Osun State Unified Schemes of Work for Junior Secondary Schools (JSS1). Business Studies Scheme of work JSS1 (AGE 12 ) – schemeofwork
STATE OF OSUN UNIFIED SCHEME OF WORK FOR BUSINESS STUDIES JSS1 FIRST TERM
BUSINESS STUDIES
GRADE 7-1st Term
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIALS | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | Cleaning of the school compound and Revision of last term examination | Cutlasses ,hoes and brooms. Last term question paper | Through supervision and monitoring of the learners | Every learner must partake in the cleaning of the school compound | ||
| 2 | Introduction to Business Studies | (a)Business studies (i)Meaning (ii)importance (iii)component (iv)career opportunities | At the end of this topic the learners should be able to: (i)Define the term business studies. (ii)state the importance of business studies. (iii)list the components of business studies. (iv)Name career/employment opportunities in business studies. | (i)Diagrams and charts of various business enterprises (ii)photographs of people doing different jobs in business. | (i) Explain the meaning of business studies (ii)Leads learners to identify the importance of business studies (iii)Guides students to state the components of business studies (iv)Leads learners to discuss various career opportunities available in business studies. | (i)State the meaning of business studies. (ii)Participate in class discussions on the importance of business studies. (iii)Give examples of components of business studies. (iv)Participate in listening examples of career opportunities in business studies. |
| 3 | The Office | (a)An office (i)meaning, types-small and large offices (ii)Functions (iii)The different offices in an organization | Learners should be able to: (i)Define an office (ii)Differentiate the two types of offices (iii)mention the various functions of an office (iv)List two offices in their school | Charts and Diagrams of offices | (i)Leads discussions on the meaning of an office (ii)Guides discussion on the types of offices (iii)Explains the functions of an office (iv)Takes students to the offices in the school | (i)Participate in the discussions on the meaning and types of offices (ii)List some functions of an office (iii)Mention the offices in the school |
| 4 | Office Staff | (a)Clerical staff: (i)meaning (ii)Functions (iii)Qualities (b)Confidentiality of office information | Learners should be able to: (i)Describe a clerical staff (ii)State functions of a clerical staff (iii)Explain the qualities of a clerical staff (iv)Keep office information confidential | Charts and Diagrams of clerical staff on duty | (i)Explain the meaning of clerical staff (ii)Guides discussion on: -functions of a clerical staff -qualities of a good clerical staff (iii)Takes the learner to visit a clerical staff at work (iv)Explains the need for keeping information confidential in the office (v)Invites note on the chalk board | (i)Describe a clerical staff (ii)Participate in class discussion to identify functions of a clerical staff (iii)Narrates the experience of the visit to a clerical staff at work (iv)Explain the effects of not keeping information (v)copy the notes from the chalkboard |
| 5 | The right attitude to work | (a)Punctuality and regularity: (i)Meaning (ii)Attribute (b)Devotion to Duty (i)Meaning (ii)Effect on productivity and development | Learners should be able to: (i)Explain the meaning of punctuality and regularity (ii)State the attributes of a worker with the right attitude to work (b)(i)Explain the term ”Devotion to duty” (ii)Enumerate the effect of Devotion to duty on productivity and development | (i)Audio-visual aids (ii)Guests talk (iii)Radio or Tv programmes (iv)video clips | (1)Guides discussion on: -punctuality and regularity – punctuality and regularity resulting in high performance -rewards and sanctions (2)Invite guest speakers to talk on punctuality and regularity in school, at work e.t.c (3)Guides discussion on meaning of devotion to duty (4) Explains the effects in productivity and development. | (1)Participate in discussion on punctuality and regularity (2)Mention the effects of punctuality and regularity on performance and productivity (3)Discuss the rewards and the link between punctuality and regularity (4)Discuss sanctions for not being punctual and regular (5)Explain the effects of being regular and punctual on productivity and development |
