. Use relative pronoun in sentences.
Materials for use here include real objects, sentence strips and passages.
1. Meaning of an informal letter
d. closing (subscript)
3. Language and tone of an informal letter (relaxed, flexible, not many rules, slang used, and colloquial usages)
1. Teacher explains what an informal letter is.
2. Teacher displays an informal letter sample.
3. Teacher calls students attention to address, date, salutation
5. Teacher leads students to closing statements.
6. Students participate actively
7. Students write their own closing to the informal letter.
Words associated with animal husbandry.
1. The meaning of animal husbandry
2. Meaning of poultry and piggery
3. Words associated with dairy farming – open cages milking time, chicken disease, Vet. Doctor, farm hand, rooster, day and chicks, broiler, fresh milk.
4. Other related words cattle, ranch, herdsmen, poultry etc
1. Take students on a visit to a dairy farm
2. Get the farm hands in the farm to supply the words for some of the equipment and activities.
3. Students list the equipment
4. Listen and write the names of activities on the farm, also write the products of animal husbandry
Note: Aids includes – charts, diagrams, dairy farm, selecte reading text.
Words of two syllables stressed on the 2nd syllable
1. Words of two syllables with stress on the 2nd syllable.
2. Words such as enjoy, impound, engulf, inform, incite, employ, invite, welcome, excite, divide etc.
1. Teacher: pronounces words, uses them in correct contextual sentences e.g.
a) We enjoy listening to Mr. Fisher.
b) I will invite all my classmates.
c). It is not good to incite people against others.
2. Teacher uses – cardboards, strips containing words and sentences, picture chart.
3. Students repeat after the teacher the words stressed on the 2nd syllable
4. Students show correct stress on the words.
The possessive pronouns are His, Mine, Hers, Theirs, Ours, Its, Yours
They replace nouns (human beings)
‘Its’ replace an animate thing or animal.
3. position – at the beginning of a sentence or at the end.
1. Teacher explains possessive pronoun.
2. Leads students in explaining their functions and positions.
3. Guides students to identify possessive pronoun in sentences.
4. Leads students to make sentences with them.
5. Students use these pronouns in sentences of their own.
6. Teacher uses sentence strips and real objects.
Reading to comprehend word meaning through context
1. Dictionary for initial word meaning and other levels meaning of some words.
2. selected passage to identify certain words and other contextual meanings
3. Newspaper and magazine clippings with certain words underlined for identification of contextual usage.
1. Teacher explains contextual word meaning as approach to surface or dictionary meaning.
2. Express illustrate the explanation practically in a text or sentences.
3. Students listen attentively using passages for their differences.
4. Uses various materials such as recorded text. Student’s text etc. Newspaper clippings, Dictionary.
Reading to assign a title or heading relevant to context.
1. Selected prose passages on tropical or current issues e.g. patriotism, kidnapping, corruption.
2. Recorded passages of suitable levels in either narrative or descriptive form
1. Teacher explains what summary is – reduction of original prose work.
2. Teacher revises with students the work on main and supporting ideas.
3. Students recall how to identify main and supporting details.
4. Teacher assigns title and students do same in similar ways at paragraphs levels.