New Revised NERDC JSS 1 Business Studies Scheme of Work
Week 1: Introduction to Business Studies
1. Content: 1. Meaning of Business Studies. 2. Importance of Business Studies. 3. Components of Business Studies: office Practice, commerce, marketing, book keeping, digital literacy, entrepreneurship. 4. Career opportunities in Business Studies.
To cover this, start with real stories. Ask students what jobs they see around them. Use pictures to show business roles. This makes ideas stick.
2. Performance Objectives: Students should be able to: 1. explain the meaning of Business Studies; 2. discuss the importance of Business Studies; 3. identify the components of Business Studies; 4. discuss the career opportunities in Business Studies.
3. Learning Activities
i. Teacher Activities: Guide students to search textbooks and online sources. Lead group talks on importance. Help with presentations on careers. Teachers can show examples first. This sets the tone. It keeps class active.
ii. Student Activities: 1. Search textbooks, academic articles, and online sources for the meaning of Business Studies. 2. Brainstorm in groups on the importance of Business Studies. 3. Develop a presentation that highlights career opportunities in Business Studies.
Students share ideas in groups. This builds teamwork. They learn from each other.
4. Teaching and Learning Resources: Charts, Diagrams of various business enterprises, Photographs of people doing different jobs in business, Computers, Internet.
Add flip charts for notes. In the lesson, use charts to map components. Show photos to discuss careers. Computers help research. This makes learning hands-on and fun.
Week 2: Digital Technologies in Business
1. Content: i. Meaning of digital technology. ii. Importance of digital technologies in business operations. iii. Basic digital tools and applications in business organisations. iv. Selection of appropriate digital technology to perform specific business operations. v. Responsible digital citizenship.
To cover this, use demos. Show how apps work on phones. Discuss safe online habits with examples like not sharing passwords.
2. Performance Objectives: Students should be able to: 1. state the meaning and importance of digital technology in Business; 2. identify basic digital tools in business operations; 3. discuss the concept of responsible digital citizenship; 4. use digital technology in business practices.
3. Learning Activities
i. Teacher Activities: Lead group talks on meaning and importance. Guide internet searches. Arrange office visits to see tools in action. Discuss responsible use. Teachers can share stories from business. This links theory to life.
ii. Student Activities: 1. Brainstorm in groups on the meaning and importance of digital technologies in business. 2. Search the internet to identify digital technologies and their uses in business. 3. Visit a modern office to observe the utilisation of digital technologies. 4. Discuss how to be a responsible digital citizen.
4. Teaching and Learning Resources: Internet, Computers, Pictures/posters of digital technology tools used in business, Video clips. Add sample apps on devices. In class, use videos to show tools. Posters help recall. Computers for hands-on search. This builds skills step by step.
Week 3: Introduction to Commerce
1. Content: 1. Meaning of commerce. 2. Importance of commerce: boosts economic growth, encourages international trade and cooperation, market access, innovation and competition, etc. 3. Activities that aid commerce.
To cover this, visit a market. Talk about what they see. Draw maps of commerce activities.
2. Performance Objectives: Students should be able to: 1. state the meaning of commerce; 2. discuss the importance of commerce; 3. discuss the activities that aid commerce.
3. Learning Activities
i. Teacher Activities: Lead brainstorms on meaning and importance. Guide group diagrams. Arrange business visits for reports. Teachers can use questions to spark talks. This keeps energy high.
ii. Student Activities: 1. Brainstorm on the meaning and importance of commerce. 2. Work in groups to create a diagram that outlines the activities that aids commerce. 3. Visit a local business (e.g., a marketplace, or trade show) to observe and report on commercial activities.
4. Teaching and Learning Resources: Charts, Photographs of banks, transport, and traders, insurance, communication, Cardboard papers, Markers, Digital devices, Internet.
Include real items like bank forms. Use photos to start talks. Charts for diagrams. Digital tools for research. This ties resources to activities.
Week 4: Concept of Money
1. Content: 1. Meaning of money. 2. Origin of money. 3. Types of money. 4. Sources of money. 5. Uses of money. 6. Money as a resource. 7. Money etiquette.
To cover this, use timelines. Show old money like cowries. Role-play buying.
2. Performance Objectives: Students should be able to: 1. explain the meaning of money; 2. trace the origin of money; 3. identify the different types of money; 4. state the sources of money; 5. discuss the uses of money; 6. explain money as a resource. 7. Demonstrate good behaviour around money.
3.Learning Activities
i. Teacher Activities: Guide group talks on meaning and types. Help make timelines. Lead brainstorms on sources and resource view. Teachers can bring samples to show. This aids understanding.
ii. Student Activities: 1. Work in small groups to discuss the meaning and types of money. 2. Create a timeline illustrating the origin of money, from barter through the introduction of coin and paper money to digital currencies. 3. Brainstorm on the sources of money and concept of money as a resource.
5. Teaching and Learning Resources: Different types of money e.g. cowries, coins and notes, Charts or pictures showing different types of money.
Week 5: Cashless Economy and Digital currency
1. Content: 1. Meaning of cashless economy. 2. Purposes of the cashless policy. 3. Types of digital payment systems. 4. Challenges of businesses and consumers in a cashless economy. 5. Mitigation of challenges businesses and consumers face in a cashless economy.
To cover this, demo POS use. Discuss pros and cons with news clips. Practice safe online buys.
2. Performance Objectives: For Cashless Economy: Students should be able to: i. state the meaning of cashless economy; ii. state the purposes of the cashless policy; iii. identify digital payment systems,
iv. discuss the challenges of businesses and consumers in a cashless economy; v. discuss the mitigation of challenges encountered by businesses and consumers in a cashless economy; 6. use digital payment systems and platforms.