| 6 | The departments in an office | (a)various departments in an organization -administrative -purchasiing -accounting -Sales -Personnel -Planning -Transport (b)Functions of various departments. | Learners should be able to: (i)Mention the departments in an office/organization (ii)List the functions of each of the department | (1)Charts (2)Photographs and diagrams of departments in an organization | (1)Guides discussion on various departments in an organization (2)Organize a visit for students to see those functions of the various departments in an organization (3)Ask students questions on what they saw during the visit (4)Write note on the chalkboard | (1)Participate in guided discussion (2)Write reports on visits to an organization (3)Copy notes on the chalkboard |
| 7 | Introduction to Commerce | (1)Commerce -Meaning -Importance (2)Activities which aids commerce | Learners should be able to: (1)Define commerce (2)List the importance of commerce (3)List the activities which aids commerce | (1)charts (2)photographs of banks,transport, traders and insurance communications | (1)Explains commerce as trade and aids to trade (2)Leads discussion on different aid to commerce (3)Explains the importance of these aids to commercial activities (4)Uses chart to explain trade and aids to trade (5)Arranges to visit one aid to commerce (6)Writes note on the chalkboard for students to copy | (1)Give definition of commerce (2)Define trade (3)Explain the different aids to trad ewhich constitute commercial activities |
| 8 | Division of commerce | (1)commerce; -Divisions -Home -Foreign trades (2)Types (i)Home trade -Wholesaler -Retailer (ii) -Imports -Exports | Learner should be able to; (i)Classify commerce (ii)Differentiate between home and foreign trades (iii)Explain import and export trades (iv)List products involved in foreign trade | (1)charts showing diagrams of commerce (2)photographs of train,ship,lorry,airplane,wave-house (3)Advertisement slogans on cardboards,from billboards,from magazines,newspapers and billboards | (1)Explains the division of commerce (2)Draws diagram showing the division of commerce (3)Leads students to mention products invoved in home and foreign trades | (1)State division of commerce (2)Draws the diagrams showing division of commerce in their notebooks (3)Copy note from the chalkboard to their note |
| 9 | production | (1) -meaning -Types (a) industry: -Extractive -Manufacturing -Constructive (b)Commerce -Trade -Aids to trade (c)Services (2)Effects of production on the environment/society | Learners should be able to (i)Define production (ii)Explain types of production (iii)State the effects of production on environment and society | (1)Chart showing types of production (2)Newspapers cuttings of the effects of pollution on the environment and society | (1)Illustrates on a chart showing types of production (2)Leads discussion on the effects of production on the environment and society (3)Arranges a visit to a capentary shop,a hair salon and a garden | (1)Identify types of productions with examples (2)Mention the hazards of production on environment and society(environmental pollution) |
| 10 | Factors of production | (1)factors of production -Land -Labour -Capital -Entrepreneur | Should be able to: (1)list the factors of production (2)state the features of each factor of production (3)mention the importance of ach factor of production in business | (1)charts showing factors of production (2)pictures of business concerns | (1)Leads discussion on factors of production given examples (2)write short notes on factors of factors production (3)gives assignment on factors of production required to set up any business | (1)mention the factors of production (2)copy notes on factors of production (3)carry out the assignment and submit |
| 11 | Types of occupation | (1)occupation (i)Meaning (ii)Divisions -Primary -Industrial -Commercial -Services (iii)Factors which affects occupation (iv)differentiate between direct and indirect services | Should be able to: (i)Define occupation (ii)Explain the different types of occupation (iii)List factors which affects occupation (iv)Differentiate between direct and indirect services | (1)Charts showing the different division of occupation (2)Photographs of people in different occupations | (1)Explains occupation (2)Gives different categories of occupation (3)Lists factors which affects choice of occupation (4)Draws a diagram on the chalkboard to illustrate division of occupation (5)Gives the students a note on the chalkboard to copy | (1)Enumerate different occupation (2)State reasons for choice of occupation (3)Copy the diagram and note in their notebook (4)Go on excursion to nearby business organizations |
