It is my pleasure to introduce the 2014 edition of the FCT 9-Year Basic Education Teaching Scheme for the Junior Secondary School. The 9-year Basic Education Curriculum was developed by the Nigeria Educational Research and Development Council (NERDC) and approve by the National Council on Education (NCE).
This current edition is developed by the Curriculum Development Division of FCT Education Resource Centre (ERC) with active participation of subject teachers recruited from both the public and private Junior Secondary schools in the FCT.
It is my hope that this document will provide teaching guide for teachers and make monitoring of curriculum implementation more purposeful and result oriented for principals and Inspectors.
I wish to appreciate the effort of the FCT Education Resource Centre, especially the Curriculum Development Division (CDD) for the production of this very important teaching guide for effective implementation of the 9-year Basic Education Curriculum at the Junior Secondary (Upper Basic) School level.
Finally, I recommend the 2014 edition of the Junior Secondary (Upper Basic) School Teaching Scheme to all our Public and Private Junior Secondary (Upper Basic) Schools.
Secretary for Education
The introduction of the Universal Basic Education (UBE) and the New Basic Education Curriculum prompted the review of the 2004 edition of the Junior Secondary School Teaching Schemes.
This 2014 edition is brought in line with the 9-year Basic Education Curriculum developed by the Nigerian Educational Research and Development Council (NERDC). To produce a standard document, FCT Education Resource Centre (ERC) organized a one week workshop for subject Specialists from FCT Universal Basic Education Board, Public and Private Junior Secondary Schools and ERC staff to develop the Teaching Schemes.
In this regard, I wish to register my unreserved gratitude to the Chairman, FCT Universal Basic Education Board (UBEB) and Proprietors of Private Schools for facilitating the participation of teachers in the exercise. I also wish to acknowledge ERC staff especially of the Curriculum Development Division who participated in the exercise. They include Mrs. E.J. Akpabio, Head of Division, Mrs. S.A Mustapha, Mrs. F.R Omowale, Mrs. S.B Saleh, Mrs. Osuji R.A., Mrs. Sai Msurshima, Mrs. B.O Edegbe, Mrs. Maryam Yakubu, Mrs. Amaefule Genevieve, Mal. Harisu Aminu, Mr. Bere B. Friday, Mrs. Ajinomoh Maryam, Mr. Aribi Dan Asabe, Mrs. Kunle Kunbi T.T., Mrs. Anthonia Okoro-Opara, Mal. Samba Bashir M., Mrs. Adesina Victoria, Mrs. Gloria Opara C., Mrs. S.N. Enekebe, Mrs. Jongas Mercy, Mrs Felicia Okoh, Miss Egwu Patience M., Mrs. Roseline Katuka, Mr. Okoro Chinasa, Miss Batubo Kaine, Mr. Fakaa Timothy and Mr. Ibrahim Dalhatu.
I specially thank all the staff of ERC Mini Printing Press and others who contributed in various ways to the production of the teaching schemes.
We are grateful to the Hon. Minister of FCT, Senator Bala Mohammed and the Secretary for Education, Kabir Usman for their kind support.
Value re-orientation (honest, respect for elders, punctuality)
Selected materials and makes appropriate statements for students to listen to like poems and passages. Excerpts from magazines, newspapers. Students identify accurately the intonation patterns from passages read. Teacher provides sample sentences, paragraphs passages for identification of intonation pattern for questions command and statements.
Adverbials and tenses
Adverbs, conjunctions and prepositions
Examples of adverbs, conjunctions and prepositions in a given passage e.g.
The ideal family size
Effects of adulterated drugs
The dangers of examination mal-practice
Effects of corruption in a society.
Teacher gives examples of adverbs such as really, badly, abroad, often etc.
Conjunctions: e.g. and, or, but etc
Prepositions: e.g. in, by, out etc
The adverbs, conjunctions and preposition.
Lesson from myths/legends
African and non-African tales comprising of myths and legends
Teacher narrates a myth/legend to the students, students listen, the teacher leads students to retell and explain the themes of the myth/legend.
Reading for Summary
Importance of reading for speed:
The link between reading for speed and comprehension
Scanning, skimming and normal rate reading.
Teacher guides students to see the link between reading for speed and comprehension and students practice reading, scanning, skimming and normal-rate reading.
Types of letter writing (informal and formal)
Teacher guides students to identify the types of letter writing and formats of letters.
Teacher provides sample sentences, paragraphs and passages, students practice with different passages to identify the correct points of pauses, and appropriate rhythm.
Adverbial, conjunctions and prepositions
Functions of adverbs, conjunctions and prepositions.
Teacher leads students to identify the features and functions adverbs, conjunctions and prepositions in the passage.
Lesson from myths/legends
Moral lessons from given myths/legends
Myths-Story about ancient gods and heroes and monsters.
Legends-An old traditional story that is usually not true.
Teacher guides students to identify the moral lessons in given myths and legend and students identify the moral lesson from myth/legend.
Reading for critical evaluation
Suitable passages/stories that illustrate topic sentences, key ideas and expressions that redirect attention to main points on:
Road traffic management
Reading food labels with understanding
Safe storage of food
Teacher presents materials like magazine cuttings, course books, supplementary readers, pictures of fully kitted road traffic management officials and other relevant materials.
Teacher guides students to identify topic sentences and key ideas in different paragraphs/passages students read the materials, identify topic sentences and key ideas and identify words and expressions that emphasis main points.
Diphthongs e.g. /ei/ rail, sail, date, late.
/ou/ load, road, coat, boat
/i/ fierce, theatre, hero, serious
/ai/ child, wild, mild, might
/au/ stout, rout, drought, bout
Teacher stresses the distinction exemplified in minimal pairs e.g. /t/ tins, /th/ things, /d/ den. Students practice the differences in sounds exemplified in minimum pairs.
Body of the letter
Teacher leads students and writes a model formal letter format e.g. sample of formal letter. Students copy the teacher’s model addresses.
Adverbial and tenses
Identification and use of tenses e.g. present, past and future using such topics as:
Identify adverbials and tenses in the passage and practice the use of adverbials and tenses. Use passages, manuals, texts and sentence strips.
Provide passage, identify accurately the intonation pattern for questions, commands and statements and also respond to commands using different intonation patterns provide (a) sentences strips (b) excepts from magazines, newspapers (c) tape recorder