3. Learning Activities
i. Teacher Activities: Guide talks on policy and meaning. Help search challenges. Show videos. For digital currency, lead brainstorms and debates. Oversee practice buys.
ii. Student Activities: For Cashless Economy: 1. Discuss in groups the meaning and purposes of the cashless policy. 2. Gather information online on the challenges of businesses and consumers in a cashless economy and how to mitigate them. 3. Search for and watch videos online on the use of digital payment systems and platforms.
4. Teaching and Learning Resources: For Cashless Economy: Phones, Digital devices, Pictures of POS machine& ATM, ATM cards, Internet, Video clips. For Digital currency: Internet, Charts, Posters, Video clip, Relevant CBN publications, Textbooks, Smart phones, ATM cards, POS machines or picture.
Week 6: Concept of saving
1. Content: 1. Meaning of saving. 2. Ways of saving: formal (banks, commercial banks, co-operative societies), informal, thrift collectors (Esusu). 3. Reasons for saving money. 4. Benefits of saving. 5. Factors that determine Savings. 6. Saving culture. 7. Challenges of saving money and how to overcome them.
To cover this, make piggy banks. Talk about family saving stories. Chart factors.
2. Performance Objectives: Students should be able to: 1. explain the meaning of saving; 2. identify types of savings; 3. explain the reasons for saving; 4. discuss the benefits of savings; 5. state the factors that determine Savings; 6. save money. 7. Describe the challenges to saving money and how to overcome them.
3. Learning Activities
i. Teacher Activities: Lead talks on meaning and benefits. Guide collage making. Help search reasons. Brainstorm factors and culture.
ii. Student Activities: 1. Discuss in groups the meaning and benefits of saving. 2. Create a collage or poster that illustrates various types of saving. 3. Search the internet for information and create a presentation on different reasons for saving. 4. Brainstorm on factors that determine saving and the need to build a saving culture.
4. Teaching and Learning Resources: Cardboard papers, scissors, markers, gum, Sample of piggy bank, Pictures of banks, Video clips, internet, Digital devices, www.sabimoni.org.
Add bank visit pics. Use videos for stories. Internet for research. Piggy banks for fun saving start.
Week 7: Mid-Term Break
Conduct mid term test from week 1 to 6. Cover basics like business meaning and money use. Use multiple choice and short answers.
Week 8: Savings Plan and Concept of credit
1. Content: 1. Meaning of savings plan. 2. Steps in developing a savings plan
To cover this, make personal plans. Discuss credit stories. Role-play loan talks.
2. Performance Objectives: For Savings Plan: Students should be able to: 1. state the meaning of a savings plan; 2. develop a savings plan.
3. Learning Activities
i. Teacher Activities: Guide searches on saving. Help group plans. Lead brainstorms on credit. Guide info searches.
ii. Student Activities: For Savings Plan: 1. Search online for information on the meaning of saving money and challenges to saving money. 2. In groups, develop a savings plan following appropriate steps.
4. Teaching and Learning Resources: For Savings Plan: Textbooks, Pictures of financial institutions, Saving boxes, Flash cards, Sample of a savings plan.
Week 9: Becoming an informed consumer of financial services
1. Content (Knowledge and Skill: Knowledge: 1. Meaning of consumer of financial services. 2. Challenges faced by consumers of financial services. 3. Strategies for mitigating challenges faced by consumers of financial services.
To cover this, role-play bank visits. Discuss scam stories. Make rights lists.
2. Performance Objectives: Students should be able to: 1. explain the meaning of consumer of financial services; 2. differentiate between consumers of financial services and consumers of other goods/services; 3. discuss the challenges faced by consumers of financial services; 4. identify strategies for mitigating challenges faced by consumers of financial services.
3. Learning Activities
i. Teacher Activities: Lead brainstorms on meaning. Guide chart making. Help search challenges and talks.
ii. Student Activities: 1. Brainstorm on what it means to be a consumer of financial services. 2. Create a chart to distinguish between consumers of financial services and consumers of other goods/services. 3. Search the internet for information on challenges faced by consumers of financial services and discuss in groups on how to mitigate the challenges.
4. Teaching and Learning Resources: Specimen of financial consumer bill of rights and responsibility, Consumer protection framework, Other consumer protection laws and regulations, Internet, Journals, Magazines, Video clips.
Week 10: Production and Service Delivery
1. Content (Knowledge and Skill: Knowledge: 1. Meaning of production. 2. Types of production: extractive, manufacturing, constructive. 3. Effects of production on the environment/ society.
4. Factors of Production. 5. Knowledge and service economy. 6. Differences between production of goods and services. 7. Roles and impact of technology (Robots, AI, etc.) and opportunities in the production sector.
2. Performance Objectives: Students should be able to: 1. explain the meaning and types of production; 2. state the effects of production on environment and society; 3. discuss the factors of production; 4. explain knowledge and service economy; 5. identify opportunities in knowledge and service economy; 6. discuss the roles and impacts of robots in production.
3.Learning Activities
i. Teacher Activities: Guide group talks on meaning and effects. Arrange visits and reports. Help online searches on tech
ii. Student Activities: 1. Discuss in groups the meaning, types, factors and the effects of production on the environment. 2. Visit a factory to observe production activities and write a report. 3. Search information online on the roles of robots and artificial intelligence on production.
4. Teaching and Learning Resources: Charts showing types of production and factors, Newspaper cuttings of the effect of pollution on the environment/ society.
Week 11: Revision
Revise all lessons and prepare your pupils for the exam. Go over key points from weeks 1 to 10. Use quizzes and group reviews.
Week 12: Examination
The exam for the term should start. Test on all topics covered.
Week 13: Examination, Marking & Vacation
Examination should be concluded together with marking and recording then vacation follows once all have been achieved.