| 12 | Revision and Examination | |||||
| 13 | Marking and Recording |
Osun State Unified Schemes of Work for Junior Secondary Schools (JSS1). Business Studies Scheme of work JSS1 (AGE 12 ) – schemeofwork
STATE OF OSUN UNIFIED SCHEME OF WORK FOR BUSINESS STUDIES JSS1 SECOND TERM
GRADE 7-2nd Term
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIALS | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | Cleaning of the school compound and Revision of last term examination | |||||
| 2 | Honesty in business | (1)Meaning of truthfulness (2)Attributes of truthfulness (3)Factors that cause people to lie (4)Rewards for being truthful (5)Consequences of not being truthful (6)Meaning of fair play (7)Attributes of fair play | Learners should be able to: (1)Explain the meaning of truthfulness (2)State the attributes of truthfulness (3)Outline factors that cause people to lie (4)Mention the rewards for being truthful (5)Describe the consequences of not being truthful (6)Explain the meaning of their play (7)Describe the attributes involved in fair play | (1)Magazines (2)Film shows (3)Instructional materials e.g Religions Publications | (1)Asks learners to explain truthfulness (2)Asks learners to enumerate the attributes of truthfulness (3)asks learners to list consequences of not being faithful (4)provides students with appropriate materials to read on truthfulness and asks them to write down lessons learnt (5)asks learners to explain the meaning of fair play (6) Demonstrates openness in dealings with others through classroom activities | (1)Explain the meaning of truthfulness (2)Dramatize truthfulness (3)Enumerate reward for truthfulness (4)write down lessons learnt from material and drama (5)Exhibit truthfulness in their daily life (6)Show fairness in dealing with others (7)Tell true stories that depicts fair play |
| 3 | Ethics in sourcing chemicals | (1)Meaning of ethics (2)Ethics of sourcing chemicals -From licensed chemical vendors -good handling techniques -good distribution -proper disposal | Learners should be able to: (i)Explain the meaning of ethics (ii)Mention the ethics guiding sourcing of chemicals | (1)Magazines (2)Pictures (3)Textbooks (4)Charts (5)Posters (6)Video clips | (1)Leads discussions on the ethics of sourcing chemicals (2)Explain the importance/merits of observing ethics in the use of chemicals (3)Guides students to identify the best practices in sourcing of chemicals | (1)Participate in discussing meaning and ethics guiding sourcing of chemicals (2)Copy short notes from the chalk board |
| 4 | Entrepreneurship | (1)Meaning of -Entrepreneurship -Enterprise -Eelf-employment (2)Facilities available for self employment (3)Successful entrepreneurs in -your locality -Nigeria -international | Learners should be able to: (1)State the meaning of entrepreneurship (2)State the meaning of enterprise (3)Define self-employment (4)Mention facilities available for self-employment (5)List successful entrepreneurship in: -Your locality -Nigeria -Internationally | (1)Charts (2)Video clips (3)Guests speaker (4)Internet | (1)Explain the meaning of entrepreneurship and enterprise (2)Leads discussion on self-employment (3)Guide students to identify facilities for self-employment (4)Guide discussion on identifying successful entrepreneurs in the: -Locality -Nigeria -Internationally (5)Invites a locally based successful entrepreneur to speak to the students | (1) Listen an d participate in class discussion (2) Ask and answer teachers questions (3) Listen to the guest speakers and take notes (4) Write a short note on the guest topic |
| 5 | Forms of business organizations | Business organizations: (i)Types -Sole proprietorship -Partnership -Limited liability -companies -cooperative societies (ii)advantages and disadvantages of each form of business | Learners should be able to: (1)Explain the features of each type of business organization (2)enumerate the advantages of each form of business | (1)Business organizational charts and showing the ownership management of the various forms of business (2)pictures (3)photographs (4)magazines (5)internet | (1)Leads discussions on ownership of business organizations using charts (2)Leads discussion on the features of each form of business with examples (3)explain the advantages and disadvantages of each form of business | (1)Mention forms of business (2)Differentiate between form of business |
| 6 | Importance of Entrepreneurship | Importance of entrepreneurship | Learners should be able to list the importance of entrepreneurship | (1)Charts (2)Video clips (3)internet | (1)Guides discussions on importance of entrepreneurship (2)Writes short notes on the chalkboard | (1)Listen attentively and participate in the class (2)Copy chalkboard summary |
| 7 | Consumer, Market and Society | (1)meaning of -Consumer -Market -Society (2)Need for consumer education (3)Importance of consumer education (4)Consequences of lack of consumer education | Learners should be able to: (1)Explain who a consumer is (2)Explain the meaning of market and society (3)Mention three needs for consumer education (4)State the importance of consumer education (5)Explain the consequences of lack of consumer education | (1)Posters (2)Charts (3)Fliers showing market scene (4)Magazine | (1)Explain the meaning of consumer, market and society (2)Leads discussions on the need for consumer education with appropriate examples (3)Give class project for learners to visit markets and observe situations where there is need for consumer education | (1)Participate in the discussion of consumer, market and society (2)Identify the need for consumer education (3)Share individual experience on consequences of lack of consumer education (4)Write project report |
| 8 | Need for monitoring and control of chemicals | (1)Meaning of chemicals (2)Chemicals suitable and not suitable for use (3)Need for monitoring and controlling; -Food -Drugs -Chemicals | Learners should be able to; (1)Explain the meaning of chemicals (2)Distinguish between chemicals suitable and not suitable for use (3)Explain the need for monitoring and controlling chemicals | (1)Posters (2)Charts (3)Magazines (4)Newspapers Clipping of relevant information on consumer and society | (1)Explain the meaning of chemicals (2)Lends discussions on chemicals suitable and with suitable and not suitable for use (3)Give class project for learners to visit market and find out chemicals suitable and not suitable for use (4)Discuss needs for monitoring and controlling: -food -drugs -chemicals | (1)Participate in the discussion on meaning of chemicals and chemicals suitable and not suitable for use (2)Identifying the need for controlling and monitoring of -food -drug -chemicals |
| 9 | Introduction to book keeping | (1)Meaning of book-keeping (2)Importance of book-keeping (3)Essential qualities of book-keepers (4)Common book-keeping practices | Learners should be able to: (i)State the meaning of book-keeping (ii)Explain the importance of book-keeping to business (iii)Identify qualities of book-keepers (iv)Identify common book-keeping practices | (1)Receipts (2)Invoices (3)Adding machines (4)Charts (5)Pictures (6)Calculator | (1)Explains the recording of business transaction (2)Explains the principles of book-keeping (3)Explains the importance of keeping financial records (4)State the essential qualities of book-keeping ethics | (1)Identify financial transactions (2)Mention the importance of keeping financial records (3)Differentiate between cash and credit transactions (4)Participate in the discussions on the qualities of book-keepers and book-keeping ethics |
| 10 | Source Documents | (1)Meaning of source documents (2)Uses of source documents (3)Types: (i)Invoices -Sales invoices -Purchases -Invoices (ii)Receipt for payment made (iii)Cash register tapes (iv)Credit notes (v)Debit notes (vi)Cheques | Leaners should be able to: (1)Explain the meaning of source documents (2)Mention the uses of sources document (3)Explain the contents of sources document (4)Differentiate between cash and credit transactions (5)Extract information from source documents for book-keeping purposes | (1)Source documents (2)Book of original entry (3)Journals (4)Calculator (5)Chalkboard and chalk (6)Practice questions | (1)Explains the contents of each source documents (2)List the uses of source document (3)Shows examples of source documents (4)Demonstrates how to record information into source documents (5)Explains how to extract information | (1)Identify different source documents (2)Explain the uses of each source documents (3)Complete the source documents (4)Extract information from source documents into book of original entry |
| 11 | journal | (1)Journal -Meaning -Types -Forms of journal | Learners should be able to (i)Explain the meaning of journal (ii)Draw the correct form of journal (iii)List different types of journal (iv)Identify the contents of books of original entry (v)Use source documents for the preparation of appropriate books of original entry (vi)Enter correctly information from source documents into books of original entry | (1)Ruler (2)Pencil (specimen of source documents) | (1)Shows the learners forms of journal (2)Explains the meaning of journal (3)Guides learners to discuss the different types of journal (4)Demonstrates the use of source documents for the preparation of appropriate book of original Entry (5)Supervises learners as they enter information from source documents into books of original entry | (1)Observe a form of journal as shown by the teacher (2)Draw the correct form of a journey (3)Participate in class discussions (4)Enter correctly information from source documents into books of original entry |
| 12 | Revisions and Examination | |||||
| 13 | Marking and Records |
Osun State Unified Schemes of Work for Junior Secondary Schools (JSS1). Business Studies Scheme of work JSS1 (AGE 12 ) – schemeofwork
STATE OF OSUN UNIFIED SCHEME OF WORK FOR BUSINESS STUDIES JSS1 THIRD TERM
GRADE 7-3rd Term
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIALS | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | Cleaning of the school compound and revision of last term examination | |||||
| 2 | Double Entry Book-keeping | (1)Meaning of double entry book-keeping (2)Double entry treatment of assets (3)Double entry treatment of liabilities (4)Double entry treatment of expenses (5)Meaning of journals (6)Meaning of ledgers (7)Classes of ledgers (8)Classification of accounts: (i)Real (ii)Nominal (iii)Personal (iv)Impersonal | Learners should be able to; (i)state the meaning of double entry book-keeping (ii)analyze events and transactions using double entry system (iii)match every debt entry with corresponding credit entry (iv)Identify accounts to be debited and account to be created (v)post from journals to ledger (vi)classify types of accounts | (1)T-account (2)journals (3)ledger accounts (4)calculators (5)rulers (6)chalkboard and chalk (7)sample business transactions | (1)Explains double entry book-keeping (2)States the rules for debit and credit entries (3)illustrates how to debit and credit accounts (4)Explains what journal entries (5)Explains what a ledger is (6)Explains the differences between a journal and a ledger (7)Explains how to move from a journal to a ledger | (1)Participate in the discussions on double entry (2)Practice problems involving debit and credit (3)Practice accounts opening and post entries (4)Practice posting to ledgers from journals |
| 3 | Introduction to keyboarding | (1)keyboarding (i)Meaning (ii)Importance (iii)Correct sitting posture for keyboarding | Learners should be able to; (i)explain the meaning of keyboarding (ii)mention the importance of keyboarding (iii)demonstrate the correct posture of keyboarding | (i)charts (ii)photographs (iii)pictures (iv)typewriter (v)computer (vi)workbook | (1)writes the meaning of keyboarding on the chalkboard (2)Guides discussions on the importance of keyboarding as it relates to; -salable skills -useful occupation -personal use (3)demonstrate correct sitting posture for keyboarding | (1)Explain the meaning of keyboarding (2)List the importance of keyboarding to: -individuals -business (3)Practice the correct sitting posture for keyboarding |
| 4 | Parts of a computer keyboard | (1)Parts of a computer keyboard -uses (2)similarities between the typewriter and computer keyboard | Learners should be able to: (1)identify the parts of a computer keyboard (2)mention the uses of parts of the computer keyboard (3)identify the similarities between typewriter and to computer keyboarding | (i)charts (ii)pictures (iii)typewriter (iv)computer (v)workbook (vi)adopted textbooks | (1)discuss the different parts of the computer keyboard and their uses (2)shows the parts of the computer keyboard (3)Calls learners to come and identify parts of the computer keyboard | (1)examine parts of the computer keyboards (2)draw the different parts of the computer keyboard |
| 5 | Care of the computer | (1)Care of the computer (2)Items used for the care of the computer | Learners should be able to: (1)explain how to take care of the computer (2)list items used for the care of the computer (3)demonstrate how to care for the computer | (1)charts (2)computer (3)duster (4)dustcover (5)brush | (1)discusses care of the computer (2)demonstrates how to care for the computer | (1)mention how to care for the computer (2)list items for the care of the computer |
| 6 | Correct keyboarding technique | (1)the keyboard rows; -top -upper -home -nottem (2)division of the keyboard: -left hand-side -right hand-side | Learners should be able to: (1)identify the four rows on the keyboard (2)identify the two divisions on the keyboard (3)demonstrate correct finger position | (1)computer (2)workbook of adopted textbook | (1)shows the position of the four rows on the keyboard (2)shows the left hand-side divisions on the keyboard (3)demonstrates correct finger position on the keyboard | (1)point out the position of the four rows on the keyboard |
| 7 | Home row keys | (1)keyboard rows: -top, upper -nottem (2)two divisions of the keyboard -left hand-side -right hand-side | Students should be able to: (1)identify the four rows of the keyboard (2)identify the two divisions on the kingdom | (1)computer keyboard (2)charts (3)photographs (4)drawings (5)workbook of adopted textbooks | (1)shows the position of the four rows of the kingdom (2)demonstrates proper finger placement on the home row keys (3)demonstrates how to manipulate the home row keys using soft touch | (1)observe the position of the four rows of the keyboard and point them out (2)practice how to manipulate the home row keys using soft touch |
| 8 | Alphanumeric keys | Alphanumeric keys: -identification -soft touch manipulation | Learner should be able to; (1)identify the alpha numeric keys (2)manipulate the alphanumeric keys | (1)computer keyboard (2)charts (3)pictures (4)drawings | (1)shows the learners the alphanumeric keys/symbols (2)demonstrates correct finger placement on alphanumeric keys/symbols (3)manipulates the alphanumeric keys/symbols using soft touch | (1)observe the alphanumeric keys/symbols (2)practice proper finger placement on the alphanumeric keys/symbols (3)practice the manipulation of the alphanumeric keys/symbols using soft touch |
| 9 | Basic Service Keys | Basic service keys (1)correct finger placement on the basic service keys (2)the manipulation of the basic service keys using soft touch | Learner should be able to: (1)identify the basic service keys (2)demonstrate correct finger placement on basic service keys (3)demonstrate manipulation of the service keys using soft touch | (1)computer (2)keyboard (3)charts (4)pictures (5)workbook of adopted home keys | (1)shows learners the basis service keys on the keyboard (2)demonstrates to learners the correct finger placement on the basic service keys (3)demonstrates to learners the manipulation of the basic service keys using soft touch | (1)observe the basic service keys (2)practice correct finger placement on basic service keys (3)practice manipulation of the basic service keys using soft touch |
| 10 | Correct spacing and punctuating marks | Correct spacing and punctuating marks: (1)identification (2)correct finger placement | Learner should be able to; (i)identify the spacing keys and punctuation marks (ii)demonstrate correct finger placement on the spacing keys | (1)keyboard (2)charts (3)pictures (4)whole book of adopted home keys | (1)shows learners the spacing and punctuating marks keys (2)demonstrates to learners the correct finger placement on the space key | (i)Observe the spacing and punctuating marks keys (ii)practice the correct finger placement on the spacing key |
| 11 | Correct spacing and Punctuation marks continues | (1)correct use of punctuating marks keys (2)correct spacing after punctuating marks | Learners should be able to: (i)demonstrate the correct use of punctuation mark keys (ii)demonstrate correct spacing after punctuation marks | (1)keyboard (2)charts (3)pictures (4)workbook of adopted home keys | (1)demonstrates to learners the correct use of punctuation marks keys (2)demonstrates to learners the correct spacing after punctuation marks | (1)practice the correct use of punctuation mark keys (2)practice correct spacing after punctuating marks |
| 12 | Revision and Examination | |||||
| 13 | Marking and Recordings |
